stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Okay. Teacher: We have to go on. Teacher: You get partial credit.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Remember guys, this is my way to know - Student N, I am talking. Teacher: This is my way to know who is understanding what you're doing and how many of you are just listening to an answer. Teacher: There's a big different.
Teacher: Okay. Teacher: We're ready. Teacher: We're listening.  [TARGET]Teacher: We're quiet.[/TARGET] Teacher: Okay, so we're working on combinations of fractions, which we worked on a little bit yesterday. Teacher: Can I have somebody read our first objective, what we want to get accomplished here? Teacher: Student F, will you read the first part?
Teacher: Okay. Teacher: What - are they the same or are they unlike? Multiple Students: Same?  [TARGET]Teacher: Please stop.[/TARGET] Student: Unlike? Teacher: Okay. Teacher: Listen to the question.
Teacher: Okay. Teacher: Whatever you can come up with is fine. Teacher: I want everybody trying.  [TARGET]Teacher: Student M, please put your book on your desk.[/TARGET] Teacher: Thank you. Teacher: Take a good look at those two garden plots there. Teacher: This is gonna be a tricky one I think this top garden.
Teacher: Okay. Teacher: When you're done, you're pencils are gonna be down, just so I know. Student: I don't got my own paper.  [TARGET]Teacher: All right, you need to share with somebody.[/TARGET] Teacher: I didn't have enough. Teacher: Share with Student M this time. Teacher: All right, okay, get your pinkie.
Teacher: Okay. Teacher: Why don't you do this instead of just sitting there? Teacher: What's your interval that you chose again?  [TARGET]Teacher: Student T, by the time you're done drawing the line, it's time to go home.[/TARGET] Teacher: Come on. Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible].
Teacher: Okay. Teacher: Why don't you just sit right here, okay? Teacher: Alright, white.  [TARGET]Teacher: If you're white raise your hand.[/TARGET] Teacher: Okay, you've got Student A. Teacher: Red? Teacher: Right there.
Teacher: Okay. Teacher: Without giving the answer I'd like you to meet this team and you read them your story problem, and they will have to give you the answer sentence. Teacher: Then you will give them your story problem and they will give you the answer sentence to your story problem.  [TARGET]Teacher: Don't look.[/TARGET] Teacher: Read it out loud. Teacher: Can you guys listen? Student: Ms. C went to the apple farm.
Teacher: Okay. Teacher: Yes. Teacher: Okay.  [TARGET]Teacher: Let's stop there.[/TARGET] Teacher: Okay? Teacher: Now, I'm gonna - please stop that. Teacher: Student N is going to collect your boards.
Teacher: Okay. Teacher: You all ready? Teacher: I need to see you work.  [TARGET]Teacher: You're not just going to quit here.[/TARGET] Teacher: I'm not going to have you just sitting here. Teacher: This is what happened yesterday. Teacher: Remember how you shut down yesterday?
Teacher: Okay. Teacher: You already have the person who is going to call out the numbers? Multiple Students: Yes.  [TARGET]Teacher: Don't do that.[/TARGET] Teacher: Are you ready? Multiple Students: Yes. Student: We don't have a calculator.
Teacher: Okay. Teacher: You can play a game with the - who drew that? Teacher: Step outside there and get your 5.  [TARGET]Teacher: Step by the door and get your 5.[/TARGET] Teacher: Go get your card. Teacher: Get the card. Teacher: Get the card for playing.
Teacher: Okay. Teacher: You guys can sit in this area right here. Teacher: Okay.  [TARGET]Teacher: Student A, can you come over and sit next to Student B?[/TARGET] Teacher: Student J, bring your things to come work over here. Teacher: Sit in between Student M and Student N.  Student F, you're with me on the rug. Student: There's three-eighths.
Teacher: Okay. Teacher: You know [inaudible]. Multiple Students: [Inaudible].  [TARGET]Teacher: We have - shh.[/TARGET] Teacher: Will you guys stop talking? Teacher: I can't remember how many cards I have. Teacher: You're going to ... place these face-down.
Teacher: Okay. Teacher: You need to put this away. Teacher: Hurry up.  [TARGET]Teacher: Use the trash.[/TARGET] Teacher: Are you done with this? Student: Yeah. Teacher: Turn it in.
Teacher: Okay. Teacher: You need to switch your chair. Teacher: You need to get a tub.  [TARGET]Teacher: Eagles, you need to start working.[/TARGET] Teacher: Student S, you need to start working. Teacher: Student J, you need to start working. Teacher: Are we working?
Teacher: Okay. Teacher: You ready? Teacher: Thank you, Student B.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: So, the perimeter is the distance around an object or the sum of all sides. Teacher: Student C, you're gonna turn to Student F.  Student B, you're gonna turn to Student A. Teacher: You're gonna tell him what perimeter is.
Teacher: Okay. Teacher: You sit down at a chair there. Teacher: Hold up your shape so you can see.  [TARGET]Teacher: This is a thinking activity, not speaking, just thinking.[/TARGET] Teacher: You see what Student J has and Student J did not feel that he belonged with Student J, so he went to table two. Teacher: Student M, look at your shape. Teacher: If you feel like you belong with Student J, go sit at that table.
Teacher: Okay. Teacher: You're right. Teacher: Student E, we're learning now.  [TARGET]Teacher: You need to leave those alone.[/TARGET] Teacher: Plus one third equals what? Teacher: Do it. Teacher: If you disagree, do it.
Teacher: Okay. Teacher: Your favorite dessert. Teacher: It's 2:00.  [TARGET]Teacher: [Inaudible] it go back.[/TARGET] Teacher: [Inaudible] your gloves. Teacher: Listen. Teacher: What are you doing?
Teacher: Okay. Teacher: [Inaudible], "My favorite foods."  This side you have chicken. Teacher: Excuse me.  [TARGET]Teacher: Look.[/TARGET] Teacher: Shrimp. Teacher: [Inaudible]. Teacher: Are we looking?
Teacher: Okay. Teacher: [Intercom] Teacher: Wait.  [TARGET]Teacher: Do not move.[/TARGET] Teacher: Student C, 14 times 5 is 70. Teacher: Why'd you stop there? Teacher: Why'd you stop?
Teacher: Okay? Student: [Inaudible]. Teacher: Student V's group, this is yours.  [TARGET]Teacher: Student V's group, pay attention.[/TARGET] Teacher: That's yours. Teacher: Okay? Student: [Inaudible].
Teacher: Okay? Teacher: All right, now. Teacher: Shh.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Listen. Teacher: Listen. Teacher: Student S, are you feeling okay?
Teacher: Okay? Teacher: All right. Teacher: So start.  [TARGET]Teacher: Sit next to your partner.[/TARGET] Teacher: Move. Teacher: Get next to your partner. Teacher: Thank you, Student T.  I'm gonna tell you - raise your hand quietly if you haven't been assigned a number and I'll tell you.
Teacher: Okay? Teacher: And you'll catch up. Teacher: So we're gonna do a little bit - we're gonna go over this page.  [TARGET]Teacher: You can stop now.[/TARGET] Teacher: You don't need any [Inaudible]. Teacher: Who can finish Number 7? Teacher: Okay.
Teacher: Okay? Teacher: Are you doing both steps? Student: Uh-huh.  [TARGET]Teacher: You're being - I can hear you humming a little bit.[/TARGET] Teacher: So, sit up just like Student C is. Teacher: Thank you. Teacher: So, here are our sides.
Teacher: Okay? Teacher: Are you with me? Teacher: Last one.  [TARGET]Teacher: Away.[/TARGET] Teacher: Good? Teacher: Okay. Teacher: Another mixed number, but it's a mixed number added to just a regular old fraction, okay?
Teacher: Okay? Teacher: Can you meet in there? Teacher: Ouch.  [TARGET]Teacher: Teacher V is gonna kill me.[/TARGET] Teacher: Okay. Teacher: Next lesson. Teacher: Come on.
Teacher: Okay? Teacher: Friday you're going to have a quiz on adding and subtraction decimals so if you're still confused with adding and subtracting decimals, you need to go back and practice those in your book this week. Teacher: Okay?  [TARGET]Teacher: We're not drawing.[/TARGET] Teacher: Close up your markers. Teacher: Student E, will you help Student N collect the boards, please? Student: [Inaudible].
Teacher: Okay? Teacher: It's not a competition between - you two are working together here. Teacher: It's cooperation.  [TARGET]Teacher: Not competition.[/TARGET] Teacher: All right? Teacher: All right. Teacher: Now you're correct.
Teacher: Okay? Teacher: Let me have, very carefully let me have this group, I need you to come over here for our calendar. Teacher: You all need to turn around.  [TARGET]Teacher: Do not hit.[/TARGET] Teacher: So you all need to turn all the way around. Teacher: Okay, come up, everybody else come around this way. Teacher: Student J, you all need to come around this way.
Teacher: Okay? Teacher: So I am making these separated by inches. Teacher: Okay, Student M and P, flip your cards.  [TARGET]Teacher: Student P, go to Mr. L's room, please.[/TARGET] Student: An inch. Teacher: All right, do we see how those are working so far? Student: Yes.
Teacher: Okay? Teacher: So right now it says, "Miss H purchased four boxes of Jolly Rancher Chews for 99 cents each. Teacher: She gave the cashier $5.00.  [TARGET]Teacher: How much change will she receive?"  I need you to listen and watch.[/TARGET] Teacher: First of all I need to think. Teacher: In order for me to do this problem what do I need to do? Teacher: I need you to watch me.
Teacher: Okay? Teacher: Student A, do you need something? Teacher: Please sit down.  [TARGET]Teacher: Leave the fly alone.[/TARGET] Teacher: Student A? Student: What if you don't know how much money you need, right? Teacher: That's why you think ahead.
Teacher: Okay? Teacher: Thank you. Teacher: Okay.  [TARGET]Teacher: So scoot out the way just a minute, Student D.  What happened over here?[/TARGET] Teacher: Some you had this problem. Teacher: Student D, what happened first when you did this? Student: First we did eight times six.
Teacher: Omit means leave it. Teacher: [Crosstalk] Teacher: Yeah, because we've done that before.  [TARGET]Teacher: We've done page one.[/TARGET] Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute.
Teacher: On Monday we'll figure out how close to this side they should be and how close to this side they should be. Teacher: When I call you, just tape them onto wherever they belong. Teacher: Does that make sense?  [TARGET]Teacher: I wonder if Student A is paying attention at all.[/TARGET] Teacher: Then we'll worry about where they should go on Monday. Teacher: So we've already done all of our halves, right? Teacher: There's only two, and you'll notice I did not do anything with zero.
Teacher: On page 55 there's the table, and I want you to have that table in the notebook. Teacher: 3.1. Teacher: Please set up the table first and then do some measurements.  [TARGET]Teacher: Let's put these away.[/TARGET] Teacher: What page? Teacher: So draw the table, and then I'm going to have you measure these angles, okay? Teacher: Does anyone need a protractor?
Teacher: On page six. Teacher: Six. Student: [Inaudible].  [TARGET]Teacher: Student L, six.[/TARGET] Teacher: Student M, six. Teacher: Yes, good job. Teacher: Student E, six.
Teacher: On that second garden plot, the one on the right on page 9, what would the total be? Teacher: What would the total be on that second square? Student: 75.  [TARGET]Teacher: Would you raise your hand please and tell me?[/TARGET] Teacher: What would the second square -? Teacher: Yeah, this one right here on page 9. Teacher: What would that stand for?
Teacher: On the back I want you to write a number line. Teacher: Excuse me. Teacher: Draw the number line one tenth.  [TARGET]Teacher: Turn it over on the back.[/TARGET] Teacher: Write your name on both sides. Teacher: Number line, one tenth. Teacher: Put it to the side, please.
Teacher: On the graph. Student: This? Teacher: No, just on the first one right beside where it says total number.  [TARGET]Teacher: I need you to stay with us, no we're here.[/TARGET] Teacher: How many did you have? Student: 26 Teacher: So you're gonna write that right here.
Teacher: On the rhombus we're missing quadrilateral. Student: We have it. Teacher: There it is.  [TARGET]Teacher: It's okay guys, if you have it, don't be defensive.[/TARGET] Teacher: Student T, no side talk. Teacher: Hold on. Teacher: Guys, Student D is talking.
Teacher: On this particular clip, they're going to ask you a couple of questions. Teacher: I'm sorry I didn't - let me step out of the way. Teacher: They're going to ask you a couple of questions about a tennis court and about a baseball field, all right?  [TARGET]Teacher: Would you like to move Student G because there's an empty desk right next to Student J.[/TARGET] Teacher: Would you like to move up so you can see? Teacher: Are you sure? Teacher: Okay.
Teacher: On your calculator all you've got to do is 6 divided by 13, that's it. Teacher: And you're gonna get a decimal answer. Student: 6 -  [TARGET]Teacher: Are you done with H?[/TARGET] Teacher: Do this then. Teacher: Do this. Teacher: You didn't do this yet, there's no way.
Teacher: On your graph paper. Teacher: No, based on that, on the graph. Teacher: And to answer your question from that graph - this question right here from that graph.  [TARGET]Teacher: Don't talk out loud.[/TARGET] Teacher: That's not a percentage. Student: Oh, oh. Teacher: Student W.
Teacher: On your mark, get set, flip. Teacher: Go. Teacher: [Long pause]  [TARGET]Teacher: You've got two minutes.[/TARGET] Teacher: [Long pause] Teacher: You've got one minute. Teacher: [Long pause]
Teacher: On your real MCAS, remember, you won't have a time. Teacher: There won't be a time limit. Multiple Students: [Students working on problem].  [TARGET]Teacher: So, you're doing part A, part B, and part C.  And you're looking at your rubric to make sure you're getting a four.[/TARGET] Teacher: Go ahead. Teacher: Are you figuring out what they're asking you to do yet? Teacher: Okay.
Teacher: Once you finish that you know your other activities. Teacher: You have your activity sheet that tells you what you have to do. Teacher: Student J, you don't want to sit there.  [TARGET]Teacher: Get off.[/TARGET] Teacher: Let's go. Teacher: You don't need to take it. Teacher: That's fine.
Teacher: Once you go one over this number, for example, 5 times 1, 5 times 2, 5 times 3, and you start to get over this number, you can stop and I will help you. Teacher: Put those down so she's focused right here. Teacher: Let me see where you guys are.  [TARGET]Teacher: You're wasting time.[/TARGET] Teacher: Good job. Teacher: Everybody else besides Student D, we're going to switch to the other side now. Teacher: I'm going to give you a mixed number and you're going to change it into an improper fraction.
Teacher: Once you have number one and number two raise your hand, please. Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression. Teacher: [Inaudible].  [TARGET]Teacher: Student M, come around.[/TARGET] Student: [Inaudible]. Teacher: No one [inaudible]. Teacher: [Inaudible] you got one problem?
Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. Teacher: Student M, get started. Teacher: [Inaudible].  [TARGET]Teacher: Come on Student M, do number one, then do number two.[/TARGET] Teacher: Once you have number one and number two raise your hand, please. Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression. Teacher: [Inaudible].
Teacher: Once you're done I'll take the cards. Teacher: You take the directions and your strips. Teacher: Student N I need you to be sitting over there.  [TARGET]Teacher: Go ahead Student J.  Nope.[/TARGET] Teacher: Sit at Student N's seat. Teacher: That is Student N's seat. Teacher: This is Student J's seat.
Teacher: Once you've done that, if you'll take a look back at the board. Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right?  [TARGET]Teacher: When you are there, please put your protractor down to the side and take a look at page 276.[/TARGET] Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia. Teacher: That family is very conscientious about the money that they spend. Teacher: Is that a situation that can be real to our lives?
Teacher: One [inaudible]. Other Adult: You got a bar graph going that way, then you got these little [inaudible] in this direction. Teacher: They're supposed to collaborate.  [TARGET]Teacher: One person does the what?[/TARGET] Student: [Inaudible]. Teacher: And then together you do the constructive [inaudible]. Other Adult: Wait a minute.
Teacher: One [mumbling]. Teacher: That's perfect. Teacher: Great explanation.  [TARGET]Teacher: How are you doing, Student H?[/TARGET] Student: Good. Teacher: Good? Teacher: Great.
Teacher: One and one third. Teacher: We can use math. Teacher: We can use division to do this as well.  [TARGET]Teacher: Put that string away.[/TARGET] Teacher: We can use division. Teacher: How can we use division to simplify two sixths? Teacher: Student S?
Teacher: One and two and three.  [TARGET]Teacher: We are going to begin the lesson today.[/TARGET] Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do. Teacher: So, everybody, take your - Teacher: [Crosstalk]
Teacher: One and two and three. Teacher: We are going to begin the lesson today.  [TARGET]Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do.[/TARGET] Teacher: So, everybody, take your - Teacher: [Crosstalk] Teacher: Excuse me, one -
Teacher: One and two and three. Teacher: We are going to begin the lesson today. Teacher: I'm not gonna start any lesson now, but I'm gonna go the other way that we do.  [TARGET]Teacher: So, everybody, take your -[/TARGET] Teacher: [Crosstalk] Teacher: Excuse me, one - Teacher: [Crosstalk]
Teacher: One at a time. Teacher: Student T, what were you saying? Student: I was saying [inaudible].  [TARGET]Teacher: Wait please, wait.[/TARGET] Teacher: Wait. Teacher: One at a time. Teacher: Student T first.
Teacher: One each. Teacher: The rest go just in a little pile. Student: One each.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: This is fine. Teacher: So let's just put it over here. Teacher: Now I want you to do this.
Teacher: One eighth. Teacher: All right, now, let's look at another person that is really good at it. Teacher: Somebody.  [TARGET]Teacher: Now, I see hands up.[/TARGET] Teacher: Good job. Teacher: Hands up. Teacher: Student C, hands up.
Teacher: One eighth. Teacher: Who said that? Teacher: [Crosstalk]  [TARGET]Teacher: Oh, Student S is really there.[/TARGET] Teacher: We've done this before. Teacher: We are revising. Student: Yes.
Teacher: One fifth. Teacher: One fifth is equal to what percent? Student: 20 percent.  [TARGET]Teacher: Can you put that down anywhere?[/TARGET] Student: No. Teacher: How come? Student: Because one fourth is equal to 25 percent.
Teacher: One fourth horizontally. Teacher: There you go. Teacher: Have you shaded, Student K?  [TARGET]Teacher: Okay, shade in one fourth, Student R.  Student Q, do you have yours one fourth?[/TARGET] Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths. Teacher: Then to show one fourth you shade in what?
Teacher: One fourth. Teacher: Show me one third, Student A. Teacher: What would I do to show one third?  [TARGET]Teacher: Everybody should be drawing this in your math journal.[/TARGET] Teacher: Okay, so I'm doing the opposite direction. Teacher: Now how do I get my answer? Teacher: How do I read that graph to get an answer?
Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. Teacher: As it's stated in the graph. Student: I don't know what you're talking about because [inaudible].  [TARGET]Teacher: Who is doing your graph, here?[/TARGET] Student: She's [inaudible]. Teacher: No. Teacher: No.
Teacher: One half plus one half, yes, it equals one whole, but what's another way to say that? Teacher: Student C? Student: Two fourths.  [TARGET]Teacher: Do we add - stop calling out.[/TARGET] Student: Two seconds. Teacher: Two halves, which is the same as one whole. Teacher: This is your first combination that is done for you.
Teacher: One half, two fourths. Teacher: You're gonna make them exact. Teacher: [Inaudible] please.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Where did you finish? Student: I finished [inaudible]. Teacher: With the fourths?
Teacher: One half. Teacher: Anyone write down a different answer? Student: [Inaudible].  [TARGET]Teacher: Sh![/TARGET] Teacher: Student B? Student: [Inaudible]. Teacher: You wrote three sixths and you wrote one half.
Teacher: One half- Student: Plus one sixth plus one third. Teacher: Equals - do I need to put another fraction there?  [TARGET]Teacher: Put that down.[/TARGET] Teacher: Is that it? Teacher: Is that what you put? Student: Yeah.
Teacher: One hundred twenty. Teacher: That's what it is, 120. Teacher: Now I want you to count 9 six times.  [TARGET]Teacher: Use the marker.[/TARGET] Teacher: Use the marker to help you. Student: I stink at this. Teacher: Here.
Teacher: One minute and then we're going to talk about what some of you people did. Teacher: All right. Teacher: No.  [TARGET]Teacher: We're not doing that.[/TARGET] Teacher: We're gonna have our time to talk about it in one minute. Teacher: All right. Teacher: Okay.
Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today. Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer.  [TARGET]Teacher: Hold on for a second.[/TARGET] Teacher: Student S, she used a mixed number. Teacher: Can you also give us what this would be in decimals? Teacher: What is two and one fourth equivalent to in decimals.
Teacher: One more time. Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there.  [TARGET]Teacher: That's your last chance.[/TARGET] Teacher: I'm not gonna go over it again. Teacher: What is the last problem? Student: Six divided by 204.
Teacher: One of the problems. Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six.  [TARGET]Teacher: She is on page six.[/TARGET] Teacher: On page six. Teacher: Six. Student: [Inaudible].
Teacher: One of them has to be double than the two that are the same. Teacher: Do you have that? Teacher: Then you're not done.  [TARGET]Teacher: You're not working with your team.[/TARGET] Teacher: Why not? Teacher: Excuse me? Student: [Inaudible].
Teacher: One of you go to the other one. Teacher: Student C, write 4 on the board. Teacher: Student A, go to the other one.  [TARGET]Teacher: The person that yelled at me in the middle of class, [Inaudible].[/TARGET] Teacher: Student S, make the letter spaces. Teacher: That's why it looks wrong. Teacher: Here we go.
Teacher: One person brings the pattern blocks zipped back to the tub, and the other person, whoever brought the folder, take the folder with you. Teacher: Go back to the seat. Teacher: The ticket out the door is to answer the questions on the bottom.  [TARGET]Teacher: I said quiet as a mouse.[/TARGET] Teacher: Should I hear anything but breathing? Teacher: Student D, I asked you to put them away. Teacher: Your bag broke?
Teacher: One person does the graph. Teacher: One person. Teacher: [Side comment about crayons].  [TARGET]Teacher: One person is doing the graph.[/TARGET] Teacher: Now you didn't - you all are keep showing me, "I did it. Teacher: I did it."  I don't see anything. Teacher: I don't need six graphs.