stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I want everybody looking at me. Teacher: All right, we're gonna do number 1. Teacher: We're doing number 1.  [TARGET]Teacher: Please give me your attention.[/TARGET] Teacher: What is the common denominator for number 1, boys and girls? Student: Six. Teacher: Student C?
Teacher: I want everybody to shade three pieces again on the fraction on the back side. Teacher: You shade three pieces on the first one, and this time be able to lead the discussion, and shade three in the first one and six in the second one. Teacher: It should not take us a long time to shade the three pieces from the first one, and you're going to do six of it in the second one.  [TARGET]Teacher: So we have - excuse me.[/TARGET] Teacher: Everybody should be looking at the whole so we can be on the same platform, trying to use two colors. Teacher: Once you have finished being in the discussion, what you do is write the fraction on your page. Teacher: You're going to lead the discussion now.
Teacher: I want group two to go to the back table. Teacher: Group three will come up with me. Teacher: So who isn't in group two?  [TARGET]Teacher: Student S, why did you exit all the way out?[/TARGET] Teacher: You have to wait. Teacher: [Inaudible]. Teacher: I'll still wait.
Teacher: I want to color in how many? Multiple Students: 3. Teacher: So 3 out of 4 shaded in, right?  [TARGET]Teacher: Please stop writing on that board and look this way.[/TARGET] Teacher: Sit back so you can see. Teacher: Right now it's three fourths. Teacher: Now what is it?
Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now. Teacher: Excuse me.  [TARGET]Teacher: A reads the steps before we proceed.[/TARGET] Teacher: [Crosstalk] Teacher: A reads all the steps. Teacher: [Crosstalk]
Teacher: I want to hear what each and every one of your group's solution was, and how you got to it. Teacher: Right here. Teacher: Hold on a minute.  [TARGET]Teacher: You have to wait.[/TARGET] Teacher: Can you hold on a minute? Teacher: I want you all to listen to me, Student N, and back here, and over here. Teacher: You're not talking to me.
Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock.  [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager? Teacher: Okay, let him decide.
Teacher: I want to know why you do this? Student: Because that's how you get the answer. Teacher: Okay, so this is how you get the answer.  [TARGET]Teacher: All right, go ahead sit down.[/TARGET] Teacher: All right, who else has an idea on how we're gonna solve this? Teacher: And no one else is coming up here so don't be all excited about coming up here. Teacher: Go ahead, Student S.
Teacher: I want to look at the denominator and I'm gonna do was Student L says. Teacher: I'm gonna divide it. Teacher: I don't think we - you know what I want you to work on?  [TARGET]Teacher: I'm not gonna call on you if you raise your hand.[/TARGET] Teacher: I want you to work on not calling out. Teacher: So, I think this is not quite even but I'm gonna divide that in thirds. Teacher: Okay?
Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat.  [TARGET]Teacher: Student D, can you help us out with the problem?[/TARGET] Teacher: Student S, please do not come into the classroom. Teacher: Stop talking about it. Teacher: Do not say anything more about Student S.
Teacher: I want to see what you remember over Spring Break. Teacher: Dump your knowledge. Student: [I'm all finished] [inaudible].  [TARGET]Teacher: Now, what is - hey, no one should've started yet.[/TARGET] Teacher: Stop cheating, stop. Student: [Inaudible] Teacher: All right, now, a good strategy is to not fill in your multiplication chart first, remember?
Teacher: I want to see you working with - excellent. Teacher: [Crosstalk] Teacher: Do you want to work with Student T?  [TARGET]Teacher: Student T, come up and work with Student S please.[/TARGET] Teacher: [Crosstalk] Teacher: What are you doing? Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole.
Teacher: I want to show you a different outcome. Teacher: We're going to multiply the same problem four different ways, and there's one way that you are not allowed to do it in my class, and I will show that to you because I've seen from our test today how very wrong that multiplication is for over half of you, okay? Student: Did I get 100?  [TARGET]Teacher: Shh.[/TARGET] Teacher: Um-mm. Student: What? Student: [Inaudible] thirty.
Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught. Teacher: So I want to be - I want to be able to show you guys today.  [TARGET]Teacher: All right, so does everybody have those three problems written down?[/TARGET] Multiple Students: Yes. Teacher: We are filming today, so please make sure that - yes. Teacher: All right, [inaudible] please.
Teacher: I want to thank the people who came in quietly, that opened their notebooks up. Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible]  [TARGET]Teacher: You're gonna need it.[/TARGET] Teacher: It shouldn't be under your seat, it should be in front of you. Teacher: You're gonna need it. Student: Okay, I'll put it in front of me.
Teacher: I want you all to listen to me, Student N, and back here, and over here. Teacher: You're not talking to me. Teacher: You're talking to us, so we need to listen to what our classmates say.  [TARGET]Teacher: Does everybody understand?[/TARGET] Teacher: Go ahead. Student: We got 135 because we have 25 and 5, and 5 times 5 equals 25, and plus because we had two more extra, equals 27. Student: 27 times 5.
Teacher: I want you guys to make it neat, and I know a lot of you guys like to make things neat, but we don't have a lot of time. Teacher: Where is your desk? Teacher: I told him we are doing this.  [TARGET]Teacher: Don't play with that.[/TARGET] Teacher: No. Teacher: You only have five minutes. Teacher: Don't forget to get your hexagon.
Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6. Teacher: I'm waiting for you.  [TARGET]Teacher: Play.[/TARGET] Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay. Teacher: That's your other card.
Teacher: I want you to check this. Teacher: This is not correct. Teacher: I'm coming.  [TARGET]Teacher: Let me give Student C something.[/TARGET] Student: It's 110. Teacher: Twenty times six? Student: One ten.
Teacher: I want you to come up here you're having a hard time. Teacher: Sit. Teacher: Student J sit down.  [TARGET]Teacher: Sit down, sit, sit, sit.[/TARGET] Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it. Teacher: I do not like it.
Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk] Teacher: You know where they are.  [TARGET]Teacher: Student T, you're not supposed to go in front of that.[/TARGET] Teacher: No, I'll bring them to you. Teacher: Get up. Teacher: [Crosstalk]
Teacher: I want you to do this right now. Student: I'm trying to. Teacher: Excellent.  [TARGET]Teacher: Thank you, Student D. [/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: One-fourth plus five-ninths is a whole.
Teacher: I want you to finish. Teacher: Just help me with the cards please. Teacher: Are you done?  [TARGET]Teacher: Bring out the card.[/TARGET] Teacher: You play with me. Teacher: It's not 7 cards. Teacher: It's 5.
Teacher: I want you to get up. Teacher: Collaborate. Teacher: Work with your team.  [TARGET]Teacher: I'm going to make the same.[/TARGET] Teacher: Work with your team. Teacher: One person has to gather what? Student: Information.
Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning.  [TARGET]Teacher: But then what we'll do is we're gonna go back and go over them.[/TARGET] Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught. Teacher: So I want to be - I want to be able to show you guys today.
Teacher: I want you to mix up your fraction cards. Teacher: You're gonna play another round or two. Teacher: At about 10:45 I'm gonna have you come back to the group, and we're gonna talk a little bit about what you did.  [TARGET]Teacher: I need you to be sitting up.[/TARGET] Teacher: The nurse is calling mom. Teacher: You don't write anything on these lines. Teacher: Just write the fraction part of the bar.
Teacher: I want you to rewrite it vertically. Teacher: [Inaudible]. Teacher: I told you to rewrite it vertically.  [TARGET]Teacher: Many of you are losing your attention right now.[/TARGET] Teacher: Come over here, please. Teacher: All right. Teacher: Very good.
Teacher: I want you to sit here across from each other. Teacher: You've got to sit across from who you're playing with. Teacher: Are you two playing together?  [TARGET]Teacher: Sit across from each other, okay?[/TARGET] Teacher: I'm also coming around with your recording sheet. Teacher: Each need a recording sheet to write down your factor pairs, okay? Teacher: Spread them out, okay?
Teacher: I want you to sit here. Teacher: You can get that chair if you want to. Teacher: Let's go.  [TARGET]Teacher: You don't have to do this [inaudible].[/TARGET] Teacher: Can you move a little bit please? Teacher: Actually, we're going to move over there. Teacher: What are you doing?
Teacher: I want you to think about ... are we going to have less than a whole for our answer, or more than our whole for our answer? Teacher: If we have a half plus something that's less than a half. Teacher: Think what you know about when you add two halves together, and then think about it.  [TARGET]Teacher: Stop doing that with your chair ... and stop drawing.[/TARGET] Student: [Inaudible] drawing [inaudible]. Teacher: Give everybody a chance to think. Teacher: Let me ... let me say it, again.
Teacher: I want you to try on your own multiplying the two and one third by the one and a half. Teacher: One and a half times the width. Teacher: What did you write down?  [TARGET]Teacher: You're sitting too far away to see.[/TARGET] Teacher: You didn't write the first part down. Teacher: Write it above this. Teacher: You're making this one one and a half times wider.
Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart. Teacher: There's a young lady doing a report. Teacher: Yes?  [TARGET]Teacher: On the back of - you don't have to worry about this.[/TARGET] Teacher: I'm writing this for you. Teacher: Sorry about that. Teacher: It says Ramona has been working on a project for school.
Teacher: I want you to work together on these pages and figure it out. Teacher: Student K and Student A and Student I and Student M.  Shhh, excuse me. Teacher: [Classroom noise]  [TARGET]Teacher: Student A, come down here with Student E please.[/TARGET] Teacher: Student C and Student M, please sit next to each other with your books open. Teacher: And then we have Student H and - if you'd go sit or maybe go to the back. Teacher: No, don't go back there, but come sit next to Student H with your book.
Teacher: I want you to write a number that has seven in the thousandths place. Teacher: I want you to write a number that has seven in the thousandths place. Teacher: Don't tell us.  [TARGET]Teacher: Shh, shh, shh.[/TARGET] Teacher: You guys did really awesome today. Teacher: Really awesome. Teacher: So because you did, let's make sure we understand what we just reviewed.
Teacher: I want your math book. Teacher: I want Student P.  Student T, you may have a Bingo. Student: Oh, my gosh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: I want Student P, I want Student J, I want Student K, and I want Student P.  All right. Teacher: One more time. Teacher: Five.
Teacher: I want your thinking brains on. Student: Can you help me, Teacher? Teacher: Yep, I'll be right there.  [TARGET]Teacher: Thinking brains.[/TARGET] Student: [Inaudible] Teacher: So where's one half? Student: In the middle.
Teacher: I was associating with him. Teacher: Come here, Student A.  I like associating with Student A, because if I say, Student A, what are you gonna be when you grow up, you're gonna say? Student: Teacher.  [TARGET]Teacher: A - I love you.[/TARGET] Teacher: A teacher. Teacher: And we will probably be associated with each other for a long, long time, because - Student: While she's retired?
Teacher: I was doing so well today with it. Teacher: Now we have 12 cookies. Teacher: Then what happens?  [TARGET]Teacher: Go, Student L.  Thank you for raising your hand.[/TARGET] Teacher: Now what are we going to do? Teacher: How much does Student A take? Teacher: I'm going to put 4.
Teacher: I was getting ready for our next steps. Teacher: [Crosstalk] Teacher: Student X, your seat is over here.  [TARGET]Teacher: Please be in it.[/TARGET] Teacher: [Crosstalk] Teacher: Student X, not in five minutes, right now. Student: One of them are wrong.
Teacher: I was going to ask for Student C.   Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: I need you to switch with me.[/TARGET] Student: [Inaudible]. Teacher: I think so. Teacher: Put today's date on your paper, please.
Teacher: I was gonna ask somebody to draw a bar graph but- Student: Teacher I know how to draw a table. Student: [Students yelling over teacher]  [TARGET]Teacher: Thank you for raising your hand and not calling out I appreciate that.[/TARGET] Teacher: Alright now draw me a table. Teacher: That's why I told him to sit down thank you kindly. Teacher: Under the table?
Teacher: I was hoping they knew they had a half. Teacher: One of you, bring your half up here, please. Teacher: You all need to be paying attention.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Not you. Teacher: Anybody else paying attention? Teacher: You can go back to your seat and be done.
Teacher: I was looking on your desk, but you're getting them right? Student: Easy as [inaudible]. Student: Oh, we can change the color?  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Shhh. Student: Look at my desk. Student: No.
Teacher: I will call you for jobs and we'll get into today's lesson. Teacher: Student R, R, and R, come on back. Teacher: You're welcome.  [TARGET]Teacher: Student T.  Mrs. T, can you send him back please?[/TARGET] Teacher: Student N.  Student A. Teacher: Student A. Teacher: Good job.
Teacher: I will find out what that was later. Student: It sounded [inaudible]. Teacher: So, Student O, you have a huge mess.  [TARGET]Teacher: You clean that up please.[/TARGET] Teacher: I see milk on the floor from breakfast that should have been thrown away this morning. Student: Okay. Teacher: Okay.
Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay?  [TARGET]Teacher: Noise control, this is where you come in.[/TARGET] Teacher: Timers, this is where you come in. Teacher: Yes? Student: What time does recess start?
Teacher: I will let you choose your partner today, as long as you choose wisely. Teacher: You're going to have dice with your partner and you're going to roll the dice. Teacher: Student I, have a seat.  [TARGET]Teacher: Wait till I'm finished with directions.[/TARGET] Teacher: You're gonna have dice. Teacher: You're gonna roll the dice, and when you roll the dice then you're going to fill in the blanks in the same order that you roll the dice. Teacher: So if I roll a two once, then right here I'm going to put a two.
Teacher: I will put it up front. Teacher: You need to read the directions on that. Teacher: That is one of the games that we previously played.  [TARGET]Teacher: You will take that.[/TARGET] Teacher: Just take it to your desk with your partner. Teacher: If you finish the game one time, what should you do? Multiple Students: Play it again.
Teacher: I will say each problem twice. Teacher: These ones are not too hard. Teacher: I'll say each one twice and then you will write down the answers.  [TARGET]Teacher: Please don't ask me if you didn't hear.[/TARGET] Teacher: Make sure you're listening and paying attention so that you do hear me. Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated. Teacher: Any questions about Mental Math?
Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out.  [TARGET]Teacher: People that are working hard, I'm going to go around and give them something.[/TARGET] Teacher: Who is working hard? Teacher: Is Student D working? Teacher: Come in here.
Teacher: I will talk to him later. Teacher: He's not in the room right now, so we're going to let it go. Teacher: I need you to sit down and multiply.  [TARGET]Teacher: Student M, you're supposed to be here.[/TARGET] Teacher: The two of you need to come here. Teacher: There's too many in that group. Teacher: You're multiplying.
Teacher: I will tell you who your partner - who you're working with, or if you're by yourself. Teacher: When I say please stop playing with them, you're going to stop playing with them, all right? Teacher: I want Student A to come help me.  [TARGET]Teacher: Student I.[/TARGET] Teacher: Student J, and Student A, come help me. Teacher: Okay, count. Teacher: You should have about 36.
Teacher: I wish they would raise their hand. Teacher: Student D? Teacher: I said what fraction, not what letter.  [TARGET]Teacher: Somebody's yelling out.[/TARGET] Teacher: One third is correct. Teacher: So on your paper you're going to put one third. Teacher: Student T, what fraction goes here?
Teacher: I won't be here next week either. Teacher: Don't worry about it. Teacher: The week after April vacation, okay.  [TARGET]Teacher: But right now -[/TARGET] Teacher: [Crosstalk] Teacher: Okay, boys, please stop that. Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around.
Teacher: I wonder, I wonder. Teacher: All right, stand up behind your chairs, push your chairs in. Teacher: Don't move yet.  [TARGET]Teacher: You don't move until I say go.[/TARGET] Teacher: If you think this is the answer, you're going to come over here. Teacher: If you think this, 1.2, one and two tenths, is the answer, you're going to go to the back. Teacher: If you think nine and three tenths is the answer, you're going to come over here.
Teacher: I wondered if anybody was going to notice that. Teacher: Student T's doesn't have anybody. Teacher: Student T, talk to me in math terms about what that means.  [TARGET]Teacher: I need you to step back, please.[/TARGET] Teacher: I need all of you to stay back. Student: It has to be a remainder because- Teacher: But would we put a remainder in the middle of an array?
Teacher: I would appreciate it if you would go to what I asked you to do, please. Teacher: It's problem D in your book. Teacher: Problem D in your book.  [TARGET]Teacher: Please put that down and let's go.[/TARGET] Teacher: I want problem D done. Teacher: Go, Student J. Teacher: Thank you.
Teacher: I would like for you to just write one question please that you're able to develop from looking at what your Smartie wrapper has; just one question. Teacher: And you have some of these words here that you can use, some of our vocabulary that you can use to help formulate your question. Student: We can -  [TARGET]Teacher: Don't open it![/TARGET] Student: Oh, okay. Teacher: Don't open it! Teacher: Keep them wrapped 'cause we're gonna put them back in the bag.
Teacher: I would like for you to plot it on your particular grid that you have and then label it. Teacher: What would it be? Teacher: Look where the grid is and tell me what it would be.  [TARGET]Teacher: I need everyone to listen.[/TARGET] Teacher: Have a seat. Teacher: Don't worry about the actual numbers. Teacher: It's just a symbol.
Teacher: I would like for you to take just a moment to practice drawing a circle. Teacher: Thank you. Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle.  [TARGET]Teacher: Give it a try.[/TARGET] Teacher: Good. Teacher: Yeah. Teacher: Go ahead and try drawing a circle.
Teacher: I would like you to raise up your hand. Teacher: 96 - sit down. Teacher: Turn around and sit down, please.  [TARGET]Teacher: Turn around and sit down properly.[/TARGET] Teacher: [Inaudible]. Teacher: Sit down properly please. Teacher: Pick up your book.
Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar. Teacher: You're not going to have enough.  [TARGET]Teacher: I don't know if the markers will last.[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right?
Teacher: I would really appreciate it if you would join us. Teacher: Did you check out entirely back here? Student: Who, me?  [TARGET]Teacher: Were you paying attention to [inaudible]?[/TARGET] Student: Yes. Teacher: How would you solve this [inaudible]? Student: I know how to do this.
Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A.  and then you guys decide what do you think were the best parts of people's answers.  [TARGET]Teacher: Combine them to make one great answer for your group product, and tell recorder, "Write this."  Okay?[/TARGET] Teacher: I will give you guys fifteen minutes for this. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay?
Teacher: I would skip a line before you go to B to kind of break it apart. Student: [Inaudible]. Teacher: You're doing A, B, and C, yes.  [TARGET]Teacher: Move on.[/TARGET] Teacher: If you have A done, move onto B. Teacher: Did the timers give you a little warning, yet? Student: Yes.
Teacher: I would want to round this down, right, 'cause it's golf, but mathematically I do have to round it to a 91. Teacher: That's what you're gonna do today. Teacher: Step one, you're gonna work in a pair.  [TARGET]Teacher: You're not picking you pair 'cause you're gonna get out of hand.[/TARGET] Teacher: I know this. Teacher: So I have scores for you. Teacher: Some of you have bowling.
Teacher: I wouldn't start by saying we need 5 quarters. Teacher: We need to start figuring out what we need. Teacher: Student A, is shut up respectful?  [TARGET]Teacher: You're not sorry to me.[/TARGET] Teacher: You're sorry to the person you said it to. Teacher: I gave extra paper for everyone. Teacher: I don't currently see your group talking to each other.
Teacher: I wouldn't get it done, either if you kept saying that to me. Student: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: That's rude.[/TARGET] Teacher: Student J, your common denominator's ten. Teacher: Student J, stop. Teacher: Your common denominator's ten.
Teacher: I wrote it there to think I would try to get a couple of people who weren't paying attention. Student: [Inaudible]. Teacher: Why, Student T - I'm gonna walk you through it.  [TARGET]Teacher: I know you're not gonna wanna talk.[/TARGET] Student: [Inaudible]. Teacher: Why is that not true, Student T? Student: [Inaudible].