stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: That's somebody's art piece. Teacher: [Crosstalk] Teacher: Thank you for ignoring him.  [TARGET]Teacher: Thank you so much.[/TARGET] Teacher: I appreciate the way you ignored him. Teacher: Thank you so much. Teacher: Let's all look here again.
Teacher: That's the easiest part. Teacher: I want you to check this with multiplication. Teacher: Student R, I want the dice to stay on the desk.  [TARGET]Teacher: Can you put them back, please?[/TARGET] Teacher: You multiply the quotient and the divisor. Teacher: Try to get the dividend. Teacher: Perfect.
Teacher: That's the pattern. Teacher: That's all you need to do for each one. Teacher: Let me see your - you said you didn't understand.  [TARGET]Teacher: You're still sitting here, right?[/TARGET] Student: I was still working on these. Teacher: Did you understand? Student: Yes.
Teacher: That's the sternum. Teacher: Right in between these muscles right here, like where we do our little - yes sir. Teacher: For you?  [TARGET]Teacher: Stand up straight.[/TARGET] Teacher: There you go. Teacher: Okay. Teacher: What's your number?
Teacher: That's the very first thing. Teacher: Just like that. Teacher: Good.  [TARGET]Teacher: Do you need a pencil?[/TARGET] Teacher: Okay. Teacher: Now this is a mathematical tool. Teacher: It's not a toy.
Teacher: That's what I said. Teacher: If you do not have a clock or a partner, you need to be up here. Teacher: Student K, who's your partner?  [TARGET]Teacher: Go stand behind her chair.[/TARGET] Teacher: Student D, Student C, where's your seat? Teacher: Sit in it. Teacher: Student N, who's your partner?
Teacher: That's what I'm going to tell you. Teacher: So I am going to give each group a scoop, and I want you, based on the amount of jelly beans in the scoop, and the scoop itself, to figure out, solve, how many jelly beans you think are in this jar. Teacher: I'm going to give you not a whole lot of time to do it.  [TARGET]Teacher: This is not playtime.[/TARGET] Teacher: If I see anybody off task, or having trouble, I'm going to sit you out because we don't have time for that. Teacher: I'm going to give you about five to seven minutes to do this. Teacher: Once you have figured it out, we are going to come back together as a class.
Teacher: That's what it is, 120. Teacher: Now I want you to count 9 six times. Teacher: Use the marker.  [TARGET]Teacher: Use the marker to help you.[/TARGET] Student: I stink at this. Teacher: Here. Teacher: We're here.
Teacher: That's what that number says. Teacher: Student M, are you with me? Teacher: No, you're not.  [TARGET]Teacher: Put your hands on your desk and put it away.[/TARGET] Teacher: Same for you. Teacher: This says 18 divided by 40. Teacher: That's what it says.
Teacher: That's where we're going to base - it's okay. Teacher: Did you use the middle? Teacher: Don't use the middle of the protractor.  [TARGET]Teacher: Let me get you another sheet of paper.[/TARGET] Teacher: Use the outside of the protractor, yes. Teacher: That's why we experiment. Teacher: Here we go.
Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct?  [TARGET]Teacher: So you're calling on someone.[/TARGET] Teacher: I want to make sure that the rest of the week you want to go back and make sure you know the 4 times tables and what the rest of them are going to be. Student: 4 times 9 is 36. Teacher: That 9 goes directly over the 8.
Teacher: That's why it's a fraction. Teacher: Three eighths is not one. Teacher: So if you - this is so important.  [TARGET]Teacher: Student JE, I need you to go to your seat.[/TARGET] Teacher: If you get a number - Student B, I need you to go to your seat. Student: [Inaudible]. Teacher: No, un-uh, we don't walk around.
Teacher: That's why you have a partner. Teacher: If I'm doing it all the way from my chin to the floor, Student A would have to do it all the way to the floor. Teacher: She would have to get down there and put her finger where it stops, okay, and together you figure it out.  [TARGET]Teacher: Don't do it to yourself.[/TARGET] Teacher: Guys, how's it going? Teacher: Now wait a minute. Teacher: We're not in inches.
Teacher: That's why. Teacher: I don't set anything up. Student: [Inaudible].  [TARGET]Teacher: I know you didn't mean it.[/TARGET] Teacher: I get it. Teacher: It's okay. Teacher: I accepted your apology.
Teacher: That's your 10 degrees, right there. Teacher: Move that over just a little bit. Teacher: Good job.  [TARGET]Teacher: Would you help him for the next one, sweetie?[/TARGET] Student: Do we use this one for this, or that one? Teacher: Use the degrees. Teacher: It's going to end up being 20 percent, but use the degrees in order to get there.
Teacher: That's your choice. Teacher: How are we doing back here? Teacher: Good.  [TARGET]Teacher: I need to take attendance.[/TARGET] Teacher: Student R needs to help me. Teacher: Did you find the missing numbers? Teacher: Excellent.
Teacher: That's your information to use, to try to figure out what makes a polygon a polygon. Teacher: Student I and Student J together please. Teacher: Student M and Student T together please.  [TARGET]Teacher: Student M and Student I together please.[/TARGET] Teacher: You know what? Teacher: We work with partners. Teacher: There's no [inaudible] in this class and you get rewarded when you work with -
Teacher: That's Student J's job. Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them.  [TARGET]Teacher: He's the writer.[/TARGET] Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder. Teacher: Your group needs you now.
Teacher: That's a blue star. Teacher: Thank you guys again. Teacher: Student C, good job.  [TARGET]Teacher: Good job, Student R.  Sit right there.[/TARGET] Teacher: Scoot over so she can sit. Teacher: Sit down, Student R.  Just share that for now. Teacher: You can use that.
Teacher: That's a good question to ask your group. Teacher: Who can help Student C? Teacher: [Crosstalk among students]  [TARGET]Teacher: Sit down.[/TARGET] Teacher: You need your workbook open to the right page. Teacher: You got it ready, Student F? Student: Yeah, right here.
Teacher: That's a vertex. Teacher: That's a corner. Teacher: Are you listening, Student K?  [TARGET]Teacher: Eyes over here.[/TARGET] Teacher: You have to look at the opposites, Student D.  If you want to see whether they're intersecting or parallel, look down here, look over there. Teacher: Quadrilaterals, sometimes, always or never? Teacher: Always.
Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you.  [TARGET]Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay?[/TARGET] Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you.
Teacher: That's all I'm gonna say. Student: Yes, ma'am. Student: [Crosstalk]  [TARGET]Teacher: Not at one time.[/TARGET] Teacher: All right, let's do it together so we can understand. Teacher: Watch. Teacher: Take four -
Teacher: That's always gonna get you. Teacher: And be careful those zeros are evil. Student: Uh-huh.  [TARGET]Teacher: Do me a favor.[/TARGET] Teacher: And I need for it to be quiet. Teacher: I'm gonna have Student B collect your whiteboard. Teacher: Everyone else is seated except for Student B.  I'm gonna have Student C pick up your markers and your erasers.
Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute.  [TARGET]Teacher: Now, look at me, look at me.[/TARGET] Teacher: You may go [inaudible], please. Student: What? Student: [Crosstalk]
Teacher: That's being considerate. Teacher: [Crosstalk] Teacher: Student R and Student D, I'm gonna just have you guys take this timer and just move away from the rest of the group.  [TARGET]Teacher: Come sit over here so that you're not tempted to fool around.[/TARGET] Teacher: Student S, will you and Student N just come and sit over here? Teacher: There are there timers. Teacher: You guys should be all set to go.
Teacher: That's broken up into different pieces. Teacher: Here's your lunch box, right? Teacher: All that right there needs to stop.  [TARGET]Teacher: The rattling, try not to.[/TARGET] Teacher: Here inside your lunch box, you have a sandwich bag, and in your sandwich bag you have a whole bag that you put of M&Ms in there. Teacher: Would you rather carry it in one little bag, or carry one M&M in so many bags? Teacher: One bag.
Teacher: That's cheating. Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six. Multiple Students: Yes.  [TARGET]Teacher: Here we go.[/TARGET] Teacher: [Crosstalk] Teacher: All right, here we go. Teacher: I need to change my color.
Teacher: That's correct. Teacher: 12 is bigger. Teacher: So, this is what I put.  [TARGET]Teacher: You guys should copy this also.[/TARGET] Student: Oh. Teacher: Yeah. Teacher: Sorry I didn't say that ahead.
Teacher: That's correct. Teacher: Excellent. Teacher: Let's look at number 10.  [TARGET]Teacher: Student K, you have something you want to say?[/TARGET] Teacher: Please put the book away. Student: You know how it's hard to remember quadrants one, two, three, four? Student: [Inaudible].
Teacher: That's doing the TTQA. Teacher: That Will use the words from the question. Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today.  [TARGET]Teacher: Are we ready to continue?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: Before we move on let's look at our objectives for today.
Teacher: That's exactly what I wanted. Teacher: I need kids sitting at their desk. Teacher: I need you pushed into your desk.  [TARGET]Teacher: Mrs. S's group come right back to your desk please.[/TARGET] Teacher: Mrs. B's group, once you put your homework in your mailbox I need you to come join us over here please. Teacher: Right to your mailbox. Teacher: Put your homework in your mailbox and return to your desk please.
Teacher: That's fine. Teacher: But remember, next time we do this, I want you to write down the reasons why, okay? Teacher: Because the whole idea about this is that we're thinking mathematically.  [TARGET]Teacher: Even if you are acting, which is fine.[/TARGET] Teacher: I don't care that you put all that stuff up there. Teacher: I don't care if some of them were a joke, as long as you're thinking about it mathematically and you can come up with a reason why you would say that. Teacher: Okay?
Teacher: That's four. Teacher: Now I go to my leftover 5s, 1, 2, that's a fifth. Teacher: 1,2, that's a sixth.  [TARGET]Teacher: Student D, could you come up and show us how you did this mathematically?[/TARGET] Student: [Inaudible]. Teacher: Yes, using the numbers, using the fractions. Teacher: [Crosstalk]
Teacher: That's good. Teacher: That's exactly what I wanted. Teacher: I need kids sitting at their desk.  [TARGET]Teacher: I need you pushed into your desk.[/TARGET] Teacher: Mrs. S's group come right back to your desk please. Teacher: Mrs. B's group, once you put your homework in your mailbox I need you to come join us over here please. Teacher: Right to your mailbox.
Teacher: That's great teamwork. Teacher: [Clapping]. Teacher: [Students returning to seats].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: The next group. Teacher: Let's go.
Teacher: That's great. Teacher: I like associating with you, because you like soccer. Teacher: That's great.  [TARGET]Teacher: Have a seat.[/TARGET] 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.
Teacher: That's how you check it to make sure you're right. Teacher: Because maybe you did multiply this part wrong and they weren't supposed to be 144. Teacher: That could have happened.  [TARGET]Teacher: No time to be lazy.[/TARGET] Teacher: I only see the one way, though. Teacher: Where are the other two? Teacher: Oh, I see two.
Teacher: That's how you knew to change one half into sixteen? Teacher: Could somebody else explain to me how we could get 16 for our common denominator and change our fraction into something we could add to two sixteenths? Teacher: Student H?  [TARGET]Teacher: Student M, I want your notebook on top of your desk.[/TARGET] Student: The common denominator is 16. Student: Two times eight-I mean 2 times 8 equals 16 so it took you 8 times to get 16 out of 2. Teacher: So should I start with my one half?
Teacher: That's it. Teacher: One more time. Teacher: We will not go over this, we will not do centers.  [TARGET]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. Teacher: I'm not gonna go over it again. Teacher: What is the last problem?
Teacher: That's it. Teacher: Thanks. Teacher: All right, now, listen.  [TARGET]Teacher: May I have your attention - attention again?[/TARGET] Teacher: Student K, need your attention. Teacher: The day before, this is what we did, and that's why we'll revise it on the poster. Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this.
Teacher: That's it. Teacher: Yeah. Teacher: Remember, whatever you do to one side you do to the other side.  [TARGET]Teacher: That's it.[/TARGET] Teacher: Stop. Teacher: That's it. Teacher: Whatever you do to one side do to the other side.
Teacher: That's it. Teacher: You did the girls, do the boys now. Teacher: I think you can do it.  [TARGET]Teacher: Go ahead, I'm watching.[/TARGET] Teacher: Do the boys. Teacher: Do you have a question? Teacher: What's the question?
Teacher: That's just basic computation. Teacher: Student J? Student: Um, I got [inaudible].  [TARGET]Teacher: People, I cannot hear what Student J's saying.[/TARGET] Student: I got six for number 21, because I um, I subtracted [inaudible] three, and I didn't know that we're supposed to add [inaudible], and so. Teacher: Yeah, so you have to say, "What does this have to be so that when I subtract three ... I get."  [Inaudible]. Teacher: So that would have to be?
Teacher: That's negative, positive. Teacher: Positive X, negative Y. Teacher: Very good.  [TARGET]Teacher: Last but not least, Student R.  I want to give everyone a chance.[/TARGET] Teacher: I like your enthusiasm though. Teacher: Positive - negative on the X axis, positive on the Y axis. Teacher: Very good.
Teacher: That's not a lot to do. Teacher: You have 40 problems on the [inaudible] test. Teacher: Do you understand that?  [TARGET]Teacher: Stop getting frustrated with it.[/TARGET] Teacher: You see everyone else asking me? Teacher: Everyone else is asking me, "Ms. Teacher: J, how do you find the range?"  You've got to remember this.
Teacher: That's not gonna make any difference. Teacher: You're still going to go through the same process, finding your common denominator, finding your new fractions with your new numerators, and then your answer. Student: I got it.  [TARGET]Teacher: Slow down.[/TARGET] Teacher: Okay. Teacher: I guess that we talked that you need to do your fractions. Student: This is wrong.
Teacher: That's not helping him. Teacher: That's doing it. Teacher: I don't want anybody to put anything away.  [TARGET]Teacher: I want everybody to be quiet because we're outta time.[/TARGET] Teacher: I want everybody's papers on their desks. Teacher: I want everybody looking at me. Teacher: All right, we're gonna do number 1.
Teacher: That's not okay, Student T.  We are going to just lay the animal down, but these people in the middle are going to stand up and push their chair in, and then I need you to listen to me. Teacher: Everybody needs to have their own animal, because some of you don't have them. Teacher: I need really good listeners.  [TARGET]Teacher: You need to pick up your animal and take it, please.[/TARGET] Teacher: Would you step back, please? Teacher: I need the people on this side to stand up and pick up your animal or whatever it is you have. Teacher: You can roll it up and use it but it's going to be harder to use.
Teacher: That's not your answer. Teacher: One fourth times one third? Teacher: Rethink that.  [TARGET]Teacher: All right, Student C, go click the right answer.[/TARGET] Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form. Teacher: Okay, click the arrow please.
Teacher: That's okay. Teacher: All right, so eight times three is 24. Teacher: Very good.  [TARGET]Teacher: Hold on, I'm showing you something very important.[/TARGET] Teacher: [Interruption - Announcement] Teacher: Four times six is 24, and that's why we see, oh, this is one fourth. Teacher: We transfer what we have learned before into the fraction.
Teacher: That's okay. Teacher: I have an extra one for you on my desk. Teacher: Student N I have an extra strip.  [TARGET]Teacher: I'm sorry - did I call you -?[/TARGET] Teacher: No. Teacher: I called you Student N.  Student N I'm gonna have you use Student L's strip for now. Teacher: I also have an extra one for you too as well Student T.  You're gonna be using these as a reference.
Teacher: That's okay. Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, so the partners. Multiple Students: [Crosstalk]. Teacher: Okay.
Teacher: That's pretty good. Teacher: Okay. Teacher: Nice work, and good explanation too.  [TARGET]Teacher: All right, we're gonna shut this down.[/TARGET] Student: [Inaudible] Teacher: You guys have to get to Teacher's room. Teacher: I've actually held you over kind of long.
Teacher: That's right, one third plus one third equals two - and two thirds of the whole set. Student: Of the whole piece. Teacher: Of the whole set, of the whole area.  [TARGET]Teacher: Hold on, let's wait for these guys.[/TARGET] Teacher: And they call themselves the smartest. Teacher: [Crosstalk] Teacher: Thank you.
Teacher: That's right, that's true nice job, nice job. Teacher: How's this group doing? Student: I told Student S she did it wrong she's supposed to write item A.  [TARGET]Teacher: You need to relax we don't tell people they do it wrong what do we do?[/TARGET] Student: You did it all wrong. Teacher: What do we do? Student: But I found Item A.
Teacher: That's right. Teacher: It always has to be smaller than the divisor. Teacher: Looking at this number, let's work through it.  [TARGET]Teacher: Somebody tell me right now which one is the quotient?[/TARGET] Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient? Teacher: I did not call on [inaudible].
Teacher: That's taped to it? Multiple Students: Yeah. Teacher: It's very important you follow my direction.  [TARGET]Teacher: So, Student D, you don't have that strip, so take yours off and put it on the board, okay?[/TARGET] Teacher: The strip. Teacher: We think with our brains. Teacher: We think with our brains obviously, but you know what, sometimes, believe it or not, our fingers can help us.
Teacher: That's the answer for F.  Do G on your own. Teacher: I'm gonna check your work. Teacher: Do G on your own.  [TARGET]Teacher: I'm gonna check your work.[/TARGET] Teacher: Okay. Teacher: Hit clear, hyphen, one, two. Teacher: Then divide.
Teacher: That's the answer. Teacher: That's the answer for F.  Do G on your own. Teacher: I'm gonna check your work.  [TARGET]Teacher: Do G on your own.[/TARGET] Teacher: I'm gonna check your work. Teacher: Okay. Teacher: Hit clear, hyphen, one, two.
Teacher: That's the microphone right there. Student: Oh wait. Student: They can't hear us.  [TARGET]Teacher: They can hear you.[/TARGET] Student: Is this live? Teacher: No, it's recorded. Student: So when you wear that they can hear everybody?
Teacher: That's the strategy. Teacher: Now, do you think we could up this to a higher number? Multiple Students: Yes.  [TARGET]Teacher: All right, but this time - excuse me -[/TARGET] Student: Oh. Teacher: - this time I want us to multiply by 100. Student: Yea.
Teacher: That's up to you. Teacher: You and your partner would need to decide that. Teacher: Our stuffed animals are away right now.  [TARGET]Teacher: Put the animal away.[/TARGET] Teacher: Where's your partner? Teacher: Are you two partners? Teacher: You two are partners?
Teacher: That's what I need to see. Teacher: Student D? Teacher: Student G?  [TARGET]Teacher: that's going to be silence for you, today.[/TARGET] Teacher: Student A, you're working on silence. Teacher: Right now you're working on quiet, but you're still going. Teacher: I'm talking to Student D, now.
Teacher: That's what I said. Student: I can't believe it. Student: It's only the second quarter.  [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: So turn your papers to the sides. Teacher: But yours could look like it looked like over there. Teacher: All right, turn your paper to the side, that way.
Teacher: That's what I want you to learn. Student: Yeah I wanna learn. Teacher: I know.  [TARGET]Teacher: You're allowed to do this one it's the next problem.[/TARGET] Teacher: We're not doing that, I'm not touching anybody. Teacher: I want you to finish your math. Teacher: Get up from there.
Teacher: That's what I was looking for. Teacher: We divided by two digits today. Teacher: Thank you.  [TARGET]Teacher: Close your math books.[/TARGET] Teacher: Put them away. Teacher: Go back to your normal seats, okay. Teacher: Now, whatever, Student M, and Student D, you're different.
Teacher: That's what I'm worried about having a heart attack or something; my chest keeps hurting. Teacher: Now I've got gas, I think [cat] - if you were reading [hatch] it's just like they claim. Teacher: Okay, two times six.  [TARGET]Teacher: Sweetie, look over here.[/TARGET] Teacher: I need you to learn how to do your multiplication things. Teacher: Find two and then find six. Teacher: What is it?
Teacher: That's what it should look like. Teacher: You're answer should have been $3.44. Teacher: And I'm going to - ah, ah, ah - I know exactly who had that answer.  [TARGET]Teacher: Stop please.[/TARGET] Teacher: It was Student C, Student L, Student J - I'll wait. Teacher: I'll wait. Teacher: Student D - I think Student I had $4.44; am I correct?
Teacher: That's what those are from. Teacher: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: What I want you guys to do, I see a lot of people becoming not focused.[/TARGET] Teacher: You're doing a great job with your graphing. Teacher: I love how I walked around and almost every single group had labeled their graph, x and y axis. Teacher: They tell me something.
Teacher: That's what you're gonna do. Teacher: No. Teacher: How many groups?  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let's focus on our work. Student: I did this. Teacher: How many groups do you need?
Teacher: That's where I'm getting that 88. Teacher: 488. Teacher: Please put that away.  [TARGET]Teacher: Please put that away.[/TARGET] Teacher: Please put that away. Teacher: That's three times. Teacher: And the last one, the number line, love the number line.
Teacher: That's where the crayons come in. Teacher: Excuse me. Teacher: Excuse me.  [TARGET]Teacher: Just stay focused.[/TARGET] Teacher: Now what kind of - look through your book. Teacher: What kind of graph should we do? Student: What kind of graph should we do [inaudible]?