stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Is this number closer to 1,000? Teacher: Which one is greater? Teacher: Yeah.  [TARGET]Teacher: Student M and Student A, turn around.[/TARGET] Teacher: That's your number. Teacher: What is it? Teacher: Oh yeah.
Teacher: Is three pieces. Teacher: One, two, three. Teacher: And [inaudible] is six pieces.  [TARGET]Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out.[/TARGET] Teacher: All right, listen. Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24. Multiple Students: 24 -
Teacher: Is your group all set? Teacher: Check out your group. Teacher: Make sure everyone's all set.  [TARGET]Teacher: Supply monitors, if you have extra papers, put them right back in you folder.[/TARGET] Teacher: Nice job, Student H.  You can move your clothespin. Teacher: You're doing a nice job with your supplies. Teacher: Okay, so from the task managers, they told me everyone is all set on what they need.
Teacher: It becomes one and? Student: Three-fourths. Teacher: One and three-twelfths.  [TARGET]Teacher: Now ... now we go back to paying attention go the four.[/TARGET] Teacher: What do I got to do with the four? Student: Add it. Teacher: I have to add it in, right?
Teacher: It could be any of - 24. Teacher: It could be something. Teacher: But - all right.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, it could be out of the set. Teacher: It could be mm, any fraction, anything. Teacher: All right, now, one thing.
Teacher: It could be mm, any fraction, anything. Teacher: All right, now, one thing. Student: Today in math I learned that -  [TARGET]Teacher: Some people are not listening.[/TARGET] Teacher: Somebody is sharing. Teacher: Some people are not - [inaudible] listening. Teacher: Student M is not listening and Student A is not listening.
Teacher: It could have what? Teacher: If my answer to my subtraction problem down here is the same as or greater than my divisor, what should go off in your head, right now? Student: It should go in one more time.  [TARGET]Teacher: You don't have your hand raised, Student J.[/TARGET] Teacher: If you look behind you, there's a lot of people in this class following rules. Teacher: What should go in your head right now, besides an alarm. Teacher: R-r-r-r-.
Teacher: It depends on if you're behaving. Student: Can I do the next one? Teacher: Okay.  [TARGET]Teacher: Guys, you don't need to tell me; I'm gonna call you.[/TARGET] Student: So I do this - Teacher: Do this one right here. Teacher: Just draw it.
Teacher: It doesn't matter. Teacher: He can see your card. Teacher: It doesn't matter.  [TARGET]Teacher: Spread them out.[/TARGET] Teacher: You're lucky. Teacher: You have two wild cards. Teacher: Student J, spread your cards.
Teacher: It doesn't matter what side. Teacher: If your group is on the floor, you need to be on the floor too. Teacher: Now when I asked you guys about that, who is calling out, who is doing what, you're calling out and you're doing the calculating?  [TARGET]Teacher: What is Student L doing?[/TARGET] Student: [Inaudible]. Teacher: She didn't get one. Teacher: Yes?
Teacher: It doesn't matter. Teacher: You shouldn't copy other people's work. Teacher: Give your work here.  [TARGET]Teacher: Let me give you the next one.[/TARGET] Teacher: Get two math books there. Teacher: No, you don't have to erase it. Teacher: Leave it.
Teacher: It goes here. Student: Do I write that down? Teacher: No.  [TARGET]Teacher: You're not going to write it.[/TARGET] Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent.
Teacher: It goes in front of it. Teacher: Remember, we're going in order. Student: Oh yeah.  [TARGET]Teacher: All right, Student D.  Now time out.[/TARGET] Teacher: Okay. Teacher: Go ahead. Teacher: Yeah.
Teacher: It goes over what? Student: It goes over - wait. Teacher: If there was $1.00 donated for each basket, how much money would be donated?  [TARGET]Teacher: Listen.[/TARGET] Teacher: If there's $1.00 donated for each gift basket, how much money would be donated? Teacher: $145.00, right? Teacher: This is $5.00 for each gift basket.
Teacher: It has to be fast. Teacher: All right. Teacher: Listen.  [TARGET]Teacher: It's only going to work this well if you behave.[/TARGET] Teacher: Now I gave them a two digit number multiplied by a one digit. Teacher: Let's see if I can give them something a little easier to see how they do. Teacher: You ready?
Teacher: It has to be simplified, because what does that say? Teacher: Find the sum in what? Teacher: Simplest form.  [TARGET]Teacher: Student J, hit the light for me, please.[/TARGET] Teacher: Someone may need for us to show some of these. Teacher: Does anyone need us to show? Teacher: Excuse me.
Teacher: It has to be true with each line. Teacher: Excellent job. Teacher: You guys were able to make that point.  [TARGET]Teacher: Whose turn is it?[/TARGET] Teacher: That was really good. Teacher: Do we all understand it now? Multiple Students: Yes.
Teacher: It is a group effort. Teacher: I like what Student S is doing. Teacher: She is raising her hand to talk.  [TARGET]Teacher: She will be the last person to speak before we move on.[/TARGET] Student: Okay. Student: One, Student S is over there drawing random things on her board when we're saying Student S, come on, can you help us? Student: Can you work with us?
Teacher: It is open. Teacher: Is this a polygon or not a polygon? Teacher: Polygon, or not a polygon?  [TARGET]Teacher: Don't lose focus on me.[/TARGET] Teacher: Polygon, or not a polygon? Student: Not. Teacher: Why do you say it's not a polygon, Student P?
Teacher: It is. Student: I thought it was hard. Teacher: They actually decided that it was okay for us to use easy, not for everything, but for instructional purposes.  [TARGET]Teacher: Take your work.[/TARGET] Teacher: Just erase that, right there. Teacher: Souvenirs, we already have. Teacher: Food, 144.
Teacher: It just means you're thinking like one. Teacher: Yup, just like Student K.  Student K is like I'm so happy right now. Teacher: I'm really sad now.  [TARGET]Teacher: I'm really angry with you.[/TARGET] Student: It's true. Student: She does! Teacher: Maybe she just doesn't show a lot of emotions.
Teacher: It just not enough. Teacher: It's one away. Teacher: Okay.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I have a telephone call. Teacher: [Side Conversation]  Student E, Ms. M needs you, probably to talk about what happened. Teacher: You told me 5 times 9?
Teacher: It looks line one. Teacher: What I'm going to have you do is just look and see what you notice. Teacher: See what you have in the arrow cards and make some observations, then we're going to go from there.  [TARGET]Teacher: You need to be sitting next to someone.[/TARGET] Teacher: You cannot share with someone sitting across from you, so if you need to make a choice about where to move please feel free to move. Teacher: Okay, those two desks need to stay empty but you can just slide your chair over to whoever you're sharing with. Teacher: You will not need the scissors and the glue so if you would quickly - you don't have to put them up, but just put them in the container and put the container on the floor.
Teacher: It means to multiply. Teacher: Anyone remember? Teacher: Somebody remember?  [TARGET]Teacher: Student R, we're looking at me.[/TARGET] Teacher: Does anyone remember when a number and letter are together? Teacher: Nobody? Teacher: Yes?
Teacher: It means you were paying attention. Student: No it doesn't. Student: Yes it does.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: [Crosstalk] Teacher: Three, two, before it comes out three times, one. Teacher: Student X.
Teacher: It needs to be [inaudible] square feet. Teacher: The area. Teacher: So everything inside she want to be 96 square feet.  [TARGET]Teacher: Student B, move your clothespin, again.[/TARGET] Teacher: You're not being responsible during center time. Teacher: She want to make another garden, where she increases it to be 96 square feet. Teacher: Part C.  What could be the length and width of Ginger's garden after she increases the area?
Teacher: It needs to be exact. Teacher: Mrs. S, he can come in. Teacher: You can come in.  [TARGET]Teacher: Student H, come on in and sit.[/TARGET] Teacher: You can sit in Student B's desk or you can sit in your old desk, okay? Teacher: Student H - I'm gonna have Student B tell Student H what we've been doing in math. Student: The perimeter.
Teacher: It represents the largest piece, right? Teacher: So I'm going to start here. Teacher: So I'm going to find my - Student D - common multiples.  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Student J? Teacher: 2, 4, 6, 8, 10, 12. Teacher: I don't - I'm only going to have to find the equivalent for one half.
Teacher: It says divide by 11, or 9 multiplied by 4. Teacher: Okay. Teacher: So everybody better pay attention up here, because you may have to do one of these tonight, and then we're going to go into our workshop.  [TARGET]Teacher: I'll wait until everybody's looking up here.[/TARGET] Teacher: Okay. Teacher: If I said multiply by 4, could I make any chart, or any input/output table? Teacher: Multiply by 4.
Teacher: It says find a rule. Teacher: I want everybody to look at that and come up with a rule. Teacher: Do not yell it out.  [TARGET]Teacher: Put it right back here.[/TARGET] Teacher: I'm going to give you a second. Teacher: Look at the input and then your output. Teacher: Student H, what is your rule?
Teacher: It says here solve this problem. Teacher: Show your solution using clear and concise notation. Teacher: I want you to do it here.  [TARGET]Teacher: Student A, let's solve this math.[/TARGET] Teacher: Do it here. Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here.
Teacher: It says how would you explain to someone else how solution one works? Teacher: Where does the 60 come from? Teacher: Where does the 11 come from?  [TARGET]Teacher: Write it here.[/TARGET] Teacher: What are you doing, Student A? Teacher: Okay. Teacher: Let's go.
Teacher: It says which of the following is equivalent to one and [Inaudible]. Teacher: Excellent. Teacher: One and seventy-five hundredths.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Think money. Teacher: Put a dollar sign in front of one and seventy-five hundredths. Teacher: Put a dollar sign in front of it.
Teacher: It seems kind of crazy and out there, but it's not that difficult. Teacher: You are going to know how to do this by the end of today. Teacher: I need you listening and paying attention and not playing.  [TARGET]Teacher: Student E, do you want to come up and show us how you understood that?[/TARGET] Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions. Teacher: [Crosstalk] Student: [Inaudible].
Teacher: It should be, but it's not, so they're not equivalent. Teacher: So look. Teacher: He flipped these back over.  [TARGET]Teacher: Are you listening?[/TARGET] Teacher: He flipped these back over and now - Student: Student J. Teacher: Student J picks two.
Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special.  [TARGET]Teacher: Put your name and the date on the graph paper.[/TARGET] Teacher: All right, here's your question. Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? Teacher: Show me the work.
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.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Good job. Teacher: All right. Teacher: So, in case you forgot what I said this morning.
Teacher: It takes. Student: [Inaudible]. Teacher: It takes what?  [TARGET]Teacher: Speak up.[/TARGET] Teacher: It takes two eighths? Student: To make one fourth. Teacher: To make one fourth.
Teacher: It tells you how to solve the problems. Teacher: The P stands for - Student: Parenthesis.  [TARGET]Teacher: Parenthesis, so that means - shh, you're going to take everything in the parenthesis.[/TARGET] Teacher: You're going to do everything in parenthesis first. Student: [Inaudible] five minus [inaudible]. Teacher: And then you're going to do the [inaudible] if you have [inaudible].
Teacher: It was written in 1993. Teacher: Are we ready? Teacher: Student M?  [TARGET]Teacher: You can move in here.[/TARGET] Teacher: Okay. Teacher: A whole hill of hungry ants, their faces all aglow, came swarming from the fields to cross the field below. Teacher: A soft breeze fanned the sunshine and whisked them on their way.
Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it.  [TARGET]Teacher: When you're done with it your thumbs are gonna be up.[/TARGET] Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question.
Teacher: It wasn't a case, guys, of them now knowing what they were doing. Teacher: They knew well what they were doing, okay? Teacher: It was a case of them just looking up and seeing the one-sixth, right?  [TARGET]Teacher: And putting that down.[/TARGET] Teacher: So just remember to count these out. Teacher: But every fraction strip - or every fraction problem when you're adding or subtracting, or even comparing - and how do we compare? Teacher: Greater than.
Teacher: It worked fine yesterday, right? Student: Yeah. Student: Well, it wouldn't turn on.  [TARGET]Teacher: It's on.[/TARGET] Teacher: Turn it back. Teacher: It's on. Teacher: Can you hear me?
Teacher: It would be the same process. Teacher: All right? Teacher: Okay, so let me try something different.  [TARGET]Teacher: I need you to pay attention.[/TARGET] Teacher: Here we go. Teacher: How many people call this simple? Student: Me.
Teacher: It wouldn't work very well. Teacher: Excuse me. Teacher: Student J, that's where you are.  [TARGET]Teacher: You don't need to have words.[/TARGET] Teacher: Thank you. Teacher: Can you guys actually move over so the other team will have room? Teacher: It doesn't work that way.
Teacher: It's Student N, Student D, Student D, and Student D.  You are also going to work on the mean, mode, and range. Teacher: And once you're done with that, you can do flash cards until you change. Teacher: Group 5, Student P, Student D, Student G, and Student J, you guys are going to work with me first.  [TARGET]Teacher: Stay here.[/TARGET] Teacher: On the floor over here - I'm sorry. Teacher: Student B, Student J, Student S, and Student L, you're group 6. Teacher: You're gonna spend half your - group 6 will go to the media center and work on the computers with the orange cards.
Teacher: It's a camera. Teacher: It's not - Multiple Students: [Crosstalk]  [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: Shh. Student: No one's even talking.
Teacher: It's a tool. Teacher: Be very careful with it. Teacher: I want you to draw all the way around.  [TARGET]Teacher: Here's what I'd like for you to do next.[/TARGET] Teacher: Where you have drawn, I'm just going to use the semi-circle part. Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? Teacher: I want you to put the dot right underneath it.
Teacher: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't. Teacher: So we have a [inaudible]. Teacher: Let's see.  [TARGET]Teacher: Student M, do you want to go up there?[/TARGET] Student: [Inaudible]. Teacher: Jaguars, stop talking. Student: [Inaudible].
Teacher: It's an expectation. Teacher: We don't celebrate expectations. Teacher: All right.  [TARGET]Teacher: I'm sorry, your voices are off.[/TARGET] Teacher: We're not talking about anything but math right now, sweetheart. Teacher: Yes? Student: How did you get 15.64?
Teacher: It's easy. Teacher: It's fun. Multiple Students: [Inaudible].  [TARGET]Teacher: So what is - the first one says what is the area of a parallelogram - Student H, I want you in your seat for the rest of the class.[/TARGET] Teacher: Don't stand up again. Teacher: I don't need you going to the trash can in the middle of instruction. Student: This is the last one.
Teacher: It's fine. Teacher: How are you all doing? Teacher: Remember, each person's different, then you're going to compare.  [TARGET]Teacher: Just don't do it, because you're supposed to be working.[/TARGET] Teacher: That's what you need to do. Teacher: You need to put what color it is, otherwise there aren't that many there. Teacher: Look at these again.
Teacher: It's five. Teacher: Can everybody sit down. Teacher: This is too much.  [TARGET]Teacher: Don't do this.[/TARGET] Teacher: One. Teacher: Two. Teacher: That's fine.
Teacher: It's fun. Multiple Students: [Inaudible]. Teacher: So what is - the first one says what is the area of a parallelogram - Student H, I want you in your seat for the rest of the class.  [TARGET]Teacher: Don't stand up again.[/TARGET] Teacher: I don't need you going to the trash can in the middle of instruction. Student: This is the last one. Teacher: Oh, I have more.
Teacher: It's good. Student: Ten times five. Teacher: Mm-hmm, continue.  [TARGET]Teacher: Student C, look at your folder here.[/TARGET] Teacher: [Inaudible]. Teacher: Your folder here. Teacher: Be quiet.
Teacher: It's kind of like division, right. Teacher: And it's also with multiplication. Teacher: So if I said to you - give me one second.  [TARGET]Teacher: I want you to listen to this, too.[/TARGET] Teacher: If you filled boxes and in each box there were 5 oranges, without even having to count, and I said to you, Student N, how many oranges would you have after 10 boxes, what could you tell me? Student: After 10? Teacher: After say you put one box down, had 5 oranges in it, and I ran up to you and I said how many oranges are you going to have after 10 boxes, what would you be able to tell me?
Teacher: It's not 7 cards. Teacher: It's 5. Teacher: See what is done.  [TARGET]Teacher: Hold them.[/TARGET] Teacher: What you need to do is this. Student: Wild cards. Student: What does that mean?
Teacher: It's not a matter of you telling her. Teacher: She needs to know for herself. Teacher: Okay.  [TARGET]Teacher: We have to go on.[/TARGET] Teacher: You get partial credit. Teacher: Have a seat. Teacher: Remember guys, this is my way to know - Student N, I am talking.
Teacher: It's not an issue. Teacher: If it is an issue, just ask for another [Inaudible]. Teacher: 10 seconds please.  [TARGET]Teacher: 1, 2, 3, 4, 5, 6 - sir, you seem to have a bit of an issue.[/TARGET] Teacher: Why don't you move over one? Teacher: 7, 8 - push this other chair in please. Teacher: Do the right thing.
Teacher: It's not going to be a perfect line. Teacher: I took it away so you wouldn't get so confused. Teacher: Now, we're going to do one more together, and then we're going to break up into groups.  [TARGET]Teacher: Mr. S, please take the hood off your head.[/TARGET] Teacher: Thank you. Teacher: I know you might be having trouble with your lines. Teacher: Therefore I want you to work together with a partner.
Teacher: It's not perfect. Teacher: I'm going to walk around to show it to each group, and when I show you, I want you to try to think what fraction I gave Student C.  Here's the board. Teacher: Try to think of what fraction I gave her.  [TARGET]Teacher: Don't tell her.[/TARGET] Teacher: Just think. Teacher: Student C, Student M, Student D, what fraction could I have given Student C? Teacher: Student C, Student D, don't spill the beans.
Teacher: It's not your business right now. Teacher: Sit down here. Teacher: I didn't ask you to go out.  [TARGET]Teacher: That's somebody's art piece.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you for ignoring him. Teacher: Thank you so much.
Teacher: It's not your business to tell them that they are wrong. Teacher: Sit down. Teacher: Student J, you two need to stay in your seats.  [TARGET]Teacher: All right, eyes up here.[/TARGET] Teacher: Eyes up here. Teacher: [Crosstalk] Teacher: So did some of us -
Teacher: It's not - Multiple Students: [Crosstalk] Teacher: Shh.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Shh. Student: No one's even talking. Teacher: You know what, guys?
Teacher: It's not. Teacher: Just listen to me for a second. Student: I don't know what you're talking about.  [TARGET]Teacher: Okay, listen to me for a second.[/TARGET] Teacher: If I have got a six - Student A, look here. Teacher: This is six. Teacher: This would be 30 because this 30 plus 6 is 36.
Teacher: It's okay. Student: That thing is looking at me. Student: It's looking at you dead.  [TARGET]Teacher: Do you want to sit over here next to Student J?[/TARGET] Teacher: I don't set it up, honey. Teacher: Somebody else sets it up. Teacher: That's why.
Teacher: It's okay. Teacher: We have to play. Teacher: When you play, we go.  [TARGET]Teacher: Why did you hit him?[/TARGET] Student: I didn't hit him. Student: Yes you did. Teacher: Stop.
Teacher: It's on the line. Student: One the line? Teacher: Yeah, it's on the line.  [TARGET]Teacher: Do I have my working groups over here?[/TARGET] Teacher: Are you talking about how to do this? Multiple Students: Yes. Teacher: Excellent.
Teacher: It's one away. Teacher: Okay. Teacher: Excuse me.  [TARGET]Teacher: I have a telephone call.[/TARGET] Teacher: [Side Conversation]  Student E, Ms. M needs you, probably to talk about what happened. Teacher: You told me 5 times 9? Teacher: What is 5 times 9?
Teacher: It's perfect. Teacher: I'm going to move you to the front. Teacher: All right.  [TARGET]Teacher: If you have a seat, I can give you a ticket.[/TARGET] Teacher: Student T.  I'm going to put it down here so everybody can see. Teacher: Thank you. Teacher: Student J, you got one?
Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder. Teacher: Student N, question about this?  [TARGET]Teacher: Otherwise you can ask me a little bit later.[/TARGET] Student: It's mainly about, why do they call it rounding? Teacher: That has nothing to do right now particularly with how we got this. Teacher: About this?
Teacher: It's telling me that you're finished with the pink paper and the white paper. Teacher: On the white paper, the pink paper side with the picture, you need complete sentences for all your answers. Teacher: I don't know why you're out of your seat.  [TARGET]Teacher: Take that back to your seat.[/TARGET] Teacher: Get it really wet. Teacher: Student G, count out 36 if you need to. Teacher: If you're done, pink paper, other side.
Teacher: It's time to [inaudible]. Teacher: Are you done? Teacher: The people are going to watch you and see what you do.  [TARGET]Teacher: Student T, can you please do your math?[/TARGET] Teacher: I know you can do it. Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible].
Teacher: It's too crowded. Teacher: Student M, can you sit. Teacher: Student S, doesn't have anyone sitting next to her.  [TARGET]Teacher: Can you sit there?[/TARGET] Teacher: But we have such a - you were our writer yesterday. Teacher: Who's going to write for us today? Student: Student D writes better than me.
Teacher: It's up to you. Student: It's okay. Teacher: Group three, pull your chairs up.  [TARGET]Teacher: Student R, Student J, Student S, Student Y.[/TARGET] Student: What is this? Student: What kind of graph? Teacher: What is that?
Teacher: It's 2:00. Teacher: [Inaudible] how many people you have ... okay. Teacher: [Students working on graphs in groups].  [TARGET]Teacher: Sit up, Student C.  Okay, it's time to share.[/TARGET] Student: But we need to finish. Teacher: Okay. Teacher: Your favorite dessert.