stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: This group will do this response for somebody throughout the state. Teacher: This group will do this one. Teacher: Take a look.  [TARGET]Teacher: Student G, you may have to get out of your seat.[/TARGET] Teacher: This group will do this one. Teacher: Student T and Student A will come over here and talk about this answer. Teacher: You guys may talk about that.
Teacher: This group, you said that - we don't have everybody's attention. Teacher: Give him his shape back. Teacher: Thanks.  [TARGET]Teacher: Student C, sit.[/TARGET] Teacher: This group said that yours had three sides and they would intersect. Teacher: Can you say that about hers or his? Teacher: One pair of parallel.
Teacher: This is 10. Teacher: Look here. Teacher: What is that?  [TARGET]Teacher: Can you start adding your numbers and stop looking for trouble?[/TARGET] Teacher: Stop. Teacher: Leave it this way. Teacher: Look here.
Teacher: This is 16. Teacher: This is 24 here. Teacher: What do you think?  [TARGET]Teacher: I want you to be a part of this.[/TARGET] Student: I know it. Student: It's 3. Teacher: You should take out your notebook too if you need to follow along.
Teacher: This is Ms. G's team. Teacher: Let me have someone. Teacher: Student A come up and show me the mean, mode, median, and range.  [TARGET]Teacher: I don't want to hear any talking.[/TARGET] Teacher: Come up here. Teacher: I don't want you to write anymore. Teacher: Look up here.
Teacher: This is Shape A, this is Shape B. Student: Oh, now [inaudible]. Student: [Crosstalk]  [TARGET]Teacher: Shh, shh.[/TARGET] Teacher: [Crosstalk]  Teacher: Just take out your book and read [inaudible]. Teacher: Okay, I see one person ready.
Teacher: This is [Inaudible] Student J can you please come and sit. Teacher: Sit down Student J. Teacher: Student J please come and sit down here.  [TARGET]Teacher: Student J please.[/TARGET] Student: 7 and 1. Other Adult: Alright do the next one, do the next one. Other Adult: See what you get, put it right here, put it right here.
Teacher: This is a 6. Teacher: This is going to be 8. Teacher: This is going to be 2.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Make this to be a 1. Teacher: Add up. Teacher: Let's see.
Teacher: This is a board marker. Teacher: It wouldn't work very well. Teacher: Excuse me.  [TARGET]Teacher: Student J, that's where you are.[/TARGET] Teacher: You don't need to have words. Teacher: Thank you. Teacher: Can you guys actually move over so the other team will have room?
Teacher: This is a good strategy too. Teacher: Let's move on to the next one where we have the word problem. Teacher: Go and sit down.  [TARGET]Teacher: Go and sit down.[/TARGET] Student: [Inaudible]. Teacher: We're going to look at where we have the problem here. Teacher: It says in the first week of their trip, the Jones family drove 427.
Teacher: This is a good strategy. Teacher: I've never thought of this before. Teacher: [Inaudible].  [TARGET]Teacher: Sit.[/TARGET] Teacher: Sit. Teacher: Is that the same way you said 27 times 3. Teacher: Sit down.
Teacher: This is a grade to see if you've been paying attention the last three days. Teacher: Listen. Teacher: Go back to your seat, Student H.  Student M, go back to your seat with that.  [TARGET]Teacher: Student L, you can go back to your seat.[/TARGET] Teacher: Student L, that's not what you're supposed to be doing. Teacher: I forgot what I was just going to say. Teacher: Listen.
Teacher: This is a quiet table. Teacher: If you are working, you are working with me. Teacher: Last warning.  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said? Teacher: I'm going to take it now and put it in the garbage.
Teacher: This is a very excellent strategy that I'm learning for the first time now. Teacher: Sit down. Student: Can I show my way?  [TARGET]Teacher: Student C, go back to your seat.[/TARGET] Student: Why? Teacher: Please, go back to your seat. Teacher: Student C, go back to your seat.
Teacher: This is a - this part right here is a semi-circle. Student: Yeah but the angle - that is like an obtuse - [inaudible]. Teacher: Okay let me get there.  [TARGET]Teacher: Don't interrupt me.[/TARGET] Teacher: So I'm gonna put my point at the angle that I want to measure. Teacher: I'm looking at this line right here, correct? Teacher: And I'm looking at my rubber band that this one actually goes further out.
Teacher: This is addition and on subtraction, you're going to do the same questions, five, six, seven, and what? Teacher: Eight. Teacher: This is you do.  [TARGET]Teacher: Everybody right now, everyone, first warning.[/TARGET] Teacher: There should be no talking. Teacher: This is you do time. Teacher: You take a time out from the class now.
Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here. Teacher: All eyes here.  [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Student X, put your chair legs down. Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10. Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54.
Teacher: This is fourteenths. Teacher: Student J, you left your - I'm going to walk with you. Teacher: Sit down and stay there.  [TARGET]Teacher: No.[/TARGET] Teacher: I don't see the first steps. Teacher: Instead of goofing off, do the steps. Teacher: All right.
Teacher: This is game one, game two, game three, game four, game five, game six. Teacher: Good job. Teacher: So for you guys, too.  [TARGET]Teacher: Whoa, you're not supposed to do any of that yet.[/TARGET] Teacher: I want you to graph it first, game one, game two, game three, game four, game five, game six. Teacher: Game one, game two, game three, game four, game five, game six. Teacher: So you might want to write that on the -
Teacher: This is going by real life applications as to why and how to do this. Teacher: So going to the grocery store, planning the party. Teacher: Who would like to go first?  [TARGET]Teacher: Who would like to say their - Student R, stand up and come here.[/TARGET] Teacher: Yes. Teacher: Talk loud so everybody can hear. Student: For a party for 25 people, I would take [inaudible].
Teacher: This is going to be the last one for today, okay? Teacher: Now Student E, how many digits are in our top number? Student: [Inaudible].  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Shh. Teacher: I'm looking to see if my back table's ready. Teacher: Turn around, please.
Teacher: This is just information that they're giving you. Teacher: You have to read all of the information, and then we're going to go to our questioning. Teacher: How many parts are in this question?  [TARGET]Teacher: I see the same hands.[/TARGET] Teacher: Let's see some new hands. Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C?
Teacher: This is kind of confusing. Student: Cover Shape C completely using one or more trapezoids or triangles or hexagons. Teacher: Okay.  [TARGET]Teacher: Stop there.[/TARGET] Teacher: So you're gonna use one or more. Teacher: You have to use at least one triangle, one trapezoid, one rhombus and one hexagon. Teacher: That's the rule.
Teacher: This is lattice. Student: No. Multiple Students: [Crosstalk].  [TARGET]Teacher: And - shh.[/TARGET] Teacher: Boys and girls, we are almost done for the day. Student: Yah. Teacher: And the same problem.
Teacher: This is math class. Teacher: We're not at recess. Teacher: Stop.  [TARGET]Teacher: All right, what is the next problem?[/TARGET] Multiple Students: Three divided by 219. Teacher: 219 Teacher: 219
Teacher: This is math. Teacher: No, until we're done with this in 10 minutes. Student: And, then we do some more math.  [TARGET]Teacher: Do something else.[/TARGET] Student: Science? Student: No, no, no. Teacher: I like how the boys in the front are working, and Student D.  Careful with that.
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: It's also helping me to determine for this period who is actually understanding what they're doing and who isn't.  [TARGET]Teacher: So we have a [inaudible].[/TARGET] Teacher: Let's see. Teacher: Student M, do you want to go up there? Student: [Inaudible].
Teacher: This is not correct. Teacher: You need help? Student: Do 40 until you get to 100.  [TARGET]Teacher: Come over here and let me help you.[/TARGET] Teacher: So we're going to - you know what to do. Teacher: Keep going. Student: I don't know what to do.
Teacher: This is not going to happen. Teacher: Come back and let me help you. Teacher: Come around, Student A.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: No frustration. Teacher: Come on. Teacher: There's no frustration in this.
Teacher: This is not what we're doing. Teacher: You and Student K are working together on this. Teacher: Student J, you need to be helping her.  [TARGET]Teacher: Girls, that is not what we're doing at all.[/TARGET] Teacher: It is not good for time if you're not doing what we need to be doing on the back. Teacher: You need to find it, sweetie. Teacher: These are from all the other places.
Teacher: This is not worth arguing over. Teacher: Student F, if you can't handle it, go back to your seat. Student: Good.  [TARGET]Teacher: If we're having a problem and we can no longer focus on our math, then we need to move and find a different situation to sit in 'cause this, we could easily move on from and continue to focus.[/TARGET] Teacher: But if we can't continue to focus - so go ahead and keep working then. Teacher: I think this got into a bigger problem than it needed to be. Teacher: So Student S, can you quickly finish the rest of that because we want to talk about it.
Teacher: This is not your homework. Student: We have homework? Student: I got homework the last -  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, guys, I know this is - listen. Teacher: Listen. Student: I know what a polygon looks like.
Teacher: This is not your job. Teacher: Thank you very much. Teacher: Whose is this?  [TARGET]Teacher: Girls, have you got it added?[/TARGET] Teacher: Then we're not talking. Teacher: Student B, you're not helping Student H at all. Teacher: [End of Audio]
Teacher: This is one shape, one shape. Teacher: [Inaudible]. Multiple Students: [Inaudible].  [TARGET]Teacher: Sh![/TARGET] Teacher: I hear a lot of good math talk and now I'm hearing a little bit of talk that doesn't sound like math. Teacher: And you know math is the only talk I want. Teacher: I'm coming around if you have a [Inaudible] question.
Teacher: This is our whole. Teacher: This is one whole thing. Teacher: Okay, give me a paper clip, and give me the glue.  [TARGET]Teacher: You need to be focusing on the math.[/TARGET] Teacher: Thank you. Teacher: Let's worry about building the number. Teacher: [Inaudible] works.
Teacher: This is review now. Teacher: You understand? Teacher: Excuse me.  [TARGET]Teacher: If you're finished, you need to just be quiet.[/TARGET] Teacher: Are you finished? Teacher: We need to stop playing over here. Teacher: I left you and you were doing the same thing.
Teacher: This is six. Teacher: What is two? Student: Two times zero.  [TARGET]Teacher: I want you to put that down.[/TARGET] Teacher: That's enough. Student: I don't know. Teacher: You have it here.
Teacher: This is something I would think about in [inaudible]. Teacher: Okay. Teacher: Zero.  [TARGET]Teacher: Stop.[/TARGET] Teacher: What is your question? Student: For three fifths, I want to show you what I did, because I'm having doubts about what I did. Teacher: Three fifths?
Teacher: This is the answer page. Teacher: Student B, please write 176. Teacher: So I've labeled my graph paper Q, and I have my total in here.  [TARGET]Teacher: Don't go.[/TARGET] Teacher: Go. Teacher: That was letter Q. Teacher: Get started on letter R.  I'm not mad.
Teacher: This is the card that is dealt to me. Teacher: I'm going to change the [inaudible] cards. Teacher: Okay.  [TARGET]Teacher: I'm going to show you also how to use the wild card.[/TARGET] Teacher: All eyes on Ms. Teacher: I please. Teacher: I have these numbers.
Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money. Teacher: Take a look. Teacher: It says begin by marking off 108 degrees on the circle.  [TARGET]Teacher: Please watch.[/TARGET] Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens. Teacher: Do you see that on your protractor? Teacher: I'm going to come all the way around right here to about 108, and mine's a little bit bigger because my marker is so wide.
Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5.  [TARGET]Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6.[/TARGET] Teacher: You can use your wild card and make any number. Teacher: It can mean any number. Teacher: It doesn't matter.
Teacher: This is the first time you're doing math very well. Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker.  [TARGET]Teacher: When you finish.[/TARGET] Teacher: Can you stop throwing that? Teacher: Give it to me. Teacher: Thank you.
Teacher: This is the first. Teacher: If this was your thinking, be honest, stand up, no cheering. Teacher: Just because they're thinking it, doesn't mean you have to think it.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: If this wasn't your thinking, why do you think it may be wrong? Teacher: Student K? Student: I think it was wrong because he had 8 divided by 6 instead of 18 divided by 6.
Teacher: This is the last thing we're going to do. Teacher: You may not eat it. Student: Oh!  [TARGET]Teacher: Take one and pass it![/TARGET] Teacher: On your paper, quickly, quickly, quickly; on your paper, I would like for you to create a math problem, something like what w did here with the saucers but - and here's the most interesting part: nobody's problem is going to be the same - Student: Because it's for different colors. Teacher: Good girl!
Teacher: This is the one's, then you have a decimal point, and then the tenth, and the hundredth. Teacher: Okay, so where's the ten's place on this? Teacher: That glue works.  [TARGET]Teacher: You don't need to be digging it.[/TARGET] Teacher: Where's the ten's place, here? Teacher: It should work. Teacher: I just tested them, this morning.
Teacher: This is the way Student J did it. Teacher: He divided 301 divided by 4. Teacher: There are 4 items in this set, 1, 2, 3, 4.  [TARGET]Teacher: Student M, eyes up here please.[/TARGET] Teacher: So they divided by 4. Teacher: He got 75 with a remainder of 1. Teacher: The remainder tells you what shape is your answer.
Teacher: This is too much. Teacher: Don't do this. Teacher: One.  [TARGET]Teacher: Two.[/TARGET] Teacher: That's fine. Teacher: Three. Teacher: [Crosstalk]
Teacher: This is too much. Teacher: You have to think again. Teacher: You want to make it very close.  [TARGET]Teacher: Student A, listen.[/TARGET] Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive.
Teacher: This is triangle. Teacher: We have the little shape triangle ABC. Student: So that's what we draw?  [TARGET]Teacher: No, listen.[/TARGET] Teacher: We also have shape DEF. Teacher: So what you're looking at - it says you learned that if all six pairs of corresponding parts, sides, and angles, they are congruent, then the triangles are congruent in this example here. Teacher: And you're gonna start seeing - I'm gonna show you the little lines that - what it means to be congruent.
Teacher: This is very much like when you make an array in the theater. Teacher: You may not talk, Student T.  You may not move any animals. Teacher: I need all animals up here.  [TARGET]Teacher: I need us to move.[/TARGET] Teacher: We need the cameras to be able to see this. Teacher: There we go. Teacher: I don't want - guys, you need Student J to put his animal where he wants it.
Teacher: This is what I want. Teacher: Good job. Teacher: This is what I want you to do.  [TARGET]Teacher: What I need you to do is I want group two to go - I'll wait.[/TARGET] Teacher: Don't move until I tell you to. Teacher: Group two will go to the computers. Teacher: Don't move until I tell you to.
Teacher: This is what the data is. Teacher: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: Now look at it.[/TARGET] Teacher: Could you read this data? Multiple Students: Yes. Teacher: [Inaudible]?
Teacher: This is what we've been studying, equivalent fractions, dividing by a whole. Student: [Inaudible] Teacher: Then that's something different than saying that you don't know how to do it.  [TARGET]Teacher: Student D, I am speaking.[/TARGET] Teacher: You are sitting. Teacher: You are not talking. Teacher: Telling me I'm going too fast is different than saying that you don't understand.
Teacher: This is what we're going to do now. Teacher: We're going to find the mean, mode, median, and range for everyone's scores. Teacher: I'm going to put them on the SMART Board.  [TARGET]Teacher: Do not talk.[/TARGET] Teacher: Excuse me. Teacher: Do not talk. Teacher: Ms. G, can you switch it to the SMART Board?
Teacher: This is you do. Teacher: Everybody right now, everyone, first warning. Teacher: There should be no talking.  [TARGET]Teacher: This is you do time.[/TARGET] Teacher: You take a time out from the class now. Teacher: [Inaudible]. Teacher: Can you show me the steps once you're done with it?
Teacher: This is your equivalent of one half. Teacher: Now you have your equivalent. Teacher: I think we found the [inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: That was one fraction equivalent to one. Teacher: Honey, [inaudible]. Teacher: You're adding one half plus one third.
Teacher: This is your latest DBQ. Teacher: I want you to look at this and tell me if this is a clear array, and you need to raise your hands for this, because we need to have a little bit of a discussion about this. Teacher: You're going to either agree or disagree, and you're going to tell me why.  [TARGET]Teacher: Student E, I said do not move anything, so you need to put that back where it was.[/TARGET] Teacher: Thank you. Teacher: Student J? Student: I disagree.
Teacher: This is your number of sales. Teacher: This will be your weeks. Student: How do you spell Mc Donald's?  [TARGET]Teacher: It's on the board.[/TARGET] Student: Why do they call them French fries? Student: They're not even French. Student: How did they come up with the name?
Teacher: This is your partner over here, right? Teacher: That's very smart. Teacher: Use your ruler.  [TARGET]Teacher: I see you made your plan.[/TARGET] Student: We made it messy. Teacher: That's okay. Teacher: This is all I need to see.
Teacher: This is your second [inaudible]. Teacher: Copy the chart down. Teacher: Use this chart [inaudible].  [TARGET]Teacher: Do step one, then go to step two.[/TARGET] Teacher: [Crosstalk] Teacher: Follow the steps. Teacher: Student W, the chart right there, copy it down.
Teacher: This is - Student: Bring that book? Teacher: Put your book away.  [TARGET]Teacher: Student R, that's not productive noise.[/TARGET] Teacher: So 14 times 6 is 84? Teacher: You checked it? Teacher: So let's change that, right?
Teacher: This is - stop. Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible].  [TARGET]Teacher: Ignore him.[/TARGET] Teacher: You're doing a good job. Teacher: You have - what is this going to be? Teacher: You're using two numbers, so which one is this?
Teacher: This one doesn't work. Teacher: [Inaudible] work. Student: [Inaudible].  [TARGET]Teacher: Okay, let's be seated.[/TARGET] Teacher: Okay, let's see. Teacher: Now where's - Student: [Inaudible].
Teacher: This one starting right here would be what? Student: One eighth. Teacher: Very good.  [TARGET]Teacher: Some people are talking instead of paying attention.[/TARGET] Teacher: Student S, do me a favor and move please. Teacher: Thank you. Teacher: When you get two number lines, and you start making your number lines, don't tell me, "I don't understand."
Teacher: This one, we have a remainder 2, right? Teacher: Let's try a two digit number into a three digit number. Teacher: We are off task.  [TARGET]Teacher: Do I need to tell Ms. T, or do you need to go to the hallway again and talk to me?[/TARGET] Teacher: I hope not. Teacher: That's a waste of my time. Teacher: This one's harder.
Teacher: This one, your first one will go with this chart. Teacher: This says: what is the [inaudible] first shape? Teacher: [Crosstalk]  [TARGET]Teacher: Follow the steps.[/TARGET] Teacher: [Crosstalk] Teacher: Remember, step one is identify the set in that pattern. Teacher: Go to step two.
Teacher: This says that I have six pounds of candy. Teacher: Student A. Teacher: [Crosstalk]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Put your chair here. Teacher: Student D, move to the back table. Teacher: [Crosstalk]
Teacher: This shouldn't take more than one minute. Teacher: All right, Student T, if that's melted, go ahead and empty it out in the sink, please? Student: It's not completely melted.  [TARGET]Teacher: Then stop playing with it.[/TARGET] Student: Can we start on it? Teacher: Yes, yes. Teacher: I'm gonna give you a fraction kit.
Teacher: This side, I need you looking and listening and participating. Student: I did that on my paper and - Teacher: Please stop.  [TARGET]Teacher: Please take a seat.[/TARGET] Teacher: Go ahead, Student J. Student: [Inaudible]. Teacher: Let me go back and see if we can figure this out again.
Teacher: This six. Teacher: So my bar is going to go directly under the six. Teacher: See?  [TARGET]Teacher: Look at that.[/TARGET] Teacher: Now how many people we said to chose cake? Multiple Students: Two. Teacher: So my graph is going to be right here.
Teacher: This time it's three. Teacher: So here's one group, two groups, three groups. Teacher: Now what I've done before, Student J, is that I turn them over, but sometimes that can be a lot of work.  [TARGET]Teacher: If you want to turn it over, you can.[/TARGET] Teacher: So how many is three-fourths of 12? Multiple Students: 9. Teacher: 9.
Teacher: This to this. Teacher: No it's not. Student: [Inaudible].  [TARGET]Teacher: If I'm measuring - I'm not looking at this anymore.[/TARGET] Teacher: I'm gonna look at this angle right here with this point right here. Teacher: Does everybody see that? Multiple Students: Yes.
Teacher: This - this - this is one. Teacher: Get up. Teacher: Get up.  [TARGET]Teacher: Take a seat away from the [Inaudible] please.[/TARGET] Teacher: Step away please. Teacher: Right there. Teacher: Thank you.
Teacher: This'll be our last problem that we're gonna do together and then I'm gonna get ready and pass out your independent practice. Teacher: You guys will be able to start working on that as well as complete that for homework. Teacher: What you do not finish becomes your homework.  [TARGET]Teacher: Excuse me.[/TARGET] Multiple Students: [Inaudible] Teacher: That is your homework for today. Student: Of you finish it up, then -
Teacher: Those are the questions I'm guiding you to discuss at your tables. Multiple Students: [Crosstalk] Teacher: Okay, eyes up here.  [TARGET]Teacher: No one should have a pencil in their hand.[/TARGET] Teacher: Nobody should be writing anything because your eyes are up here. Teacher: You were just discussing. Teacher: You don't need a pencil to discuss.
Teacher: Those are your two options. Student: [Inaudible chatter] Teacher: All right.  [TARGET]Teacher: Sit down.[/TARGET] Student: I'm sitting right here. Multiple Students: [inaudible chatter] Teacher: [inaudible whisper]  All right, all right.