stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: All right. Teacher: Here we go. Teacher: We're filming right now.  [TARGET]Teacher: The camera is on.[/TARGET] Teacher: All right. Teacher: What do you call this rectangular box with all the blocks in it? Teacher: What do we call that?
Teacher: All right. Teacher: I have two sheets. Teacher: The first sheet that I have is the seven times three.  [TARGET]Teacher: So if you have seven times three, pay attention.[/TARGET] Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go.
Teacher: All right. Teacher: I need quiet.  [TARGET]Teacher: No ma'am.[/TARGET] Teacher: You should not be up right now. Teacher: Everybody should have their - I need you sitting up. Teacher: I need [inaudible].
Teacher: All right. Teacher: I need quiet. Teacher: No ma'am.  [TARGET]Teacher: You should not be up right now.[/TARGET] Teacher: Everybody should have their - I need you sitting up. Teacher: I need [inaudible]. Teacher: I need you to get going.
Teacher: All right. Teacher: I passed out some materials at your desk and I'm still coming around to pass out some cards.  [TARGET]Teacher: Please don't touch your material.[/TARGET] Teacher: You should have your packet right on top of your whiteboard and you should not be using your marker right now at all. Teacher: Yes, ma'am? Student: I don't have [inaudible] in my package.
Teacher: All right. Teacher: I passed out some materials at your desk and I'm still coming around to pass out some cards. Teacher: Please don't touch your material.  [TARGET]Teacher: You should have your packet right on top of your whiteboard and you should not be using your marker right now at all.[/TARGET] Teacher: Yes, ma'am? Student: I don't have [inaudible] in my package. Teacher: If you forgot your packet, you're gonna stay right there and you're still gonna face the same direction.
Teacher: All right. Teacher: I think we look a little better. Teacher: When I counted these - put your feet down.  [TARGET]Teacher: Nobody wants your feet on their desk.[/TARGET] Teacher: All right. Teacher: What do you notice - I still see a couple mistakes, but what do you notice about our fractions, specifically looking at the numerators? Teacher: What do you notice?
Teacher: All right. Teacher: I'm sorry. Teacher: I'm not going to be able to let you do that.  [TARGET]Teacher: You need to put that string away.[/TARGET] Teacher: That's the other one I wanted to talk about. Teacher: Four fourths. Teacher: It's one.
Teacher: All right. Teacher: It was Student K and Student A and Student J. Student: What happened?  [TARGET]Teacher: When you were running around the coat room.[/TARGET] Student: I didn't. Student: I was looking for Student A. Teacher: Okay.
Teacher: All right. Teacher: It's time to share. Teacher: Hurry up.  [TARGET]Teacher: Write your [inaudible].[/TARGET] Teacher: It's time to share. Teacher: Put down your crayons. Teacher: It's time.
Teacher: All right. Teacher: I'm going to ask you to do one more time Student T.  You controlling it? Student: No, it's you.  [TARGET]Teacher: It's me?[/TARGET] Student: Yes. Teacher: How 'bout now? Student: Getting bad [Inaudible]
Teacher: All right. Teacher: I'm gonna give you each a piece of paper. Teacher: There's a front and a back.  [TARGET]Teacher: I'm gonna give you two problems.[/TARGET] Teacher: I want you to count the rows down, count the columns across, fill in the square or the rectangle. Teacher: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10. Student: Are we gonna do [inaudible]?
Teacher: All right. Teacher: Let's figure this out to each other as partners. Teacher: She's not going to sit here and talk to herself.  [TARGET]Teacher: Let's put this on the side and focus on this as a group rather than individually, okay?[/TARGET] Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55. Teacher: What's the next number?
Teacher: All right. Teacher: Let's copy down example three. Multiple Students: [inaudible chatter]  [TARGET]Teacher: All right, and when you're done just put your pencil down.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Right, 1010 wouldn't be on that. Teacher: It doesn't go that far.
Teacher: All right. Teacher: Let's see. Teacher: If we have 72 hundredths divided by six?  [TARGET]Teacher: [Whispering] Sit down please.[/TARGET] Teacher: Student B, what's the first thing I'm gonna do? Student: [Inaudible]. Teacher: Okay.
Teacher: All right. Teacher: Let's - good afternoon.  [TARGET]Teacher: Let's get started with our math.[/TARGET] Teacher: I want you to find the green slip of paper I gave you earlier. Teacher: Turn around, please. Teacher: The green little sticky note.
Teacher: All right. Teacher: Let's - good afternoon. Teacher: Let's get started with our math.  [TARGET]Teacher: I want you to find the green slip of paper I gave you earlier.[/TARGET] Teacher: Turn around, please. Teacher: The green little sticky note. Teacher: Student I, tell me what problem I gave you for division.
Teacher: All right. Teacher: Listen up. Teacher: Listen up so we can get started.  [TARGET]Teacher: Shh.[/TARGET] Teacher: So one-tenth of the dollar would be how much? Teacher: How much is one-tenths of a dollar? Student: Ten pennies.
Teacher: All right. Teacher: Listen up. Teacher: Quiet.  [TARGET]Teacher: Stop working.[/TARGET] Teacher: Stop working. Teacher: Excuse me. Teacher: Stop working.
Teacher: All right. Teacher: Next problem. Teacher: Excuse me.  [TARGET]Teacher: We are quiet.[/TARGET] Teacher: Can I have one volunteer? Teacher: Student A? Teacher: Actually, Student J and then Student A will be the next one because Student J was quiet.
Teacher: All right. Teacher: Now, do the second one. Teacher: Let's see you do the second one.  [TARGET]Teacher: See, people who do the second one quick, later on I have mm for you.[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible] too loud. Teacher: Now, let's see.
Teacher: All right. Teacher: Now, let me just do one. Teacher: Let's just do one for the sample.  [TARGET]Teacher: Could we put the die down?[/TARGET] Teacher: Leave it alone. Teacher: Look at me. Teacher: All right.
Teacher: All right. Teacher: Now, listen carefully. Teacher: Listen.  [TARGET]Teacher: Listen.[/TARGET] Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest. Teacher: Can I do more?
Teacher: All right. Teacher: Number 3 is 1.8. Teacher: At least that's what's given to you.  [TARGET]Teacher: Student G, turn around.[/TARGET] Teacher: Thank you. Teacher: Do you need something? Teacher: Okay, good.
Teacher: All right. Teacher: Number three. Teacher: Number three.  [TARGET]Teacher: That's not important right now.[/TARGET] Teacher: Number three. Teacher: In parenthesis I had two to the second power times zero in parenthesis plus five. Teacher: So if I use this chart I'm going to do everything in parenthesis first.
Teacher: All right. Teacher: Okay. Teacher: All right, so we have - the triangle's already finished, and you draw a picture of a triangle.  [TARGET]Teacher: Is there a reason you're up here, Student T?[/TARGET] Teacher: Go sit down and get your book out. Teacher: Scalene, if you want a shorter version, is no equal sides, no equal angles. Student: Oh, that's very short.
Teacher: All right. Teacher: Okay. Teacher: We got one minute and then -  [TARGET]Teacher: I told them to be quiet -[/TARGET] Teacher: We just - all right. Teacher: Let's continue working. Teacher: Listen -
Teacher: All right. Teacher: One times six is - Multiple Students: Six.  [TARGET]Teacher: What do I do with it?[/TARGET] Teacher: Throw it away? Multiple Students: No. Student: You put the six down on the bottom of 11.
Teacher: All right. Teacher: One. Teacher: Two.  [TARGET]Teacher: Three.[/TARGET] Teacher: Clap [inaudible]. Teacher: [Clapping]. Teacher: Oh, but that was [inaudible].
Teacher: All right. Teacher: Open up - we're going to go through the lesson and see if you understand what we did. Teacher: Go to 464 in your math book.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Four sixty-four. Teacher: And put your ... put your page number on - Student: The paper.
Teacher: All right. Teacher: Please pack up this center. Teacher: Everybody pack up this center.  [TARGET]Teacher: Everybody pack up this center.[/TARGET] Teacher: Seat work. Teacher: I know. Teacher: Everyone get back to a seat.
Teacher: All right. Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24. Teacher: Now, I get you.  [TARGET]Teacher: Student L, do I really get you back?[/TARGET] Student: Yes. Teacher: You get this piece? Student: Yes.
Teacher: All right. Teacher: Shh. Teacher: All right, be quiet.  [TARGET]Teacher: Focus.[/TARGET] Teacher: [Inaudible]. Teacher: Listen up. Teacher: Student S, look.
Teacher: All right. Teacher: So now I need your eyes because we're gonna test it out. Teacher: So [inaudible] what was your prediction for B?  [TARGET]Teacher: I don't want to hear the cubes now, okay.[/TARGET] Teacher: How many of the 1 by 3 by 1 did you predict would fit into this box? Teacher: Student J. Student: 24.
Teacher: All right. Teacher: So start. Teacher: Sit next to your partner.  [TARGET]Teacher: Move.[/TARGET] Teacher: Get next to your partner. Teacher: Thank you, Student T.  I'm gonna tell you - raise your hand quietly if you haven't been assigned a number and I'll tell you. Student: [Inaudible].
Teacher: All right. Teacher: So what did Student R do? Teacher: Student R, tell us.  [TARGET]Teacher: I want you all really paying attention.[/TARGET] Teacher: You all used different math strategies. Teacher: Let's see. Teacher: Hold on one second.
Teacher: All right. Teacher: So, could you just turn to the last page so that we can talk about it and then I'm gonna let you work in groups and ask for help from me when you need it. Teacher: We're gonna take 15 minutes to do that and then we're gonna do another activity.  [TARGET]Teacher: So, you need to be focused.[/TARGET] Teacher: Okay. Teacher: So, on Page 198 what has changed again? Teacher: What's changed, Student M?
Teacher: All right. Teacher: Sounds like we're done. Student: We're not done.  [TARGET]Teacher: By the looks of it, I think I see people standing when I shouldn't.[/TARGET] Teacher: As I walk around the room I should be seeing work, which I'm seeing work. Teacher: I should see sentences written down that answer the questions, and I believe that second question, B, is asking for a money amount. Teacher: So can someone raise their hand and tell me what is needed to show a money amount?
Teacher: All right. Teacher: Student B, take a seat.  [TARGET]Teacher: Student N.[/TARGET] Student: [Inaudible] is still on. Teacher: That's okay. Teacher: I'm waiting.
Teacher: All right. Teacher: Student M, what else did we learn? Teacher: We learned one eighth.  [TARGET]Teacher: Let's go back.[/TARGET] Teacher: We are revising a little bit. Teacher: Let's go back, one more fraction we learned. Teacher: With the whole set, the whole set.
Teacher: All right. Teacher: Student R, let me hear yours. Teacher: No.  [TARGET]Teacher: You have to give it up.[/TARGET] Teacher: Come on, Student R.  No, no skipping. Teacher: Come on. Student: I don't want to.
Teacher: All right. Teacher: Thank you. Teacher: Erase.  [TARGET]Teacher: I asked you to erase it first off, then please don't throw those markers.[/TARGET] Teacher: Student V, sit up. Teacher: All the way up. Teacher: Where are you getting 63 over 63?
Teacher: All right. Teacher: The next thing we're gonna do - look up here. Teacher: [Crosstalk]  [TARGET]Teacher: Listen up please.[/TARGET] Teacher: Can you see, Student M? Student: Yes. Teacher: This one.
Teacher: All right. Teacher: The way we're gonna start - Student X. Student: We're discussing if the -  [TARGET]Teacher: Right, but right now I need you up here please.[/TARGET] Student: Okay. Teacher: Thank you. Teacher: I appreciate it that you're talking about math, but right now we're gonna have a whole group discussion about math, okay.
Teacher: All right. Teacher: There's a little bit too much talking. Teacher: Student K.  Anybody who's talking now will get a mark and they will not have free time Friday.  [TARGET]Teacher: I don't want anything on your laps, now.[/TARGET] Student: There's nothing on my lap. Teacher: Student K, I asked you to throw away the gum. Student: I don't have gum.
Teacher: All right. Teacher: They're associating with each other. Teacher: He is not.  [TARGET]Teacher: He looks so sad.[/TARGET] Student: Oh. Teacher: I know. Teacher: And all of the sudden, come here Mr. Parenthesis, Student A goes on vacation.
Teacher: All right. Teacher: This one, we have a remainder 2, right? Teacher: Let's try a two digit number into a three digit number.  [TARGET]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? Teacher: I hope not. Teacher: That's a waste of my time.
Teacher: All right. Teacher: Very good. Teacher: Student E, you should be sitting straight up.  [TARGET]Teacher: Everyone should be sitting up.[/TARGET] Teacher: Student I, this one is yours. Student: Seven. Teacher: You're right.
Teacher: All right. Teacher: We're not doing anything that has to do with [inaudible] right here. Teacher: So why is that out?  [TARGET]Teacher: You know what?[/TARGET] Teacher: I'm not even gonna talk about it right now, 'cause you're showing me what you want to do. Student: [Inaudible]. Teacher: Yes, ma'am.
Teacher: All right. Teacher: What I want you to do is I want you - we're going to build a figure, all right? Teacher: I want you to take four cubes - I'll wait until you're done talking.  [TARGET]Teacher: Be quiet.[/TARGET] Teacher: Okay, I want you to take four cubes and I want you to put them together. Teacher: It doesn't matter what color, all right? Teacher: They're each about a centimeter, so if I have four total, how long - how much does it measure, Student E?
Teacher: All right. Teacher: What did I use in my hundredths place? Teacher: This is your group.  [TARGET]Teacher: You don't talk to the other people.[/TARGET] Teacher: You said 8? Multiple Students: Yes. Teacher: What's my neighbor?
Teacher: All right. Teacher: Who am I going to call up next? Teacher: Student M?  [TARGET]Teacher: Five was Student M.  Six was Student K.  Go, Student M.  Hustle.[/TARGET] Teacher: Why are you adding it in the middle? Teacher: You have to - okay, so 42, 63. Teacher: You can divide them both by 7.
Teacher: All right. Teacher: Yes? Student: I notice that the 3, 6, 9, 2, 5, 8, 7, 0 pattern.  [TARGET]Teacher: Student P, final warning.[/TARGET] Teacher: Next time I have to speak to you, you're going on a chair. Teacher: Now I want you to think about the multiples of 30. Teacher: And when we're done with that, we're going to see the relationship between the two numbers.
Teacher: All right. Teacher: You all would have a seat, I'll explain to you what we're doing next. Teacher: Excuse me.  [TARGET]Teacher: Have a seat, please.[/TARGET] Teacher: All right. Teacher: I think after our little explanation, a lot of you had a lot better discussions. Teacher: I was hearing about what was going on.
Teacher: All right. Teacher: You shouldn't have a board - no one should have a board. Teacher: I didn't give boards out.  [TARGET]Teacher: If you need help with H, come to the carpet.[/TARGET] Teacher: Student D, do you need help with H? Teacher: All right. Student: And we need -
Teacher: All right. Teacher: You step up to the board if you want to. Teacher: Whatever.  [TARGET]Teacher: What is his problem?[/TARGET] Student: What are you trying to say? Student: I'm trying to say that I noticed that three-eighths and the numerator, the bottom - Student: [Inaudible] numerator.
Teacher: All right. Teacher: [Crosstalk] Teacher: All right.  [TARGET]Teacher: I have two sheets.[/TARGET] Teacher: The first sheet that I have is the seven times three. Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight.
Teacher: All set? Teacher: Okay. Teacher: This is a microphone, so they can hear exactly what I'm saying.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year. Teacher: Just like you took it last year.
Teacher: All the A's, you're gonna take the side that has the answer and you read to - Teacher: [Crosstalk] Teacher: Everybody should have a letter now, A and B.  [TARGET]Teacher: If you are in a group of three, you have C.  Right now we have an equal number and everybody should have A and B.[/TARGET] Teacher: We have to move now. Teacher: Who's A here? Student: Me.
Teacher: All the words are extremely similar. Teacher: So try again. Teacher: [Crosstalk]  [TARGET]Teacher: If your mouth is not open and running, I need you to open it.[/TARGET] Teacher: [Crosstalk among students] Student: We don't mean regular words. Student: We mean as in -
Teacher: All three of you, okay? Teacher: I'm going to pass the sort out, and I want you - Student D, you need to put that away. Teacher: That's not helping you right now.  [TARGET]Teacher: It's distracting you.[/TARGET] Teacher: You're going to take these shapes, spread them all out, and then I want you to do an open sort. Teacher: You know how sometimes in word study I tell you - actually every week tell you to pull out your words and just sort them? Student: Mm-hmm.
Teacher: All together is 52 coins, which is what you've got. Teacher: You are just matching the stacks so two of the piles are the same and one is twice as many. Teacher: Turn around.  [TARGET]Teacher: I've got them.[/TARGET] Teacher: You turn around and do you. Teacher: Are these extras? Teacher: Okay.
Teacher: All together. Teacher: Up here, where do you see that word - altogether? Student: I see it -  [TARGET]Teacher: You're all pointing.[/TARGET] Teacher: On what side? Student: Add. Teacher: Add.
Teacher: All, you all are working together. Teacher: What are you doing? Student: [Inaudible].  [TARGET]Teacher: It's the - I don't see anybody asking - walking around and asking somebody.[/TARGET] Teacher: You have to ask. Teacher: We have 28 people in the room. Teacher: [Students talking with each other].
Teacher: Allow him to talk. Teacher: Look up here. Teacher: The classroom respects adults and classmates.  [TARGET]Teacher: Can you give him the respect?[/TARGET] Teacher: Sit down, Student D.  I'm listening to you, Student A. Teacher: Student A, I'm listening. Teacher: You were saying something about 9 and 2.
Teacher: Allow him. Student: Two times two equals four so if you plus it it equals - Teacher: This is a very excellent strategy that I'm learning for the first time now.  [TARGET]Teacher: Sit down.[/TARGET] Student: Can I show my way? Teacher: Student C, go back to your seat. Student: Why?
Teacher: Almost this TTQA honey what is the total number of balls needed to balance 10 cans. Teacher: You're gonna write the total number-no Student A is going, go sit, when she comes back you can go. Teacher: It's right in front of you honey the total number of balls needed to balance 10 cans is- it would help if you hold your pencil correctly, you'll have plenty of room.  [TARGET]Teacher: Shh, shh, shh, hands are raised.[/TARGET] Teacher: What? Student: [Whispering]. Teacher: That's for you to decide okay?
Teacher: Alright your voices are starting to get above inside voices. Teacher: Okay. Teacher: Shh, two do both bags quickly so we can finish the activity you're gonna need to sort them a little quicker if you're still sorting.  [TARGET]Teacher: Shh.[/TARGET] Student: Oh here's the other half. Teacher: That's good I was worried how we were gonna do yours I wasn't prepared for half M&Ms. Teacher: Shh.
Teacher: Alright. Teacher: As my supply monitor, I need you to do something. Teacher: I need you to take this white envelope and put it in your group folder.  [TARGET]Teacher: You are responsible for the group folder.[/TARGET] Student: What about the recording? Teacher: The recorder. Teacher: Oh, yeah.
Teacher: Alright. Teacher: So you're in the silent disco. Teacher: Oh, but you like to act like you're a pizza maker when you're in the silent disco, don't you?  [TARGET]Teacher: Alright, now you're banned from the club.[/TARGET] Teacher: Okay, we've got to move on. Teacher: We've got to move on. Teacher: I'm going way too slow.
Teacher: Always. Teacher: Try and finish up in the next couple of minutes. Teacher: Make sure, guys, we can see how you grouped this in your model.  [TARGET]Teacher: Student C, quit doing that.[/TARGET] Teacher: Put that stuff away. Student: [Inaudible]. Teacher: Well, how would you model two and one-fourth?
Teacher: Am I halfway? Teacher: [Crosstalk] Teacher: Listen - oh, I cannot - [inaudible].  [TARGET]Teacher: Turn around.[/TARGET] Teacher: When we're doing it, now you're talking to someone else. Teacher: Now, look at me. Teacher: Now, am I halfway here?
Teacher: And 15 - Student: Tenths? Teacher: No.  [TARGET]Teacher: Help him out, Student E.[/TARGET] Student: Seven and 15 hundredths. Teacher: Seven and 15 hundredths. Teacher: Seven, decimal, one, five.
Teacher: And 2? Student: 20 Teacher: Good job.  [TARGET]Teacher: Come over here.[/TARGET] 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?
Teacher: And I actually got on this scale with myself and then I added the dictionary to find out that information, and it was not pretty. Teacher: It was not pretty at all. Student: How much was it?  [TARGET]Teacher: I'm keeping that information private.[/TARGET] Teacher: What about the 12? Teacher: What about the 12, Student M? Student: 12 ounce can.
Teacher: And I don't see where you followed my directions. Student: If you put it right here - Teacher: Okay.  [TARGET]Teacher: So then make sure you take that off once you do that.[/TARGET] Student: I did this. Student: I just put it right there. Teacher: You didn't follow my directions.
Teacher: And I guess I need to stand here. Teacher: Can you see me? Student: You were talking to the camera just two minutes ago.  [TARGET]Teacher: I was.[/TARGET] Teacher: I wonder what they'll think of that. Teacher: Okay, so let's talk about what we're going to be doing today. Teacher: We are going to have our rotation time today.
Teacher: And I need your math hard book, your math note book out of your desk please. Teacher: No Student A and D are demerits. Student: I'll say whatever I wanted to.  [TARGET]Teacher: Go sit down in your seat please.[/TARGET] Student: He say people shouldn't be judged by- Teacher: Let's do that again or are you just practicing? Teacher: Put it away get ready for math, math.
Teacher: And I rolled a four. Teacher: Now I put the four in one of the two boxes that remain. Teacher: It doesn't matter which one.  [TARGET]Teacher: I'm not taking any questions now.[/TARGET] Student: I know. Student: But what if we want to put the four - Teacher: You can't.
Teacher: And I want you to use the purple for showing that, and the blue for this. Teacher: And you're going to write the answer in black and show just the black. Teacher: And anything you want to write about how you solved it.  [TARGET]Teacher: So you need to talk as a group.[/TARGET] Teacher: You can't just take a marker and start [Inaudible] all five of you. Multiple Students: Multiple comments. Teacher: 22 what?
Teacher: And I will use another way to solve this math. Teacher: We've used the addition. Teacher: We've used the subtraction, the traditional algorithm.  [TARGET]Teacher: Now we're gonna use another way to solve this math.[/TARGET] Student: [Inaudible]. Teacher: Let's look at the number line here. Teacher: The family has traveled from here is the zero, which is the beginning point of where they traveled.