stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Okay, write - shh. Student: [Inaudible] do [inaudible]. Teacher: Okay, I'm going to wait.  [TARGET]Teacher: I'm going to wait 'til everybody's listening.[/TARGET] Teacher: Waiting. Student: [Laughter]. Teacher: Still waiting.
Teacher: Okay, yeah. Teacher: Okay, so notebook paper and a pencil. Teacher: All right.  [TARGET]Teacher: We are doing three different, I'll wait.[/TARGET] Teacher: Yes. Student: [Inaudible] Teacher: I'll wait till you're ready.
Teacher: Okay, you all need another paper? Teacher: [Inaudible] from the pile. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: What? Teacher: Oh, yes sir. Teacher: All right.
Teacher: Okay, you didn't follow directions. Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts.  [TARGET]Teacher: You need a new sheet of paper.[/TARGET] Teacher: Let's get a new sheet of paper so you can start over. Teacher: Okay, what do you need, Student A? Teacher: What are you looking for?
Teacher: Okay, you had four - two others to put out there, and you don't have them out there. Teacher: [Silence]. Teacher: So there's no excuse for you coming up here and not knowing.  [TARGET]Teacher: The reason I called you up here was because you didn't put your hand in the air.[/TARGET] Teacher: They all know the answer because they did the activity. Teacher: They put it in front of them so they could visually see it. Teacher: Student S?
Teacher: Okay, you have one minute, 45 seconds. Teacher: Okay, one minute, six seconds. Teacher: Okay, you have 35 seconds left; 35 seconds.  [TARGET]Teacher: Student E, please get up off the desk.[/TARGET] Teacher: I love you dearly, but you need to move off that desk. Teacher: Okay, you have 15 seconds left. Teacher: Fifteen seconds.
Teacher: Okay, you need to, because we just talked about how multiplication is what? Teacher: Repeated what? Teacher: Leave that there.  [TARGET]Teacher: No, put that away.[/TARGET] Teacher: It's repeated what? Student: Addition. Teacher: Okay, so model that for me.
Teacher: Okay, you're done. Teacher: Do your [inaudible] exercise, read that. Student: I had the [inaudible]  [TARGET]Teacher: What did I tell you to do for H?[/TARGET] Teacher: [inaudible] Student: [inaudible] Teacher: You're working on H, why don't you work on it together?
Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible] Teacher: You're gonna need it.  [TARGET]Teacher: It shouldn't be under your seat, it should be in front of you.[/TARGET] Teacher: You're gonna need it. Student: Okay, I'll put it in front of me. Teacher: Thank you.
Teacher: Okay, you're working in groups. Teacher: I need you all two to move down. Teacher: You're working in groups.  [TARGET]Teacher: Student S, move up.[/TARGET] Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book?
Teacher: Okay.  [TARGET]Teacher: Could you put that away?[/TARGET] Teacher: All right. Teacher: Okay. Teacher: Ready?
Teacher: Okay.  [TARGET]Teacher: Thank you, so for number, oh, I'll wait.[/TARGET] Teacher: So for numbers 11 and 12, there were actually three different problems with each one where you had to put the parentheses in the right spot to figure out what order of operations to get to the right answer. Teacher: I'm going to write these on the board, okay, and you can compare what you wrote. Teacher: Okay, so for the first one, in order to get a sum of 23, you needed to do 28 minus 3 times 3 plus 4.
Teacher: Okay. Multiple Students: [inaudible chatter] Teacher: Clap three times if you hear me.  [TARGET]Teacher: Snap twice if you can hear me.[/TARGET] Teacher: Snap six times if you can hear me. Teacher: Okay. Teacher: Your eyes should be on me.
Teacher: Okay. Student: 160. Teacher: Okay.  [TARGET]Teacher: I need all the voices off please.[/TARGET] Student: Free space. Teacher: Okay. Student: 216.
Teacher: Okay. Student: Could the answer also be two-thirds? Teacher: Two-fifteenths equals two-thirds.  [TARGET]Teacher: Let's put this on the board, Student K.  [/TARGET] Student: [Inaudible]. Teacher: Wait a minute. Teacher: Two-fifteenths equals two-thirds.
Teacher: Okay. Student: How? Student: And, wait, should we write in a Bunsen?  [TARGET]Teacher: You could if you wanted to.[/TARGET] Student: [Inaudible]. Teacher: Student G and Student B, there's no talking. Student: Oh.
Teacher: Okay. Student: I don't want to but I could. Teacher: Show me 9 numbers that's 10.  [TARGET]Teacher: If I do it this way show me a 10 year old.[/TARGET] Student: How did you, you shouted at me. Teacher: I know, because I know when we are going. Student: Okay so when are we going?
Teacher: Okay. Student: Nothing's erased because you did it and I wrote it back. Teacher: Let's sit down.  [TARGET]Teacher: I'm pretty sure if we're getting up at al - let's just stay focused on our math.[/TARGET] Teacher: There should be no reason to even stand up and see what's happening. Student: You're believing the liars? Student: Wow.
Teacher: Okay. Student: Oh. Teacher: All right, then, lady.  [TARGET]Teacher: I was, like, what is going on over here?[/TARGET] Teacher: Much better. Teacher: Okay, I don't think I tricked anybody, although I tried. Teacher: Very hard to do that.
Teacher: Okay. Student: Oh. Teacher: So she had it correct.  [TARGET]Teacher: So I need all of you to pay attention.[/TARGET] Teacher: So right now, what you're going to do for the next few minutes is I'm going to give you another problem, but I need you to sit with Student A and Student A - excuse - not to - sweetie. Teacher: Okay, where's your dollar sign? Teacher: Always bring down your dollar sign.
Teacher: Okay. Student: Teacher C. Student: Teacher C.  [TARGET]Teacher: Student A, let's keep that on our desk, so it does not fall.[/TARGET] Student: I [inaudible]. Student: [Inaudible]. Student: I know.
Teacher: Okay. Student: The length times [inaudible]. Teacher: All right we have - my children, I cannot hear my group, over here.  [TARGET]Teacher: You need to take it down.[/TARGET] Teacher: It's quiet [inaudible]. Teacher: Shh. Teacher: Take it down a notch.
Teacher: Okay. Student: Wow. Teacher: Here we go.  [TARGET]Teacher: Now we're going to wrap up our lesson - shh.[/TARGET] Teacher: We're going to wrap up. Teacher: I'm going to ask you some questions, going around the room. Teacher: Shh.
Teacher: Okay. Student: [Carry - carry...] Teacher: Carry, carry.  [TARGET]Teacher: Go ahead Student K.[/TARGET] Student: Then you do seven times nine again and [carry the two]. Teacher: And where do I put it? Student: You put the seven on the top.
Teacher: Okay. Student: [Inaudible]. Student: Oh, can we talk about [inaudible].  [TARGET]Teacher: No.[/TARGET] Teacher: Okay, I need - [crosstalk]. Multiple Students: [Inaudible]. Student: [Inaudible] eight times one-eighth, times one-eighth.
Teacher: Okay. Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: You're not going anywhere.[/TARGET] Teacher: [Inaudible]. Student: [Inaudible]. Teacher: Math time, and, well, you were supposed to go when we came back from lunch.
Teacher: Okay. Student: [Inaudible]. Teacher: Shh.  [TARGET]Teacher: Don't be impolite.[/TARGET] Teacher: Stop making noises. Teacher: Okay. Teacher: What is my formula for a triangle, Student B?
Teacher: Okay. Student: - someone - Student: 792.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Ready? Teacher: Don't lean on it, okay. Teacher: All right.
Teacher: Okay. Teacher: 'Cause they're gonna be in here in like two minutes. Teacher: Hold it for just a second.  [TARGET]Teacher: I didn't say throw it, I said hold it.[/TARGET] Teacher: Did you remember teacher's name? Multiple Students: Yes. Teacher: Student M, put your name on that.
Teacher: Okay. Teacher: 1 and 2. Teacher: I'm going to call on A, one A to share from here.  [TARGET]Teacher: I'm gonna call on one B to share from here.[/TARGET] Student: I'm a B. Teacher: You do question number six on the board. Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible].
Teacher: Okay. Teacher: 38. Student: I thought you said [inaudible].  [TARGET]Teacher: It's because you're not paying attention.[/TARGET] Teacher: You're sitting there with your head down. Teacher: All right. Teacher: Then what do I do next in my pattern?
Teacher: Okay. Teacher: All eyes on me. Teacher: You have to - you already gathered your data.  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Excuse - I'll wait, Student D.   Student: [Inaudible]. Teacher: I'll wait.
Teacher: Okay. Teacher: All right we're going to ... we're going to - I want you to stop when you get to number ten. Student: [Inaudible].  [TARGET]Teacher: And - close my door, sweetie.[/TARGET] Teacher: Stop when you get to number ten. Teacher: I'm about to turn the light on, so I need you to adjust your focus, because I'm turning on the light. Teacher: Turn on the light, hon.
Teacher: Okay. Teacher: All right, guys, math detectives - what? Student: [Inaudible]  [TARGET]Teacher: How did that happen?[/TARGET] Teacher: Okay, just leave it alone. Student: 'Cause he was picking his nose. Student: No.
Teacher: Okay. Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division. Teacher: Now, these are some division problems.  [TARGET]Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them.[/TARGET] Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them.
Teacher: Okay. Teacher: All right, guys. Teacher: I got to stop you here, because I want to get into some discussion about polygons and not polygons.  [TARGET]Teacher: So you're attention needs to be up here, now.[/TARGET] Teacher: I'm going to show you a figure, and I want you to tell me whether or not you think it is a polygon, or not a polygon. Teacher: Okay? Student: [Inaudible].
Teacher: Okay. Teacher: All right, so all you do is you're doubling the eighths. Teacher: So on your paper, on your desk, everybody, you have comparing pairs.  [TARGET]Teacher: Turn it over.[/TARGET] Teacher: You have - let's see. Teacher: How many problems do you have? Teacher: Ten?
Teacher: Okay. Teacher: All right, so we have - the triangle's already finished, and you draw a picture of a triangle. Teacher: Is there a reason you're up here, Student T?  [TARGET]Teacher: Go sit down and get your book out.[/TARGET] Teacher: Scalene, if you want a shorter version, is no equal sides, no equal angles. Student: Oh, that's very short. Teacher: I know.
Teacher: Okay. Teacher: All right. Teacher: Let's talk about the triangles.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Just leave them. Teacher: All right. Teacher: First of all, what fractional part of the whole are the triangles, Student T?
Teacher: Okay. Teacher: All right. Teacher: Now I'm going to show you one and you're going to plot it on your particular coordinate, then tell me what it is.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: I'm sorry. Teacher: You ever see this? Teacher: Were you able to do this one?
Teacher: Okay. Teacher: All right. Teacher: One.  [TARGET]Teacher: Two.[/TARGET] Teacher: Three. Teacher: Clap [inaudible]. Teacher: [Clapping].
Teacher: Okay. Teacher: All right. Teacher: See, he is talking.  [TARGET]Teacher: If I have you back, then you are listening, not talking.[/TARGET] Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning. Teacher: What did we learn?
Teacher: Okay. Teacher: And it has become a competition. Teacher: People who are coming in, I should not hear you as you come in.  [TARGET]Teacher: And if somebody is sitting in your seat, just wait a moment at the back, please.[/TARGET] Teacher: If someone is at your seat as you come in, wait at the back. Teacher: The LCD here is twelve. Teacher: This did not change.
Teacher: Okay. Teacher: And what about the little baby, the newborn baby? Student: It's sleeping.  [TARGET]Teacher: Okay, so it's resting, okay, kind of chilling.[/TARGET] Teacher: This group. Student: The Diet Coke is a drink in an aluminum can. Teacher: Okay.
Teacher: Okay. Teacher: Because this is math time right now and we don't have time to be throwing paper and being mad at people, okay? Teacher: Can you let it go and get over it?  [TARGET]Teacher: Or is this going to continue to distract you from your learning?[/TARGET] Student: It's going to continue to distract me. Teacher: Okay, then I am going to keep you out here then and when you are ready and feel- Student: I feel a little-
Teacher: Okay. Teacher: Before we move on let's look at our objectives for today. Teacher: Our content objective.  [TARGET]Teacher: Who can read what we are doing today?[/TARGET] Teacher: Nice and loud. Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely.
Teacher: Okay. Teacher: Boys and girls, let me have you - was that Student W? Teacher: Let me have you go back to your seats first.  [TARGET]Teacher: Quickly, Student J, Student T.  Have a seat please.[/TARGET] Teacher: There was a very good discussion over there at this table, the numbers around here, right? Teacher: I want to - Student J, have a seat, please. Teacher: I'd like you to share, some people to share some findings.
Teacher: Okay. Teacher: Can you figure it out? Teacher: Let me come over and see what you've done.  [TARGET]Teacher: I want your thinking brains on.[/TARGET] Student: Can you help me, Teacher? Teacher: Yep, I'll be right there. Teacher: Thinking brains.
Teacher: Okay. Teacher: Come on over. Teacher: It's almost like a game show.  [TARGET]Teacher: Sit there.[/TARGET] Teacher: Go ahead and sit there. Teacher: Okay. Teacher: Student B, here you go.
Teacher: Okay. Teacher: Come on, now let's sit down. Teacher: Now we need to forget that it's even there.  [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: [Crosstalk]  Teacher: Hold on a second.
Teacher: Okay. Teacher: Come over to the carpet with your papers, please. Teacher: We're actually going to face this way.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Sorry. Teacher: We're going to face this way. Teacher: Thank you.
Teacher: Okay. Teacher: Did we do that? Student: Yes.  [TARGET]Teacher: Are you B?[/TARGET] Teacher: What does B say now - I mean step 4? Teacher: What does step 4 say? Teacher: [Crosstalk]
Teacher: Okay. Teacher: Do I have everybody? Teacher: I'm waiting on another group.  [TARGET]Teacher: Student R, sit over here.[/TARGET] Teacher: Student R, walk the other way so you're not in front of the camera. Teacher: Everybody should be working, individual time. Teacher: Ready?
Teacher: Okay. Teacher: Everybody go to your partner. Teacher: Now what you're going to do is in the first page you take your crayon and you and your partner - one of your partners should have the letter A, and the other one should have letter B.  I want A right now to lead the solving of the problem, and he or she must always read.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: 1, and 2. Teacher: Can you move over here to be with your partner? Teacher: So Student V, you can always ask three people to be what?
Teacher: Okay. Teacher: Everyone. Teacher: I'm going to give you a bonus five minutes.  [TARGET]Teacher: Use those five minutes wisely.[/TARGET] Teacher: Student A? Student: [Inaudible]. Teacher: Okay.
Teacher: Okay. Teacher: Excuse me. Teacher: Are you listening?  [TARGET]Teacher: Student S, hand me the spray for my board.[/TARGET] Teacher: Excuse me. Teacher: And that's not how you do it. Teacher: Now part two.
Teacher: Okay. Teacher: Excuse me. Teacher: Excuse me.  [TARGET]Teacher: Teacher L, can you fix your board to [inaudible] crayon.[/TARGET] Teacher: Student D, you and Student D are not doing anything. Teacher: [Students talking with each other]. Teacher: Okay, now go - after you [inaudible] it - Teacher L, can you fix the board?
Teacher: Okay. Teacher: Excuse me. Teacher: I have a telephone call.  [TARGET]Teacher: [Side Conversation]  Student E, Ms. M needs you, probably to talk about what happened.[/TARGET] Teacher: You told me 5 times 9? Teacher: What is 5 times 9? Multiple Students: 45.
Teacher: Okay. Teacher: First of all, do you like our chart? Multiple Students: Yes.  [TARGET]Teacher: Don't play with me.[/TARGET] Teacher: Okay. Teacher: It's pretty big. Teacher: Student M, I'm still waiting for you to stop writing.
Teacher: Okay. Teacher: Focus on Student A. Teacher: Student B, we have a little while left.  [TARGET]Teacher: Can you handle it?[/TARGET] Teacher: What if I told you to get a wet paper towel? Teacher: Would that help. Student: Yes.
Teacher: Okay. Teacher: G - instead of boys [inaudible] orange. Student: You can do it on the back.  [TARGET]Teacher: You can use that, it's fine.[/TARGET] Teacher: If someone - for H - what's the first step, Student D? Student: [inaudible] Teacher: I mean G.  What's the first step with G?
Teacher: Okay. Teacher: Get away from there, please. Teacher: Can you leave the computer please?  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Thank you. Teacher: 6 plus 5 is what? Teacher: 11
Teacher: Okay. Teacher: Get out your math calendar real fast. Teacher: We have five minutes.  [TARGET]Teacher: I don't want to hear a word.[/TARGET] Teacher: Let's see who can do this without Student A, can [inaudible] stop talking [inaudible] that back row. Teacher: Shh. Teacher: Get out your math calendar.
Teacher: Okay. Teacher: Go ahead. Student: 41-  [TARGET]Teacher: If it's not quiet, I'm adding another lap.[/TARGET] Teacher: 41. Student: 36 remainder 3, free space, 41 remainder 8, and 33. Teacher: Yes.
Teacher: Okay. Teacher: Good.  [TARGET]Teacher: Honey, no.[/TARGET] Teacher: You don't do that. Teacher: I'll get it. Teacher: It's kind of - I'll get it.
Teacher: Okay. Teacher: Good. Teacher: Honey, no.  [TARGET]Teacher: You don't do that.[/TARGET] Teacher: I'll get it. Teacher: It's kind of - I'll get it. Teacher: Okay.
Teacher: Okay. Teacher: He's gonna move, guys. Student: He won't move.  [TARGET]Teacher: Student J, seriously.[/TARGET] Teacher: Just [inaudible]. Student: Can I do [inaudible] Teacher: Okay.
Teacher: Okay. Teacher: Here is a great kind of predictor for you, to know where you should be at this time. Teacher: You have about 5 more minutes, maybe 7 max to be able to get these together.  [TARGET]Teacher: That means some of you need to stop talking as much as you are.[/TARGET] Teacher: You need to start cutting faster, putting together faster, and stop the conversation. Teacher: 5 to 7 minutes to finish putting your cubes together. Student: I already measured mine and they're all the same.
Teacher: Okay. Teacher: Here is your next challenge. Teacher: Student C, are you helping out?  [TARGET]Teacher: Do you know how to get my attention?[/TARGET] Teacher: Which one do you need help with? Multiple Students: Eight. Teacher: Which one do you need help on?
Teacher: Okay. Teacher: Here. Teacher: Okay, you're on your way.  [TARGET]Teacher: Student G.[/TARGET] Student: I'm doing my work. Student: [Phone call] Teacher: All right.
Teacher: Okay. Teacher: Here's how you know if a fraction is equivalent. Teacher: How did we find an equivalent fraction when we were adding?  [TARGET]Teacher: Let's say we had ... we had one-fifth, and we wanted to get - go sit down and stop it.[/TARGET] Teacher: Did I tell you to touch those? Teacher: Then don't touch them. Teacher: Sit down.
Teacher: Okay. Teacher: Hold on. Teacher: Put your hands down.  [TARGET]Teacher: I want to - put your hands down, please.[/TARGET] Teacher: I want to look at the denominator and I'm gonna do was Student L says. Teacher: I'm gonna divide it. Teacher: I don't think we - you know what I want you to work on?
Teacher: Okay. Teacher: How are we doing over here? Teacher: Make sure we're math conversation only, just a friendly reminder when you're working in pairs.  [TARGET]Teacher: How come you can't put that down?[/TARGET] Student: Because five sixths is equal to 83 percent. Teacher: And what do you notice about what you have on your board already? Student: 80 percent and 75 percent.
Teacher: Okay. Teacher: I have an extra one. Teacher: If you need it, I'll give it to you.  [TARGET]Teacher: But, just for the time being, don't stress it.[/TARGET] Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D.  So, if you wanna scoot your chair over. Teacher: Or he could scoot it over to you.
Teacher: Okay. Teacher: I need the supply monitor. Teacher: Now, let's take out all of the papers that are in there.  [TARGET]Teacher: Student T, you need to do it sitting down, though.[/TARGET] Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions. Teacher: Supply monitor.
Teacher: Okay. Teacher: I want to see your own. Student: Is that it right there in front of your desk?  [TARGET]Teacher: Let me see.[/TARGET] Teacher: Okay, keep thinking. Teacher: Keep thinking. Teacher: Keep thinking.
Teacher: Okay. Teacher: I'd look you to look through your math folder. Teacher: I'd like you to open up and look through your folder.  [TARGET]Teacher: I want you to take - Student D - the first step in listening is what?[/TARGET] Student: [Inaudible]. Teacher: Eyes. Teacher: I don't have your eyes.
Teacher: Okay. Teacher: I'm going to show you also how to use the wild card. Teacher: All eyes on Ms.  [TARGET]Teacher: I please.[/TARGET] Teacher: I have these numbers. Teacher: I'm trying to win my opponent. Teacher: I'm going to win my opponent by making two numbers that are together to get a number very close to 1,000.
Teacher: Okay. Teacher: If I didn't say it, what needs to go in there? Teacher: There.  [TARGET]Teacher: Slow down and think about what you're doing.[/TARGET] Teacher: This one right here, I can't read any of that. Teacher: What number is that? Teacher: 51,000?
Teacher: Okay. Teacher: If you didn't get a chance to finish up just say Mr. C I'm thinking. Teacher: It's not - because we're gonna continue this later one.  [TARGET]Teacher: Please don't do that.[/TARGET] Teacher: Now it is time to pay attention. Teacher: I got two minutes before that microphone goes off again. Teacher: All right.
Teacher: Okay. Teacher: If you don't have them, they may be on the back of some of the ones you turned in to me. Teacher: I will make sure you get those back tomorrow.  [TARGET]Teacher: Please stop playing with whatever that is so you can hear instructions.[/TARGET] Teacher: Okay? Teacher: So workbook pages, this one section. Teacher: You will not have a vocabulary book due this time since we're still on decimals.
Teacher: Okay. Teacher: If you're not sure what to do you can ask me. Teacher: You can ask a partner at your table.  [TARGET]Teacher: Let's take the next three minutes and see how you do on this, three minutes.[/TARGET] Teacher: Do you get it? Student: Yeah. Teacher: There's one here for you.
Teacher: Okay. Teacher: It says here solve this problem. Teacher: Show your solution using clear and concise notation.  [TARGET]Teacher: I want you to do it here.[/TARGET] Teacher: Student A, let's solve this math. Teacher: Do it here. Teacher: 145 plus 226.
Teacher: Okay. Teacher: It's another what? Teacher: Okay.  [TARGET]Teacher: I'll wait until everybody's put that away.[/TARGET] Teacher: Are there any questions on the homework? Teacher: Everybody understand input/output table? Multiple Students: Yes.