stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: You got it. Teacher: [Inaudible]. Teacher: See look.  [TARGET]Teacher: There's a lot of talking happening, and [inaudible].[/TARGET] Teacher: This says 15 fewer than X, right? Teacher: But this says X fewer than 16. Teacher: See the difference?
Teacher: You got it? Teacher: I want to see where you checked it with multiplication, sweetie. Teacher: What's a remainder?  [TARGET]Teacher: You just wanted to be on camera.[/TARGET] Teacher: Okay. Teacher: You ready for a new one? Teacher: It's 7 remainder - what's that?
Teacher: You got to give yourself enough space. Teacher: Remember, I said don't make these small, Student C.   Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] 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].
Teacher: You got to listen carefully, okay? Teacher: And they'll let you know when to write something. Student: [Inaudible].  [TARGET]Teacher: That's up to you.[/TARGET] Teacher: So, say something like, "Here's what I wrote for A." Student: Here's what I wrote for A. Teacher: Good.
Teacher: You got to move it. Student: Good job, Student M. Teacher: Ah, Student J come on up.  [TARGET]Teacher: I like the way Student J's sitting quietly.[/TARGET] Teacher: I like the way some people are sitting up. Teacher: Student N, and Student M, you're arms should be out of your shirts. Teacher: Plus two.
Teacher: You guys are going to need ... yeah, just anywhere where the glue can dry. Student: [Inaudible]. Teacher: Coloring on one side, and some problems on the other.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, Student A, and Student A. Student: [Inaudible]. Student: No.
Teacher: You guys are good. Teacher: Aren't you working together, Student E? Teacher: Well, then get together.  [TARGET]Teacher: Turn your chair around or something.[/TARGET] Teacher: Remember, look at your notes, if you need to know how the formula or how the example is supposed to look. Teacher: Make sure yours looks just like it. Student: For No.
Teacher: You guys are nice; doing a great job I hope your answers are good. Student: How about we just show. Student: [Inaudible].  [TARGET]Teacher: Okay go take it you don't have to put your fingers up I know you're quiet and centered.[/TARGET] Teacher: Student L come up with your paper. Teacher: Student A. Student: Yeah?
Teacher: You guys did yours individually and they look great. Teacher: This is Student J's, Student A's and Student A's. Teacher: Student A, Student A, Student T, and Student J.  [TARGET]Teacher: Let's have a seat.[/TARGET] Teacher: Come on, really quickly before we go to [inaudible]. Teacher: What did we learn how to do today? Student: We learned how to divide.
Teacher: You guys have a chance to steal. Teacher: Yes, you do. Teacher: I didn't call you.  [TARGET]Teacher: Raise your hand if you have a question.[/TARGET] Teacher: Can you raise your hand? Teacher: [Inaudible]. Teacher: Student L, do you want to try it?
Teacher: You guys have central tendency but I think you're getting the terms mixed up. Teacher: What is mode Student A? Student: [Inaudible]  [TARGET]Teacher: Hold on, pull the door Student E. Go ahead say that again Student A?[/TARGET] Student: It's the one that happens the most. Teacher: The number that occurs the? Multiple Students: Most
Teacher: You guys have shown me that you know what it stands for. Teacher: You are doing what you do now. Teacher: Student D?  [TARGET]Teacher: I should not hear you right now.[/TARGET] Student: [Inaudible] Teacher: On the back are your problems that you'll be solving. Multiple Students: [Inaudible]
Teacher: You guys know how to figure this out. Teacher: I'll open the window. Teacher: You've got to -if you're talking about math, that's all right, but you need to calm it down a little bit.  [TARGET]Teacher: There's lots of play going on over here.[/TARGET] Teacher: You're only supposed to be playing with your partner. Teacher: I assigned you partners already. Teacher: We're back to the one fourth and what part of the fraction would that be?
Teacher: You guys need to share. Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Okay, this is where you're gonna be looking.[/TARGET] Teacher: All right, so first thing is you look at 90 goes into 3. Teacher: How many times does 90 go into 3? Student: Zero.
Teacher: You guys should copy this also. Student: Oh. Teacher: Yeah.  [TARGET]Teacher: Sorry I didn't say that ahead.[/TARGET] Teacher: Just start copying. Student: On paper or in the notebook? Teacher: In your notebook.
Teacher: You guys were really productive. Teacher: You worked so well together, and you did an awesome job. Teacher: Let's be patient with each other and let's be patient so that we get that kind of work done again.  [TARGET]Teacher: It's not working if you're playing silly games.[/TARGET] Teacher: It's not helping you learn your math. Teacher: So you had already done 14 times 2. Teacher: Oh, you did 14 times 5?
Teacher: You guys will all be working together. 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.  [TARGET]Teacher: That's not helping you right now.[/TARGET] Teacher: It's distracting you. 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?
Teacher: You guys will have to think a little bit about this, but it's something we've already done. Teacher: Yes it is. Teacher: [Inaudible].  [TARGET]Teacher: Stop talking.[/TARGET] Teacher: So I'm going to ask you guys to make this assumption. Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption.
Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems.  [TARGET]Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem.[/TARGET] Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom.
Teacher: You have 19. Teacher: Then you going to have - you're going straight down. Teacher: You're going to have numbers this way, and you're going to have numbers that way.  [TARGET]Teacher: Now let's decide on - no [inaudible].[/TARGET] Teacher: See, right here? Teacher: That's the top. Teacher: That's the top.
Teacher: You have 25 seconds to get still. Student: [Inaudible]. Teacher: Blue and red.  [TARGET]Teacher: The greens need to be put away.[/TARGET] Student: [Inaudible]. Teacher: You have 15 seconds. Teacher: This table looks excellent.
Teacher: You have 39 written down. Teacher: Write down 29. Teacher: You don't want to get angry with someone when someone's trying to learn.  [TARGET]Teacher: Have some patience.[/TARGET] Teacher: Maybe you just didn't show it clearly enough. Multiple Students: [Inaudible]. Teacher: Did you see though that you need to look at the lines that go all the way across?
Teacher: You have 8, 8, 3. Teacher: Write it right here. Teacher: 176 equals what?  [TARGET]Teacher: Do your math.[/TARGET] Teacher: Come over here. Teacher: Sit down. Teacher: We'll just close it this way.
Teacher: You have a book. Teacher: Sit down. Teacher: One person.  [TARGET]Teacher: Give me a paper towel.[/TARGET] Teacher: One person is going - excuse me. Teacher: Your data is not correct. Teacher: What are you doing?
Teacher: You have a calculator. Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example.  [TARGET]Teacher: Okay, go to special.[/TARGET] Teacher: Put your calculator in the bucket right there, okay? Student: Oh my gosh. Student: [inaudible] boys or girls.
Teacher: You have a couple minutes. Teacher: What do you notice about some of the things? Teacher: [Crosstalk]  [TARGET]Teacher: I need your eyes.[/TARGET] Teacher: 5, 4, 3, 2, 1. Teacher: Apparently some of you are not making your own choices [inaudible]. Teacher: So if you're on choice one, raise your hand so she can [inaudible].
Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on. Teacher: Is A finished?  [TARGET]Teacher: So, you're on part B?[/TARGET] Teacher: Okay, you read it to me. Student: What is the total number of blocks needed to balance six balls? Teacher: Okay.
Teacher: You have a question? Student: [Inaudible]. Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you.  [TARGET]Teacher: Student M, stop talking while he's talking.[/TARGET] Teacher: Can you turn around completely with your back off the wall? Teacher: Move to the side so you can see. Student: [Inaudible].
Teacher: You have a writing test coming up. Teacher: You should know what details are all about. Teacher: [Side discussion]  [TARGET]Teacher: Okay, we're gonna start going over the answers.[/TARGET] Teacher: Number one. Teacher: Student F, do you want to come and do number one? Teacher: [End of Audio]
Teacher: You have cubes. Teacher: Student N, give him cubes, please. Teacher: Shh.  [TARGET]Teacher: You're not talking.[/TARGET] Teacher: Student J, do you have cubes? Teacher: You and Student I work together. Teacher: Student A and Student D.
Teacher: You have cubes. Teacher: You have cubes. Teacher: Student N, give him cubes, please.  [TARGET]Teacher: Shh.[/TARGET] Teacher: You're not talking. Teacher: Student J, do you have cubes? Teacher: You and Student I work together.
Teacher: You have enough room to keep going. Teacher: That's fine. Teacher: Cross out what you - look, you can cross out this and do another one.  [TARGET]Teacher: Or you could just erase them all.[/TARGET] Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15. Teacher: Michael, for this problem, what value is the divisor?
Teacher: You have enough room. Teacher: You have enough room to keep going. Teacher: That's fine.  [TARGET]Teacher: Cross out what you - look, you can cross out this and do another one.[/TARGET] Teacher: Or you could just erase them all. Multiple Students: [inaudible chatter] Teacher: So, that example two, 990 divided by 15.
Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can. Teacher: That's what you need to do.  [TARGET]Teacher: Go ahead.[/TARGET] Teacher: You're done? Teacher: Okay. Teacher: You can play a game with the - who drew that?
Teacher: You have four scores so you're going to divide what? Student: 1,400. Teacher: You need to look up here, Student S.  You need to sit down and pull your seat up, and stop digging around.  [TARGET]Teacher: Student T, watch up here.[/TARGET] Teacher: Finish it. Teacher: Finish the numbers that you bring down. Teacher: How many times will 4 go into 0?
Teacher: You have graph paper, Student D? 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.  [TARGET]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. Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper.
Teacher: You have it over here. Teacher: Give me your books. Teacher: Student L's is right.  [TARGET]Teacher: Student S's is right.[/TARGET] Teacher: "My favorite food."  [Students talking with each other]. Teacher: Okay. Teacher: [Inaudible], "My favorite foods."  This side you have chicken.
Teacher: You have not made an array. Teacher: You have the same color, way too much of the same color. Teacher: We don't need this.  [TARGET]Teacher: Student M, I need your attention.[/TARGET] Teacher: Do you see theirs like that? Teacher: Okay. Teacher: Let's get a piece of paper and start listening.
Teacher: You have nothing to do with theirs. Teacher: That's the solution. Teacher: Okay.  [TARGET]Teacher: Boys and girls, we're going to stop, okay?[/TARGET] Teacher: Did you finish that one? Teacher: Finish that one out then. Teacher: [End of Audio]
Teacher: You have one data sheet. Teacher: [Students talking with each other]. Teacher: No, but that's for you to figure out how to do it right.  [TARGET]Teacher: What Student G is doing is wrong.[/TARGET] Teacher: Look. Teacher: You have it over here. Teacher: Give me your books.
Teacher: You have one more step. Student: Is this the right one? Teacher: I don't know.  [TARGET]Teacher: Watch.[/TARGET] Teacher: So what would it be then? Teacher: How many times will two go into that two? Teacher: There you go.
Teacher: You have plenty of space. Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. Teacher: Where's your pencil?  [TARGET]Teacher: On your desk, or in your desk?[/TARGET] Teacher: I don't have an eraser. Teacher: So what is this called? Teacher: Each one is 50.
Teacher: You have several choices that are far away from the fly. Teacher: You either sit quietly or you move. Student: [Inaudible].  [TARGET]Teacher: There's 19 other kids aren't having a problem.[/TARGET] Teacher: They're ready to learn math. Teacher: The rest of you over there, are you ready? Student: Yeah.
Teacher: You have some crayons there, so you can use the crayons. Teacher: Before you start coloring though, it doesn't matter which color you use. Student: I thought these were for fifth grade.  [TARGET]Teacher: No, they're for you.[/TARGET] Student: What color is this? Student: Made in China. Student: [Crosstalk]
Teacher: You have to answer that question. Teacher: So, go ahead and circle that whole question. Teacher: Part B.  [TARGET]Teacher: Who can read the question?[/TARGET] Teacher: Student C? Student: What is the total number of blocks needed to balance six balls? Teacher: Perfect.
Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know.  [TARGET]Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do.[/TARGET] Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits?
Teacher: You have to be patient while it comes around. Teacher: Yes, Student S? Teacher: Yes.  [TARGET]Teacher: You know what?[/TARGET] Teacher: That needs to stop. Teacher: [Crosstalk among students] Student: Which way is it?
Teacher: You have to divide the to - [crosstalk]. Teacher: It has to have one - we can't - shh. Teacher: Sweetie.  [TARGET]Teacher: We cannot talk at the same time, because then nobody's going to hear.[/TARGET] Teacher: Listen, if you can divide a number by a common factor, right, you can make it smaller. Teacher: If the only common factor is one, you can't make it any smaller. Student: So the answer's no.
Teacher: You have to do the same thing. Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around. Teacher: It's going to be just like this.  [TARGET]Teacher: So we'll go to your desk.[/TARGET] Teacher: Copy the chart down. Teacher: After you copy the chart down [inaudible] you do. Student: [Inaudible].
Teacher: You have to do your multiplication website, yes. Student: Okay. Student: But do we have to stay on that one game?  [TARGET]Teacher: No.[/TARGET] Teacher: Check your multiplication website. Student: Okay. Teacher: All right, try to work this one.
Teacher: You have to go multiply. Teacher: Go ahead and get boards and markers. Teacher: Okay.  [TARGET]Teacher: Student's B's group, there's way too many people there.[/TARGET] Teacher: Some of you need to come here. Teacher: We already talked about this. Teacher: Student J, come sit.
Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you.  [TARGET]Teacher: You're not going to need your whiteboard for this.[/TARGET] Teacher: Can you remember - you can just put it on the side. Teacher: You don't need to put it away. Teacher: Do you remember the case we were talking about Mc Donald's?
Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half.  [TARGET]Teacher: You can use the blank paper I put in the middle of your table.[/TARGET] Teacher: You have to draw it. Teacher: You have to make a model. Teacher: [Side discussion]
Teacher: You have to raise your hand. Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible].  [TARGET]Teacher: All right, keep it quiet, guys.[/TARGET] Teacher: Student D. Student: Do you know where my math book is? Teacher: I don't.
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? Teacher: I see the same hands.  [TARGET]Teacher: Let's see some new hands.[/TARGET] Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C? Teacher: How many parts do we have this time?
Teacher: You have to rewrite it now, the common multiple, and one ninth plus- Student: Three ninths. Teacher: Equals?  [TARGET]Teacher: All eyes should be up here.[/TARGET] Teacher: Look at the multiples. Teacher: 1 times 3 is - 3 times 3 is - you can multiply that but you cannot add denominators. Student: Would it be 9?
Teacher: You have to start asking students what their favorite colors are. Teacher: Student T, when you are done you've got to start asking students what their favorite colors are. Teacher: So write, get a loose-leaf sheet of paper and start surveying people.  [TARGET]Teacher: I'm gonna do H on the board.[/TARGET] Student: H is hard. Teacher: If you want help with H, come to the carpet. Teacher: Or we can close it, that's fine.
Teacher: You have to think. Teacher: Read, and re-read. Teacher: I'm starting the timer, now.  [TARGET]Teacher: How long did I say?[/TARGET] Multiple Students: Ten minutes. Teacher: Ten minutes. Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time?
Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong.  [TARGET]Teacher: That's actually pretty good.[/TARGET] Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay?
Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on.  [TARGET]Teacher: Is A finished?[/TARGET] Teacher: So, you're on part B? Teacher: Okay, you read it to me. Student: What is the total number of blocks needed to balance six balls?
Teacher: You have to use three cards. Teacher: Let me help you the first time. Teacher: This is going to be a 6.  [TARGET]Teacher: Let me help you now.[/TARGET] Teacher: This is a 6. Teacher: This is going to be 8. Teacher: This is going to be 2.
Teacher: You have to wait. Teacher: Can you hold on a minute? Teacher: I want you all to listen to me, Student N, and back here, and over here.  [TARGET]Teacher: You're not talking to me.[/TARGET] Teacher: You're talking to us, so we need to listen to what our classmates say. Teacher: Does everybody understand? Teacher: Go ahead.
Teacher: You have to wait. Teacher: [Inaudible]. Teacher: I'll still wait.  [TARGET]Teacher: I'm still waiting.[/TARGET] Teacher: \You should use the restroom. Teacher: Clear the board in front of you. Teacher: [End of Audio]
Teacher: You have to work as a table. Teacher: [Crosstalk] Teacher: What are you waiting for?  [TARGET]Teacher: You've already wasted enough time, haven't you?[/TARGET] Student: [Inaudible] Teacher: Talk at your table. Teacher: You're not talking to me.
Teacher: You have to write down every single step that your brain took to figure out the answer. Teacher: There is no mental math on this. Student: Can we use scrap paper?  [TARGET]Teacher: We're going to talk about where we're going to write our answer in just a second, okay?[/TARGET] Teacher: Student C? Teacher: Okay, go ahead. Teacher: You were going to ask me, what?
Teacher: You have to. Teacher: Just put your cards up here. Teacher: Let me help you to make the first one.  [TARGET]Teacher: This is - stop.[/TARGET] Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible]. Teacher: Ignore him.
Teacher: You have two minutes, okay? Teacher: Mad minute begins now. Teacher: Two minutes.  [TARGET]Teacher: You should not be talking.[/TARGET] Teacher: You don't need to finish it. Teacher: You're just doing your best, please. Teacher: You have about 45 seconds, doing the best you can.
Teacher: You have two of the six pieces. Teacher: All I'm asking you to do, boys and girls - what in the world did I tell you about this paper? Teacher: Give me your paper.  [TARGET]Teacher: Do I have a right to be angry?[/TARGET] Teacher: We're trying to figure out what the equivalent fraction is to two sixths in smaller form. Teacher: Do you have to let go of that to see this? Teacher: Do you have to go around this way?
Teacher: You have two problems that are similar with the same number, but the parenthesis are going to be switched around. Teacher: It's going to be just like this. Teacher: So we'll go to your desk.  [TARGET]Teacher: Copy the chart down.[/TARGET] Teacher: After you copy the chart down [inaudible] you do. Student: [Inaudible]. Teacher: Any questions?
Teacher: You have two sides on the back. Teacher: Turn it over on the back. Teacher: Excuse me.  [TARGET]Teacher: Turn it over on the back.[/TARGET] Teacher: Write your name on the back side and the front side that's turned over. Teacher: On the back I want you to write a number line. Teacher: Excuse me.
Teacher: You have two wild cards. Teacher: Student J, spread your cards. Teacher: You're doing a good job.  [TARGET]Teacher: Spread your cards here.[/TARGET] Teacher: You have to. Teacher: Just put your cards up here. Teacher: Let me help you to make the first one.
Teacher: You have used it two times. Student: No, one time. Teacher: You used bathroom in the morning.  [TARGET]Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go.[/TARGET] Teacher: So how did I lie? Teacher: Sit down please. Teacher: Student J, where is your math?
Teacher: You have - what is this going to be? Teacher: You're using two numbers, so which one is this? Student: 61 plus 32.  [TARGET]Teacher: No.[/TARGET] Teacher: We're using three numbers at a time. Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it.
Teacher: You join them over here please. Teacher: You are C. Student: Do we have to do the test again?  [TARGET]Teacher: So let's start now, two minutes.[/TARGET] Teacher: [Crosstalk] Teacher: Now it is time for you to switch. Teacher: B will start reading the questions now, and A will now answer the questions.
Teacher: You just can't do it. Student: I'm ready now. Teacher: Then just do it.  [TARGET]Teacher: What's going on?[/TARGET] Student: [Inaudible] Teacher: You're not doing anything over here. Student: [Inaudible]