stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A.  [TARGET]Teacher: If you missed seven to 12 - Student K, I'm so proud of you.[/TARGET] Teacher: Raise your hand. Teacher: Oh, Student J.  That's awesome. Teacher: One, two, three, four.
Teacher: Those that want to wait, just wait, and I'll call out numbers, and you can write them in whatever square you want. Teacher: Okay. Teacher: If you know what you're doing, you can go ahead and get started, and you know who you are.  [TARGET]Teacher: If you want to wait, you can wait.[/TARGET] Teacher: The quicker we fill in the numbers, the quicker we can get to the game. Teacher: Remember, there's 30 numbers, but you only have 24 squares you're filling in. Teacher: Raise your hand if you're waiting for me.
Teacher: Those who just came back you need your math book out please you also would need your math notebook. Student: Why is the camera on? Teacher: Cause it's taping kids.  [TARGET]Teacher: Just put yourself on record.[/TARGET] Teacher: So today we are going to wrap up what we learned about tables, and bar graphs, and picture graphs, and tally charts, and we're gonna make our own we'll do that second. Teacher: So I've already given you a bar graph that we're gonna work on after we do some reviewing. Teacher: So in your book turn to page 154 and 155, 154 and 155.
Teacher: Three are talking. Teacher: Good job. Teacher: Let me see.  [TARGET]Teacher: Let me see.[/TARGET] Teacher: [Crosstalk] Teacher: Student L is talking over there. Teacher: I'm looking for one third.
Teacher: Three can go into three. Student: One. Teacher: One time.  [TARGET]Teacher: All eyes are up here, right now.[/TARGET] Teacher: Then you multiplied, right? Teacher: One times three is? Multiple Students: Three.
Teacher: Three eighths is not one. Teacher: So if you - this is so important. Teacher: Student JE, I need you to go to your seat.  [TARGET]Teacher: If you get a number - Student B, I need you to go to your seat.[/TARGET] Student: [Inaudible]. Teacher: No, un-uh, we don't walk around. Teacher: Really?
Teacher: Three fourths is always equal to 0.75. Teacher: That way you don't have to do long division, and you don't even have to break them up as she's saying. Teacher: Some of you should just memorize.  [TARGET]Teacher: Put the boards down, otherwise I'm taking them away from both of you.[/TARGET] Student: I said I know the mixed fraction. Teacher: This is the mixed number here. Student: Not the mixed number, the [inaudible].
Teacher: Three fourths. Teacher: How many of you remember doing this? Teacher: How many different ways do you have to be told not to be playing with your cubes right now?  [TARGET]Teacher: Seriously.[/TARGET] Teacher: Behave for the camera. Teacher: Now how many of you remember doing this earlier? Teacher: How many of you remember doing stuff like this with the calendar at the beginning of the year?
Teacher: Three halves. Teacher: Please find that exact three halves point. Teacher: How you gonna do that?  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Between one and two find three halves. Teacher: No, between one and two find three halves. Student: I found it.
Teacher: Three is the number that is attached to the variable. Teacher: Very good. Teacher: So, we need to use three to divide, opposite operation.  [TARGET]Teacher: Get rid of it.[/TARGET] Teacher: All right. Teacher: Well, let's do it. Teacher: What's three divided by three?
Teacher: Three out of six are wearing - Student: Three out of six are wearing boots. Teacher: Perfect.  [TARGET]Teacher: No, don't even say it.[/TARGET] Teacher: We'll say three out of six are wearing boots. Teacher: Three out of six are wearing boots. Teacher: Stay up there.
Teacher: Three times four. Student: Oh, three times four. Teacher: Excellent.  [TARGET]Teacher: Put it in here, honey.[/TARGET] Teacher: So I want you to do this now by yourself. Teacher: If you do not know, you can now - you can break it in two. Teacher: I know you know how to break four into two plus two.
Teacher: Three, four. Teacher: [Crosstalk] Teacher: And five.  [TARGET]Teacher: That was good, except you guys did not need to run.[/TARGET] Teacher: That was not safe. Teacher: All right, let's take a look. Teacher: Was that interesting to see all the different ways that people came up with?
Teacher: Three, two, before it comes out three times, one. Teacher: Student X. Student: Yeah.  [TARGET]Teacher: Student X, please put that down now.[/TARGET] Student: I want to tell you something. Teacher: What do you want to tell me? Student: It's a secret.
Teacher: Three, two, one and zero. Teacher: Student K, can you show us the last step? Multiple Students: [Inaudible]  [TARGET]Teacher: Student C, focus.[/TARGET] Teacher: Thanks, Student K. Multiple Students: [Inaudible] Teacher: That's not relevant right now.
Teacher: Three. Student: Two. Teacher: Two.  [TARGET]Teacher: I don't want to hear a cube move.[/TARGET] Teacher: I don't want to hear a cube. Teacher: Student T, go get the cubes off your desk. Teacher: Put your hands on your lap.
Teacher: Three. Teacher: And my height is? Student: [Inaudible].  [TARGET]Teacher: And we said then, the volume is going to be - girls, you're not following direction.[/TARGET] Student: Mine fell apart. Teacher: What is the volume going to be, Student S? Student: Um, three?
Teacher: Three. Teacher: And what is six times three? Multiple Students: 18  [TARGET]Teacher: Here - this step right here, Student I and Student W, this is where you messed up, so you two pay close attention.[/TARGET] Multiple Students: Attention. Student: I messed up too. Teacher: Right here, 20 minus 18 is two, correct?
Teacher: Three. Teacher: Clap [inaudible]. Teacher: [Clapping].  [TARGET]Teacher: Oh, but that was [inaudible].[/TARGET] Teacher: Go back to your seat. Teacher: Ladies. Teacher: Ladies.
Teacher: Three. Teacher: Crayons up. Teacher: First group come up, please.  [TARGET]Teacher: Over here.[/TARGET] Student: Okay. Teacher: [Inaudible] crayons. Teacher: No.
Teacher: Three. Teacher: Okay, so now you need to explain your thinking for that. Teacher: Okay, the next step.  [TARGET]Teacher: We've just ran out of time, so I have to speed this up.[/TARGET] Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay?
Teacher: Three. Teacher: Shh. Teacher: Two.  [TARGET]Teacher: Shh.[/TARGET] Teacher: One. Teacher: Student A, hit the light. Teacher: Shh.
Teacher: Three. Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do. Teacher: Four more minutes.  [TARGET]Teacher: I am waiting for you, Student A.[/TARGET] Teacher: Zero. Teacher: Two thirty-one. Teacher: You got it.
Teacher: Three. Teacher: Two. Teacher: Looks like everybody's following the directions.  [TARGET]Teacher: Student K, you have to go back over here, remember?[/TARGET] Teacher: And Student E, you're fine right there for now. Teacher: Okay, all right. Teacher: Let's rap up what we talked about, today.
Teacher: Three. Teacher: [Crosstalk] Teacher: Sh.  [TARGET]Teacher: We're watching Student T, right?[/TARGET] Teacher: Mm-hmm. Teacher: All eyes here. Teacher: You don't have homework today.
Teacher: Thumbs down if you disagree. Teacher: Thumbs sideways if you're just not sure. Teacher: All right, so it - let me get a general feeling.  [TARGET]Teacher: Student M, can you stop building?[/TARGET] Teacher: All right, thumbs up if you agree. Teacher: Student C, can you stop building? Teacher: Thumbs down if you disagree.
Teacher: Thumbs sideways if you're just not sure. Teacher: All right, so it - let me get a general feeling. Teacher: Student M, can you stop building?  [TARGET]Teacher: All right, thumbs up if you agree.[/TARGET] Teacher: Student C, can you stop building? Teacher: Thumbs down if you disagree. Teacher: Thumbs sideways if you're just not sure.
Teacher: Thumbs up if you say it's a polygon. Teacher: Thumbs down if you say it's not. Teacher: Student A, I need to see thumbs up, or thumbs down.  [TARGET]Teacher: Not arms waving back here.[/TARGET] Teacher: I don't know what this is. Teacher: That's not up or down. Teacher: All right.
Teacher: Thumbs up, or thumbs down. Teacher: Student M.   Student: [Inaudible].  [TARGET]Teacher: I don't see you, and you're not even looking up here.[/TARGET] Teacher: That's my problem. Teacher: Are you done? Teacher: All right.
Teacher: Thumbs-up if you agree. Student: [Inaudible]. Teacher: One-fifth is equal to two-tenths.  [TARGET]Teacher: Student K, do you need to stand up?[/TARGET] Student: [Inaudible] was trying to ask if I could go to the bathroom. Teacher: To the bathroom? Student: Mm-hmm.
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.  [TARGET]Teacher: Stop talking about it.[/TARGET] Teacher: Do not say anything more about Student S. Teacher: [End of Audio]
Teacher: Time. Teacher: Focus. Teacher: Everybody up here.  [TARGET]Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer.[/TARGET] Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else.
Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager? Teacher: Okay, let him decide.  [TARGET]Teacher: How would you like everyone to share their answers?[/TARGET] Teacher: Okay, so everyone is going to do part A first? Teacher: Okay. Teacher: Okay, so tell them what to do.
Teacher: Timers, let me know that the time is now up. Teacher: [Inaudible] if you need more time. Teacher: Okay.  [TARGET]Teacher: Everyone.[/TARGET] Teacher: I'm going to give you a bonus five minutes. Teacher: Use those five minutes wisely. Teacher: Student A?
Teacher: Timers, this is where you come in. Teacher: Yes? Student: What time does recess start?  [TARGET]Teacher: We're not worrying about recess, right now.[/TARGET] Teacher: This is our goal right now, to get our math finished. Student: [Inaudible]. Teacher: Is it what?
Teacher: Times 23. Teacher: We're gonna draw an array that shows a picture of that. Teacher: Give me that paper.  [TARGET]Teacher: That's it right there.[/TARGET] Teacher: All right, 35 times 23. Teacher: So how many rows do I need to -? Teacher: A problem.
Teacher: Title. Teacher: What's the title? Student: [Inaudible].  [TARGET]Teacher: Sh, hold on.[/TARGET] Student: [Inaudible]. Teacher: So how many raisins - Student: In one Sun-maid box.
Teacher: To learn, okay. Student: Describe. Student: Answer.  [TARGET]Teacher: No.[/TARGET] Teacher: You need to not call out. Teacher: What does determine mean? Student: To know the word, what it is.
Teacher: To make sure they add up to the total number of students. Teacher: So do that. Student: Plus eight, seven, six, and that plus six -  [TARGET]Teacher: All right, pencils down.[/TARGET] Teacher: Pencils down. Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you.
Teacher: Today Student K and Student T are going to be partners. Teacher: Student J and Student T.  Student J and Student K.  We're not going anywhere yet, guys. Teacher: That's not helping other people.  [TARGET]Teacher: Student H and Student N.  Student J, we're not going anywhere yet.[/TARGET] Teacher: Student E and Student M.  Student B and Student K.  Our animals will get moved eventually because obviously we're going to be using a lot of tables here. Teacher: We're probably going to play this game - I'm probably going to time you for about 17 minutes and see where we end up. Teacher: So this isn't a, "We can play this forever and talk about NASCAR and talk about the race last night, and talk about the Braves, and the Falcons, and all those kinds of things."  This is not a stuffed animal talk.
Teacher: Today we're gonna talk about patterns in a particular position. Teacher: We're also gonna talk about using a certain rule to find a certain number. Teacher: So what do I do?  [TARGET]Teacher: I have three "I dos," and then we have three "we dos."  Then I'm gonna send you to your desk to do the "we do."  Pay attention.[/TARGET] Teacher: The first one is this. Teacher: In a [inaudible], which shape would be the 99th? Teacher: Here you have a square, a circle, triangle, diamond, square, circle, triangle, diamond.
Teacher: Today you're going to be the master of your number line. Teacher: You're going to control what happens on your number line, meaning you're going to label it yourself. Teacher: What I'm going to do is I'm going to do two examples on the board with you.  [TARGET]Teacher: I'm going to give you - somebody's still talking.[/TARGET] Teacher: I'm going to give you your paper so that you can make and use your own number lines. Teacher: That's why you have the rulers and the crayons. Teacher: You're going to have to mark at least two to three different types of fraction on the same number line.
Teacher: Today you're going to learn how to keep track of data. Teacher: Who had [inaudible]? Teacher: Let's do this again.  [TARGET]Teacher: This is not good.[/TARGET] Teacher: [Inaudible] you're going to learn data. Teacher: How many kids in our class? Multiple Students: Twenty-eight.
Teacher: Tomorrow we're going to read one by the same author, and it's called, A Remainder Of One. Teacher: So that will be tomorrow for your text connection. Teacher: You need to listen to me carefully so you know where you're going to go and what you're going to do.  [TARGET]Teacher: I need you to stop.[/TARGET] Teacher: Thank you very much. Teacher: Two groups are going to divide, and two groups are going to multiply. Teacher: If you are in the multiplication group, I need you to whisper.
Teacher: Tomorrow we'll continue because you guys want to go home right? Teacher: [Crosstalk] Teacher: Stop, stop, stop.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Stop, stop okay. Teacher: [End of Audio]
Teacher: Tomorrow - I'm sorry. Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole. Teacher: It will be easier to do when we are using cubes.  [TARGET]Teacher: The reason I introduced it this way is because - right now this talking while I'm trying to talk, and that's very rude.[/TARGET] Student: I'm trying to [inaudible]. Teacher: Okay. Teacher: We'll continue this with cubes.
Teacher: Tomorrow - we're running out of time. Teacher: Tomorrow what we're going to talk about is we'll finish talking about polygons and finish defining them, and classifying them, and then we are going to play a silent game of "Is it a polygon or not?"  Okay. Teacher: I'll show you that tomorrow.  [TARGET]Teacher: Are there any questions before we put this away?[/TARGET] Teacher: Okay. Teacher: Freeze. Teacher: Yes?
Teacher: Tomorrow, you guys are gonna start doing it. Teacher: The fact family. Teacher: Trust me, do the work now, so you can coast later.  [TARGET]Teacher: So, here we go.[/TARGET] Student: [inaudible] Teacher: Look what I do with my finger, okay? Teacher: What's the divisor for this problem?
Teacher: Tomorrow? Student: Yeah, Student J. Teacher: Student J tomorrow?  [TARGET]Teacher: Yeah, you got dismissed.[/TARGET] Teacher: All right, how did we do with this one? Teacher: Who wants to give me an answer for this problem? Teacher: Student G?
Teacher: Trade papers with a neighbor please. Teacher: You should be ready to correct in 10. Teacher: If you have three people at your group, you're going to trade a few times.  [TARGET]Teacher: 9, 8, 7, 6, 5, 4, 3, sit down please, 2, and 1.[/TARGET] Teacher: First row, Student T, excuse me. Teacher: First row, from Student A, please. Student: 27 divided by 3 equals 9.
Teacher: Trust me, do the work now, so you can coast later. Teacher: So, here we go. Student: [inaudible]  [TARGET]Teacher: Look what I do with my finger, okay?[/TARGET] Teacher: What's the divisor for this problem? Student: 12 Teacher: 12
Teacher: Try again. Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math?  [TARGET]Teacher: I'm not going to talk over anybody.[/TARGET] Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7.
Teacher: Try and do this math. Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them.  [TARGET]Teacher: If you throw that at him, you are going out.[/TARGET] Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard? Teacher: Is Student D working?
Teacher: Try and draw a picture for yourself to solve this. Teacher: Everyone should be trying to solve this problem right now. Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy?  [TARGET]Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know.[/TARGET] Teacher: Let me see you working on this problem please. Teacher: [Crosstalk] Teacher: Think about how we solved our first on by splitting in halves.
Teacher: Try and draw a picture, folks. Teacher: [Crosstalk] Teacher: The conversations I'm hearing should be about this problem.  [TARGET]Teacher: I know we're not talking about other things.[/TARGET] Teacher: If you're having trouble getting started, think about each of these boxes is one pound of candy. Teacher: Here's six of them. Teacher: We want to split our pounds of candy, our six pounds of candy into boxes that each have three-quarters of a pound.
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. Teacher: Student C, quit doing that.  [TARGET]Teacher: Put that stuff away.[/TARGET] Student: [Inaudible]. Teacher: Well, how would you model two and one-fourth? Teacher: Yeah, you do.
Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second.  [TARGET]Teacher: What I am a little disappointed in is that you have to call on someone for your math facts.[/TARGET] Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct?
Teacher: Try to understand how to use - what is the whole? Teacher: Student J you're being a mess, you're standing up, you're sitting down. Teacher: I want you to stand up, stand up, sit down on your chair push it in.  [TARGET]Teacher: You know what to do Student J?[/TARGET] Student: Call on me. Teacher: [Inaudible] Student: [Inaudible]
Teacher: Turn and talk to your partner for a moment. Teacher: [Students working noisily] Teacher: Sit with tolerance.  [TARGET]Teacher: If you don't think you can sit with focus, then you're going to be sitting in a chair.[/TARGET] Teacher: All right, one, two, three, eyes on me. Multiple Students: One, two, eyes on you. Teacher: Student G or G, can you tell me what is a multiple or what is a factor?
Teacher: Turn around and look at the board please. Student: I'm finishing my work. Teacher: He's doing something here.  [TARGET]Teacher: Student T is warning.[/TARGET] Teacher: [Crosstalk] Teacher: We're not sure how you got six plus four. Teacher: Where did you get it from?
Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now.  [TARGET]Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn.[/TARGET] Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick.
Teacher: Turn around and sit down properly. Teacher: [Inaudible]. Teacher: Sit down properly please.  [TARGET]Teacher: Pick up your book.[/TARGET] Teacher: Solve this math. Student: 121 Teacher: 121
Teacher: Turn around and sit down, please. Teacher: Turn around and sit down properly. Teacher: [Inaudible].  [TARGET]Teacher: Sit down properly please.[/TARGET] Teacher: Pick up your book. Teacher: Solve this math. Student: 121
Teacher: Turn around please let's finish this work, you're almost done. Teacher: Sit! Student: I don't want to.  [TARGET]Teacher: Student J stop.[/TARGET] Teacher: Student J stop. Teacher: Can you please stop? Student: Yes I could.
Teacher: Turn around please. Teacher: Turn around please. Teacher: Face front.  [TARGET]Teacher: Are you two working together?[/TARGET] Teacher: I want people working together. Teacher: Two heads are better than one. Teacher: All right, let's take a look at the very first box on that page that you just worked on.
Teacher: Turn around, Student T.  Turn around, Student C, and let him - yes, we'll go back to it. Teacher: People are trying to share how they are solving their math. Teacher: We want to learn from them.  [TARGET]Teacher: Turn around.[/TARGET] Student: What math? Student: This is like show and tell. Teacher: If you can hear me, clap once.
Teacher: Turn around, hon. Teacher: We're not talking about Just Dance. Teacher: That comes at recess.  [TARGET]Teacher: Talking in the hallway?[/TARGET] Teacher: Remember? Teacher: 14. Teacher: Break them into 2 groups.
Teacher: Turn around. Student: What math? Student: This is like show and tell.  [TARGET]Teacher: If you can hear me, clap once.[/TARGET] Teacher: If you can hear me, clap two times. Teacher: Give me the marker, please. Teacher: Thank you.
Teacher: Turn around. Teacher: I'm going to give you because you're working hard. Student: Thank you.  [TARGET]Teacher: I'm going to give you another one too.[/TARGET] Teacher: Good job. Student: I'm working my heart out. Teacher: Sit down.
Teacher: Turn around. Teacher: No frustration. Teacher: Come on.  [TARGET]Teacher: There's no frustration in this.[/TARGET] Teacher: I will help you. Teacher: You're doing a great job. Teacher: Look at all the math you've done.
Teacher: Turn around. Teacher: That's not helping him. Teacher: That's doing it.  [TARGET]Teacher: I don't want anybody to put anything away.[/TARGET] Teacher: I want everybody to be quiet because we're outta time. Teacher: I want everybody's papers on their desks. Teacher: I want everybody looking at me.
Teacher: Turn it in. Teacher: Make sure you have your math notebook so you can record the results of the activity in your notebooks. Teacher: The lesson has begun.  [TARGET]Teacher: We are no longer playing with them.[/TARGET] Teacher: Put them down. Teacher: Have your math notebooks either in your lap or on your desk. Teacher: Give me your attention.
Teacher: Turn it over on the back. 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.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Draw the number line one tenth. Teacher: Turn it over on the back. Teacher: Write your name on both sides.
Teacher: Turn it the other way. Teacher: Write the problem that way. Teacher: All right.  [TARGET]Teacher: Student B, slide to the other seat please.[/TARGET] Teacher: Thank you. Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was? Teacher: Student M.
Teacher: Turn to your neighbor. Teacher: What do you think I can do to figure out what that missing number is? Teacher: [Crosstalk]  [TARGET]Teacher: Did you discuss with your group or were you at least listening?[/TARGET] Teacher: What do you think the first step is? Teacher: Student T, what do you think I want to do first? Student: Add the first number and the second number.