stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions.  [TARGET]Teacher: This one here - you look here.[/TARGET] Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. Teacher: This solution is this one here. Student: I already have the questions.
Teacher: If you need directions, here they are. Teacher: Student J, who's your partner? Student: Student K.  [TARGET]Teacher: Well move away from them.[/TARGET] Teacher: Move away. Teacher: Smaller to larger. Teacher: Girls, what do you need?
Teacher: If you need it, I'll give it to you. Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it.  [TARGET]Teacher: Student C, you're gonna need to share this sheet with Student D.  So, if you wanna scoot your chair over.[/TARGET] Teacher: Or he could scoot it over to you. Teacher: Student D, for the third time, go to your seat. Student: [Inaudible]
Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. Teacher: Thank you.  [TARGET]Teacher: Sit down, please.[/TARGET] Student: I can't see. Teacher: Waiting on two people. Teacher: Thank you.
Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. Teacher: Follow directions. Teacher: If you sit right here, right here - [inaudible].  [TARGET]Teacher: Student M, follow directions.[/TARGET] Teacher: Student M, [inaudible] have a seat. Teacher: Student M, sit right here. Teacher: Walk around the [inaudible].
Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat.  [TARGET]Teacher: Student M, sit right here.[/TARGET] Teacher: Walk around the [inaudible]. Student: [Inaudible]. Teacher: Student C, [inaudible].
Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try.  [TARGET]Teacher: You can't just keep sitting there, and I know math is tough for you.[/TARGET] Teacher: We can get through it together if you show me what you don't know. 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. Teacher: Now think about what we do next.
Teacher: If you started cutting, I need you to stop for just a second for me. Teacher: I need your eyes. Teacher: We're gonna go over the shapes real quick, just to make sure we're all on the same track with these.  [TARGET]Teacher: So I'll wait for you because I need you to go back to your seats now.[/TARGET] Teacher: [Crosstalk] Teacher: So let's look at C.  Where would C go? Teacher: [Crosstalk]
Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100 Teacher: Write it here.  [TARGET]Teacher: We're playing the cards.[/TARGET] Teacher: It's okay. Teacher: We have to play. Teacher: When you play, we go.
Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data. Teacher: So - so, let's look at the first question.  [TARGET]Teacher: A, everybody - I have the graph up here.[/TARGET] Teacher: You should just be looking on your sheet, really. Teacher: A, fraction of students that choose orange. Teacher: Or chose orange.
Teacher: If you take your work that we did today and you take this home with you, you should be able to use what we did today if you wrote down the problems and how to do them and -  Multiple Students: [Inaudible]. Teacher: - I'll wait.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: And you'll be able to get the right answer. Student: Are we [inaudible]? Teacher: Yeah.
Teacher: If you take - I'll wait for you. Teacher: If you take your work that we did today and you take this home with you, you should be able to use what we did today if you wrote down the problems and how to do them and -  Multiple Students: [Inaudible].  [TARGET]Teacher: - I'll wait.[/TARGET] Teacher: I'll wait. Teacher: And you'll be able to get the right answer. Student: Are we [inaudible]?
Teacher: If you think that Student J did the right answer thumbs up. Teacher: If Student J did the right, thumbs up. Student: Um, Teacher.  [TARGET]Teacher: If you think that Student J didn't answer it correctly thumbs down.[/TARGET] Other Adult: Some people just don't know. Teacher: If you do not know raise your hand. Teacher: Whether he did this right or wrong you don't know?
Teacher: If you think you should be at a table by yourself, please go to table three. Teacher: When you go to a table, keep holding your shape up. Teacher: Everybody else should be looking and thinking.  [TARGET]Teacher: Student J, stand up.[/TARGET] Teacher: Same thing. Teacher: You think you belong with them, go there. Teacher: If you think you belong there, go there.
Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard?  [TARGET]Teacher: Is Student D working?[/TARGET] Teacher: Come in here. Teacher: I'm visiting Student D.  Student D, you're not supposed to be here. Teacher: You're here.
Teacher: If you use the whole numbers it will not work correctly. Teacher: If you use the whole numbers. Teacher: You have to use the decimals.  [TARGET]Teacher: Student D, thank you for sitting down.[/TARGET] Teacher: Student M and Student S, thank you for sitting down. Teacher: Okay, so now I have 10 and - because that's how we say decimals - 235 thousandths. Teacher: If you would go ahead and now break that apart, we should be able to write this number in expanded form.
Teacher: If you use the whole numbers. Teacher: You have to use the decimals. Teacher: Student D, thank you for sitting down.  [TARGET]Teacher: Student M and Student S, thank you for sitting down.[/TARGET] Teacher: Okay, so now I have 10 and - because that's how we say decimals - 235 thousandths. Teacher: If you would go ahead and now break that apart, we should be able to write this number in expanded form. Teacher: Who wants to come to the board and write the number in expanded form?
Teacher: If you want help with H, come to the carpet. Teacher: Or we can close it, that's fine. Teacher: All right.  [TARGET]Teacher: You shouldn't have a board - no one should have a board.[/TARGET] Teacher: I didn't give boards out. Teacher: If you need help with H, come to the carpet. Teacher: Student D, do you need help with H?
Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay. Teacher: That's your other card.  [TARGET]Teacher: We're waiting for you.[/TARGET] Teacher: What is your card? Teacher: You're supposed to make 1,000. Teacher: Where do you want to put this to make 1,000?
Teacher: If you want to wait, you can wait. 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.  [TARGET]Teacher: Raise your hand if you're waiting for me.[/TARGET] Teacher: Okay. Teacher: Yes? Student: What do we need this paper for?
Teacher: If you want, you can come up to Student J's seat. Teacher: Listen to me - they're watching me teach. Teacher: They're not watching you guys.  [TARGET]Teacher: I know it's annoying but - I know it's annoying.[/TARGET] Teacher: I get it, okay, and I understand, all right? Teacher: If you want to you can do that at your desk. Student: They still can't see me.
Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you? Teacher: Student L?  [TARGET]Teacher: Student C.  Student C, can you?[/TARGET] Teacher: Yeah, thank you. Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. Teacher: Now, three fourths must be how many pieces, Student C?
Teacher: If you were there, yeah, you just stay there until you got a positive. Teacher: You'd basically be losing a turn, 'cause it only goes to negative ten. Teacher: Student B and Student I, you need to be focused and paying attention.  [TARGET]Teacher: So whatever you're doing Student I, stop.[/TARGET] Teacher: All right, so I think we'll just divide the class in half. Teacher: So the back of the class is going to be Team Two. Teacher: The front of the class is going to be Team One.
Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something. Teacher: When was the last time I ever yelled at you for not knowing something? Student: Never.  [TARGET]Teacher: When?[/TARGET] Student: Never. Teacher: Uh-huh, that's right. Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class.
Teacher: If you would go ahead and put your bags away. Teacher: If you would put these up, it would help for them to be on different colored paper. Teacher: Letting those individuals that are transitioning quietly.  [TARGET]Teacher: It does not take talking to put these away.[/TARGET] Teacher: So today we wanted to work on reading and writing decimals, and tomorrow we will continue our conversation on expanded notation. Student: Oh, sorry. Student: [End of Audio]
Teacher: If you're done, pink paper, other side. Teacher: I'll take that. Teacher: Things that are on my desk are not to be touched.  [TARGET]Teacher: You don't like me going through your desk, do you?[/TARGET] Teacher: Student Z, come get this black marker for number 10, please. Teacher: One more minute until Student L - Student T, you need to be at your seat. Teacher: Not using the chart - you need to do this in your head.
Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. Teacher: Student J, that goes for everybody in this group.  [TARGET]Teacher: I'll take it.[/TARGET] Student: [Inaudible] Teacher: Okay. Teacher: Now we have been finding - Student K.  We've been finding different fractions on these 5 by 12 rectangles and labeling each one.
Teacher: If you're finished, you need to just be quiet. Teacher: Are you finished? Teacher: We need to stop playing over here.  [TARGET]Teacher: I left you and you were doing the same thing.[/TARGET] Teacher: You haven't changed. Teacher: Let's move on. Teacher: You finished all the teams?
Teacher: If you're getting free help without pay, you can't complain how they do it, now can you? Teacher: If you don't like your free help, then do it yourself. Teacher: We sure know that.  [TARGET]Teacher: Mr. D, that stuff should be on the floor.[/TARGET] Teacher: It's math time. Teacher: Student C, you have 30 seconds. Teacher: Do you think it's going to work?
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.  [TARGET]Teacher: Student S and Student J, are you with me?[/TARGET] Student: Yes. Student: [Crosstalk] Teacher: What I would do is split each of my six pounds into quarters, into fourths.
Teacher: If you're having trouble, please look up here. Teacher: No, no, no, no, no. Teacher: We're not gonna waste paper.  [TARGET]Teacher: Go sit down.[/TARGET] Teacher: You can figure it out. Teacher: If you need to, guys, take your ruler and draw a line - draw two lines so that you've divided it into three sections. Teacher: It may be easier for some of you who are having trouble folding to go ahead and measure six inches and make a mark, then measure six more inches and make a mark and then that's where you fold it.
Teacher: If you're staying, yes, we will do another one. Teacher: All right. Teacher: Science friends, I need you to go without talking today.  [TARGET]Teacher: You can't disrupt us because we are still working over here.[/TARGET] Teacher: All right. Teacher: Now before - some of you are a little upset we're doing another exemplar, but we're not going to do it quite yet. Teacher: First you're going to get to do your mp3.
Teacher: If you're still focused on that problem, you're not learning. Teacher: So you need to focus. Teacher: Do you have a question with this?  [TARGET]Teacher: Have you been paying attention?[/TARGET] Student: I have. Teacher: Okay. Teacher: Do you have a question about this?
Teacher: Ignore what's up here, okay. Teacher: I was getting ready for our next steps. Teacher: [Crosstalk]  [TARGET]Teacher: Student X, your seat is over here.[/TARGET] Teacher: Please be in it. Teacher: [Crosstalk] Teacher: Student X, not in five minutes, right now.
Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now. Teacher: Student L, we're watching.  [TARGET]Teacher: Put the pencil down.[/TARGET] Teacher: So we've got the number in the set. Teacher: You're going to do step three. Teacher: You're going to divide the number or the position you're looking for by the number of items in your set.
Teacher: In fact, will both of you stand up? Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down.  [TARGET]Teacher: Student S, you stand outside the door and Student S, you stand by the locker.[/TARGET] Teacher: Did you guys have an answer at all? Teacher: Leave it alone. Teacher: Go ahead.
Teacher: In five, four, three, two -  Student: Student C. Teacher: One.  [TARGET]Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions.[/TARGET] Teacher: You [inaudible]  Student A, you need to go to your seat. Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat.
Teacher: In the middle, I want you to do this, guys. Teacher: Have a seat, please, so people can see the board. Teacher: Thank you.  [TARGET]Teacher: You too, Student G.  Okay, you guys, sit while you work so other people can see.[/TARGET] Teacher: This is a big class. Teacher: We are going to construct a right angle - a right triangle. Teacher: A right triangle with an area of 12 centimeters squared and a perimeter of 17 centimeters.
Teacher: In this case, what is the dividend? Student: Thirty-five. Teacher: Thirty-five.  [TARGET]Teacher: So 35 - okay, this marker is not making me happy.[/TARGET] Teacher: I'm moving over. Teacher: They wanted me to use white, but I think blue will show up fine. Teacher: Okay, so the dividend always goes inside.
Teacher: In this example we'll get the same value. Teacher: What? Student: [Inaudible].  [TARGET]Teacher: So watch this.[/TARGET] Teacher: [Inaudible] we do. Teacher: I'm going to give you two problems. Teacher: I want you to write it down.
Teacher: In this game each student gets 7 cards. Teacher: You're going to use 6 cards out of them to form your number. Teacher: For example, I am the student.  [TARGET]Teacher: Can you pay attention please?[/TARGET] Teacher: I am the student that is going to play. Teacher: I have 1, 2, 3, 4, 5, 6, 7. Teacher: This is the card that is dealt to me.
Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet.  [TARGET]Teacher: And your recorder needs two answer sheets.[/TARGET] Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk.
Teacher: In your words. Student: [Inaudible]. Teacher: You don't remember?  [TARGET]Teacher: Student C?[/TARGET] Teacher: Student F, remember - listening means eyes on the person speaking. Student: Perimeter is the area around [inaudible]. Teacher: Okay.
Teacher: Individuals are working independently. Teacher: When you switch, you switch. Teacher: You sit down and you work on your problem.  [TARGET]Teacher: This is not your time to chit-chat with your friends about what went on yesterday.[/TARGET] Teacher: You're specifically working on math. Teacher: Got it? Student: Got it.
Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going. Teacher: Move on to this.  [TARGET]Teacher: Keep going.[/TARGET] Student: [Inaudible] The questions here. Teacher: You're here, you're here. Student: Ow.
Teacher: Instead of putting the date, put your teacher's name. Multiple Students: [Inaudible] Teacher: Okay.  [TARGET]Teacher: You two, enough already.[/TARGET] Teacher: Need a chair? Student: Yes. Teacher: Over there.
Teacher: Interview your partners. Teacher: Interview each other. Teacher: Once you know what you are, you need to find your partner.  [TARGET]Teacher: You need to stay out here.[/TARGET] Teacher: Let me tape it on you. Teacher: Once you have your partner, I want you to stand in the back. Teacher: Your job is to interview people and ask how many vertices, faces, edges.
Teacher: Into 20? Teacher: Times five  plus seven times five. Teacher: Student T, I would advise you to follow this group so you know where we are.  [TARGET]Teacher: It doesn't call for that, please.[/TARGET] Teacher: So what is 20 times 5? Student: One hundred. Teacher: It's times.
Teacher: Is 1 the same as 10? Multiple Students: No. Teacher: Why not?  [TARGET]Teacher: Don't talk all at once.[/TARGET] Teacher: Why is 1 and 10 different? Teacher: Yes? Student: 10 is bigger than 1.
Teacher: Is Student D working? Teacher: Come in here. Teacher: I'm visiting Student D.  Student D, you're not supposed to be here.  [TARGET]Teacher: You're here.[/TARGET] Teacher: Sit down. Teacher: Turn around. Teacher: I'm going to give you because you're working hard.
Teacher: Is everyone there? Multiple Students: Yes. Multiple Students: [Crosstalk].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Where are the things that were put on - Student C.  Please be quiet. Teacher: Did you put any on this table? Student: I thought you were [inaudible].
Teacher: Is it 200 and 40? Multiple Students: 240. Student: 248.  [TARGET]Teacher: Let's not mumble.[/TARGET] Teacher: Is the number 240 or is the number two hundred forty or is 200 and 40. Multiple Students: 200 and 40. Teacher: Two hundred forty.
Teacher: Is it going to be smaller or larger than 600, and tell me why. Teacher: Why is our answer going to be smaller or larger than 600? Teacher: Why?  [TARGET]Teacher: Student J, we haven't heard from you all day.[/TARGET] Teacher: Is our actual answer going to be smaller or larger? Teacher: Why is it going to be larger? Student: [Inaudible].
Teacher: Is it in the ones? Teacher: Is it in the tens? Teacher: Where is it?  [TARGET]Teacher: Look here.[/TARGET] Student: I don't get it. Student: You want to add up 6 plus 5. Student: It's 11.
Teacher: Is it something you can hold onto and share tomorrow? Teacher: I want you to think a little bit more about what you want to ask or what you want to say about that and you can share tomorrow. Student: [Inaudible].  [TARGET]Teacher: Do me a favor and don't interrupt her thinking.[/TARGET] Teacher: Student M, I like where you're going with that. Teacher: Tomorrow I'd like you to think about that some more, and tonight for homework, look at it. Teacher: Tomorrow when you come in, you can share, okay?
Teacher: Is it what? Student: Is it the motivator's time? Teacher: Yeah.  [TARGET]Teacher: Motivators.[/TARGET] Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock.
Teacher: Is it - let Student X help. Teacher: You sit down. Teacher: [Crosstalk]  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit down please. Student: I'm doing Student T's number, 75 times 2. Student: Nobody knows that?
Teacher: Is one tenth correct? Teacher: Yes. Teacher: Good.  [TARGET]Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for.[/TARGET] Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this. Student: Is it gonna be a grade? Teacher: It's gonna be I'm gonna look at it to see if you understand.
Teacher: Is that a quadrilateral? Student: No. Teacher: Why is it not a quadrilateral?  [TARGET]Teacher: Are you listening?[/TARGET] Teacher: Is it a quadrilateral? Student: No, because it doesn't have four sides. Teacher: It is not a quadrilateral because it does not have four sides.
Teacher: Is that correct? Student: Yeah. Teacher: Does everyone understand that?  [TARGET]Teacher: Student T, enough with playing with those materials.[/TARGET] Teacher: Give me a thumbs up if you understand. Teacher: Hands down. Teacher: Raise your hand if you still need a little clarification.
Teacher: Is that equivalent? Multiple Students: Yeah. Teacher: Yep.  [TARGET]Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please.[/TARGET] Student: I am. Teacher: All right, thank you. Teacher: Now one-fourth plus one-fourth - is that true?
Teacher: Is that my mean? Student: No. Teacher: What do I have to do?  [TARGET]Teacher: No talking, Student J.[/TARGET] Teacher: You see what Student A did? Teacher: First she added all her totals. Teacher: What's the number?
Teacher: Is that one of your benchmarks? Teacher: It's not? Teacher: 37 degrees.  [TARGET]Teacher: We're not looking back.[/TARGET] Teacher: Think about your benchmarks we talked about for room temperature, or for freezing, or body temperature. Teacher: Look at body temperature. Teacher: What does it say the benchmarks are for body temperature?
Teacher: Is that right? Teacher: This is what we want. Teacher: All right.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right. Teacher: I need for you to be listening. Teacher: All right.
Teacher: Is that the first one on the X axis? Student: 7,-2. Teacher: Thank you.  [TARGET]Teacher: You can sit down, please.[/TARGET] Teacher: Okay. Teacher: So that would be [inaudible]. Teacher: Very good.
Teacher: Is that the way everybody solved it? Multiple Students: Yes. Teacher: Somebody said no.  [TARGET]Teacher: Wait.[/TARGET] Teacher: Student I, can you sit still? Teacher: Move all the way back over there. Teacher: Can you move all the way back, please?
Teacher: Is that what they did? Teacher: [Inaudible]. Teacher: I wonder if you [inaudible].  [TARGET]Teacher: Can you stop?[/TARGET] Teacher: How did it get us to here? Teacher: What is the value of 4 here? Student: 40
Teacher: Is that what you need to do? Teacher: What is the problem? Student: [Inaudible] Cause she wouldn't do anything.  [TARGET]Teacher: Turn around please let's finish this work, you're almost done.[/TARGET] Teacher: Sit! Student: I don't want to. Teacher: Student J stop.
Teacher: Is that what you said? Student: Yes. Teacher: Divided by six.  [TARGET]Teacher: Okay, this one I want you to try to do.[/TARGET] Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time. Teacher: Now that we've gone over it, I want some of you to try to do that one.
Teacher: Is there anybody here that is confused? Student: Can I do it my way please? Teacher: You want to do it your way?  [TARGET]Teacher: Okay, do it inside your book here.[/TARGET] Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going. Teacher: Move on to this.
Teacher: Is there anybody that has not got a paper. Student: Student J. Student: [Crosstalk]  [TARGET]Teacher: You need a pencil.[/TARGET] Teacher: What's the problem? Teacher: Sit here. Teacher: You want to work with me?
Teacher: Is this 7 or 5? Teacher: 5 cards. Teacher: Can you sit down please?  [TARGET]Teacher: I want you to finish.[/TARGET] Teacher: Just help me with the cards please. Teacher: Are you done? Teacher: Bring out the card.