stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: 6, 7. Teacher: You add the two numbers together, and add it up to 1,000. Teacher: Student T, why are you struggling with that?  [TARGET]Teacher: I have been trying to help you.[/TARGET] Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.
Teacher: 60, yes. Teacher: All right, now, wow, we learned a lot. Teacher: [Crosstalk]  [TARGET]Teacher: No, no, no.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible].
Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody.  [TARGET]Teacher: Until this class is done, we can't move anywhere.[/TARGET] Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7. Teacher: Put it away.
Teacher: 7 drawings in each binder. Teacher: You need to be looking up here. Teacher: Student A, or somebody else, is this a grouping or a sharing problem?  [TARGET]Teacher: You're not yelling out, please.[/TARGET] Teacher: 14 pictures, 2 different art binders. Teacher: Grouping or sharing, Student R? Student: Grouping.
Teacher: 7 plus 5 is what? Student: 12 Teacher: Is that it, or do I - what am I looking - sit down.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: 12 what, Student D? Student: 12 over 37. Student: 12 times -
Teacher: 7 times 9, 63. Teacher: Why are you all yelling at him? Teacher: That's very rude.  [TARGET]Teacher: Sit up.[/TARGET] Teacher: Leaning on it probably isn't helping. Teacher: Student D, are you getting these down, hon? Student: Are you going to be here tomorrow?
Teacher: 70. Teacher: Okay. Teacher: Hang on.  [TARGET]Teacher: Stop talking.[/TARGET] Teacher: That was to trick you. Teacher: The height is always the straight line from the bottom to the corner. Teacher: Okay?
Teacher: 700 Teacher: Stop calling out. Teacher: I would like you to raise up your hand.  [TARGET]Teacher: 96 - sit down.[/TARGET] Teacher: Turn around and sit down, please. Teacher: Turn around and sit down properly. Teacher: [Inaudible].
Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent. Teacher: Do you need some help measuring your degrees, or are you okay? Student: I'm okay.  [TARGET]Teacher: Let's put those away.[/TARGET] Teacher: Put 180. Teacher: That's inappropriate. Teacher: For the 180, that's going to do the whole top part.
Teacher: 72 divided by 12. Teacher: This one's a little tougher. Teacher: We probably didn't know this right off the bat.  [TARGET]Teacher: Anyone who just yelled out is not following expectations.[/TARGET] Teacher: Student J? Student: 6. Teacher: How did you figure out 6, Student J?
Teacher: 75 over 100. Teacher: So you color in 75. Teacher: That's 10, 20, 30, 40, 50.  [TARGET]Teacher: Sit down please.[/TARGET] Student: [Inaudible] Teacher: Sit down please. Teacher: 10, 20, 30, 40, 50, 60, 70 and then half of that one, that would be 75 over -
Teacher: 77 over 100. Teacher: Okay. Teacher: Now, look, what would it have to be for that to be 1?  [TARGET]Teacher: You need to pay attention.[/TARGET] Teacher: Student H, you're not with me at all. Teacher: You weren't with me yesterday. Teacher: You were drawing yesterday.
Teacher: 8 Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction. Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction.  [TARGET]Teacher: So now let's do one problem together, everybody.[/TARGET] Teacher: Let's do one problem. Teacher: Go to your slate. Teacher: Let's do one problem together, everyone.
Teacher: 8, 4, 7. Teacher: Pull out 6. Teacher: You're using 6 cards.  [TARGET]Teacher: Allow him to do it the way he wants.[/TARGET] Teacher: It doesn't matter. Teacher: This is too much. Teacher: You have to think again.
Teacher: 800 Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers.  [TARGET]Teacher: You're going to do question number one, two, and three, then you do the other page, page 30.[/TARGET] Teacher: When you get to page 30 you will stop because we are going to play the game. 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: 805 Teacher: [Crosstalk] Teacher: All right.  [TARGET]Teacher: Now let's try one more thing before you do a picture of your own.[/TARGET] Teacher: Do you remember the other day when we talked about partial product multiplication? Multiple Students: Yes. Teacher: So this is not the traditional way where we write something down and carry.
Teacher: 9 times 8 is 72. Teacher: So what's 9 times 7? Teacher: Get that first.  [TARGET]Teacher: Sit up.[/TARGET] Teacher: He's just doing it a different way. Teacher: Nah-uh. Teacher: One half is what you should have ended up with.
Teacher: 90 Teacher: Let's do it again with our fingers. Teacher: I love how Student C was doing it.  [TARGET]Teacher: And, I saw some people over there doing it.[/TARGET] Teacher: 15 Student: 15 Teacher: Multiplied by what number --
Teacher: 94 plus 2. Teacher: Got it? Student: Oh.  [TARGET]Teacher: Student V, go.[/TARGET] Student: 30 plus 5 minus 2 plus 30 minus 3. Teacher: 30 plus 5 minus 2 - what did you say? Student: Plus 30 minus 3.
Teacher: A 5 in front? Teacher: A 5 in the- Student: Tenths place.  [TARGET]Teacher: And it's a 4 in the tenths place, so we automatically know four hundred sixteen thousandths is less than a half and what - I'm listening.[/TARGET] Teacher: What about two thirds? Student: Less than [Inaudible]. Teacher: Two thirds is less than four hundred sixteen thousandths?
Teacher: A big work area, so we are going to draw a pretty nice size. Teacher: The reason I say rectangle is because we have three digits here, right? Teacher: Three separate place values which means we have to have three columns.  [TARGET]Teacher: Pull the door shut, please.[/TARGET] Teacher: Okay, so since 300 - what - if we look at 324, what number has the biggest place value, Student A? Student: Three hundred. Teacher: Three hundred, so it's going to have the biggest space in my box, okay?
Teacher: A blank shows how data, numbers, changes over time. Teacher: Hmm? Teacher: Are you looking at the choices cause I don't think you are you ain't even on the rig-are you on the paper?  [TARGET]Teacher: You better put that book in front of you stop-oh.[/TARGET] Teacher: Graph shows how data changes  Teacher: over time. Teacher: I look at the choices that's called a process of elimination.
Teacher: A complete sentence. Teacher: Lovely. Teacher: Keep going, Student A.  Lovely.  [TARGET]Teacher: I need to see you working, and right now I just see you talking to those boys at the table.[/TARGET] Teacher: If you're done with the first side and you have a complete sentence, turn it over. Teacher: Equals? Teacher: Work on that.
Teacher: A dime, right? Multiple Students: [Crosstalk]. Teacher: Now listen.  [TARGET]Teacher: Shh.[/TARGET] Teacher: [Inaudible] help us out. Teacher: If each of these is a tenth, and this would be ten cents. Teacher: Twenty.
Teacher: A factor times a factor or a part times a part is a whole. Teacher: What does range mean to you, Student D? Student: It's like say you like -  [TARGET]Teacher: Hold on.[/TARGET] Student: It's like - Teacher: I'm just saying hold on, because people are moving and it's too loud. Teacher: Go ahead.
Teacher: A hundred, because why? Student: Because 20 times 50 equals 100 - five. Teacher: So if we're looking at groups of 20, how many of those groups of 20 make the whole thing?  [TARGET]Teacher: Student S and Student C, you're listening to her.[/TARGET] Teacher: Yeah. Teacher: So five groups of 20 would give you that 100, yeah. Teacher: Do you see how Student B looked at it as groups of five, though?
Teacher: A hundred. Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it. Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that.  [TARGET]Teacher: Student A.[/TARGET] Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls. Teacher: Pick up your papers.
Teacher: A is done? Teacher: Okay, then let's go. Teacher: B.  [TARGET]Teacher: Come on.[/TARGET] Student: I'm trying to think of one. Student: I know a good one, but I just can't seem to think of a sentence. Teacher: Okay.
Teacher: A little bit tricky, so work that one out. Teacher: Wait on other people. Teacher: Let them get a chance.  [TARGET]Teacher: Don't blurt it out.[/TARGET] Teacher: Other people are working. Teacher: Give them a chance too. Teacher: Raise your hand if you're done.
Teacher: A pentagonal prism has two pentagons connected by rectangles. Teacher: Very good. Teacher: Student J and Student J, come.  [TARGET]Teacher: He's trying so hard not to look, he's hiding it behind his back.[/TARGET] Teacher: Student J had square pyramid, and Student J had this picture of a square connected with 4 rectangles to one point. Teacher: Do they match? Multiple Students: Yes.
Teacher: A perimeter of 20 centimeters and an area of 24 centimeters. Teacher: Go ahead and lean to your - to your neighbors, you can turn around, Student G, and work with Student D.  Lean to your neighbors and think about - I don't need you to write anything down, but I need you to think about how we would construct that. Teacher: How could I make a parallelogram with a perimeter of 20 centimeters and an area of 24 square centimeters?  [TARGET]Teacher: Talk to your partners.[/TARGET] Teacher: No, don't write, just talk to them about it. Teacher: You'll raise your hand and help me in a second. Teacher: [Crosstalk]
Teacher: A ton. Teacher: Side conversation needs to stop. Teacher: Are there any questions?  [TARGET]Teacher: Does it make more sense today now that I'm not listening to what Mrs. D was trying to tell me earlier?[/TARGET] Multiple Students: Yes. Teacher: 'Cause I was yesterday, like once you guys left, it was like, okay, regroup, I got this. Teacher: And green group, it was like quick and easy.
Teacher: A whole, or sixteen sixteenths. Teacher: I said, "Student C, I didn't give you that." Teacher: I don't know why anybody's playing with their board right now.  [TARGET]Teacher: I specifically told you to get your hands off your cubes.[/TARGET] Teacher: So I started thinking. Teacher: She said, "I didn't do it, Mr. R."  What did she do to represent it? Teacher: Student G?
Teacher: A, B, and C.  Student B, I need you to sit up, okay? Teacher: Thank you. Teacher: [Students reading].  [TARGET]Teacher: Okay, it looks like everyone has had a chance to do their re-reading.[/TARGET] Teacher: Who can read part two? Teacher: You've already done number one. Teacher: Read, and re-read.
Teacher: About 30. Teacher: Why? Student: 'Cause [inaudible].  [TARGET]Teacher: Why Student K?[/TARGET] Teacher: I can't hear you. Teacher: You think about 30. Teacher: Why?
Teacher: Across eight and up seven, where will I be Student A? Student: Q. Teacher: If I go across eight and up seven, will I be at the letter Q?  [TARGET]Teacher: Student S shaking her head.[/TARGET] Student: [Inaudible] Teacher: Let's see. Teacher: Across eight and up seven, where will I be Student A?
Teacher: Across the bottom in the horizontal axis. Teacher: Please write Maryland first then Virginia thank you while I'm writing you are too wonderful. Student: Maryland?  [TARGET]Teacher: Thank you for not talking.[/TARGET] Teacher: So the last thing I want you to do this bar graph didn't work without the meat Student L because these numbers aren't big enough. Teacher: They were way more in any of these states, there were way more the biggest number on this chart is what? Teacher: On this graph is what?
Teacher: Actually, let's look at zero. Teacher: Down here at the bottom. Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero.  [TARGET]Teacher: A zero says no explanation - I'll read it to you if you can't see it.[/TARGET] Teacher: "The answer is not related to the question, there is no work, or it's blank."  I don't think anyone in here would ever do that. Teacher: So, let's move up to number one. Teacher: Number one says, "There is no explanation of thinking."  Usually on all the questions it says explain how you got your answer.
Teacher: Actually, we're going to move over there. Teacher: What are you doing? Teacher: Okay.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: Write your name. Teacher: Somebody sit here. Teacher: Turn this way.
Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6. Teacher: The reason - hold on. Teacher: Two things, and then we're going to go back to our seats.  [TARGET]Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait.[/TARGET] Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod. Teacher: You all understand that? Teacher: Okay.
Teacher: Add it up and see. Teacher: What's your question? Teacher: Student A, can you please stop?  [TARGET]Teacher: Stop.[/TARGET] Teacher: Because you have started paying attention - what is that? Teacher: You don't eat peanuts? Student: I don't like it.
Teacher: Add that together and see if you're going to get $20.00. Teacher: Think about it. Teacher: Student S, I need you to move over here, please.  [TARGET]Teacher: Could you sit right here?[/TARGET] Teacher: Ten, nine, eight, seven, six, five, four, three, two, one. Teacher: Okay, let's open up - give me your paper. Student: [Inaudible comment.]
Teacher: Add them up for me please if you didn't yet. Teacher: Add them up, 8,500 plus 800. Teacher: Add them up.  [TARGET]Teacher: What's the matter, Student R?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: I'll [inaudible] in a second if they didn't.
Teacher: Add them up. Teacher: Get your answer. Teacher: Okay, Student W.  Tell us what you multiplied.  [TARGET]Teacher: Have a seat.[/TARGET] Student: I multiplied 20 times 80. Teacher: Yeah, and what did we get as an answer? Student: 1,600.
Teacher: Add up these. Teacher: You have your own. Teacher: It's here.  [TARGET]Teacher: But this is not what you're doing now.[/TARGET] Student: Thirty times six and I do - Teacher: Thirty times six, uh-huh. Student: Zero times six or three times six or do two times six?
Teacher: After I heard you say that eight ninths is close to 9, that it's closest to 9, that is your decision. Teacher: Did you hear that? Teacher: Can I have you sit down please, on your butt, please?  [TARGET]Teacher: What is in your mouth?[/TARGET] Teacher: Student A, you're hiding. Teacher: I want you out. Teacher: Okay.
Teacher: After all that work I want to see that you can do at least one. Teacher: You know what, boys? Teacher: Sit up.  [TARGET]Teacher: Stop lying down.[/TARGET] Teacher: Sit up on your bottom now. Teacher: [Crosstalk] Teacher: Do your work.
Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here. Teacher: 1100  [TARGET]Teacher: I'm listening to you.[/TARGET] Teacher: I'm going to tell your mom. Teacher: You're yelling at me. Teacher: You've been fooling around.
Teacher: After you - then you have to multiply. Teacher: Three times seven is what? Teacher: Then you bring it all the way down.  [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: What is your problem? Teacher: All right, so here we go. Teacher: What did you get?
Teacher: Again, I have a few people who are having side conversations. Teacher: I need your eyes up here. Teacher: Thank you.  [TARGET]Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C.  Student A, I'm going to need you to turn your chair around please.[/TARGET] Teacher: Thank you. Teacher: Thank you, Student P.  Student J, I need your eyes please. Teacher: Thank you, Student M.
Teacher: Again, like I said, this is smaller than a normal slice of bread because it's one of those end pieces that nobody likes to eat. Multiple Students: I like them. Multiple Students: I eat them.  [TARGET]Teacher: I don't like them.[/TARGET] Teacher: [Crosstalk regarding bread types] Teacher: Keep handing it. Teacher: Keep passing it.
Teacher: Again. Multiple Students: Multiply the sides. Teacher: Okay so what if I don't have a number on all sides raise your hands.  [TARGET]Teacher: This was the problem with this one Student S I need you to [/TARGET] Teacher: leave cause this one was for you. Teacher: Why, what happens if I don't have numbers on all the sides Student S? Teacher: What do I have to do?
Teacher: Ah ... one. Teacher: Two. Teacher: Three.  [TARGET]Teacher: Everyone needs to be listening.[/TARGET] Teacher: Negative two. Student: [Inaudible]. Student: No!
Teacher: Ah, Student J come on up. Teacher: I like the way Student J's sitting quietly. Teacher: I like the way some people are sitting up.  [TARGET]Teacher: Student N, and Student M, you're arms should be out of your shirts.[/TARGET] Teacher: Plus two. Teacher: Go ahead. Teacher: Very good.
Teacher: All day every day. Student: Twenty-four hours. Teacher: No, the whole time we're not here.  [TARGET]Teacher: Student M, just give it to him because you're wasting his time.[/TARGET] Teacher: Didn't find it? Teacher: Don't forget your homework in your outbox. Teacher: You might be missing some pieces and if you are, let me know because I have some knocking around in this box.
Teacher: All eyes are on Student D and Student M.   Student: [Inaudible]. Teacher: Excuse me.  [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Mouths are closed. Student: What we did was we - Teacher: Sh.
Teacher: All eyes here. Teacher: Mouths are closed. Student: What we did was we -  [TARGET]Teacher: Sh.[/TARGET] Teacher: Sh. Student: [Inaudible]. Teacher: Out it on the SMART board.
Teacher: All eyes here. Teacher: Oh wow, this is very good strategy too. Student: I wasn't laughing this bad last year.  [TARGET]Teacher: Can you stop calling out?[/TARGET] Student: I'm talking about the math. Teacher: Excellent. Teacher: This how he explained himself.
Teacher: All eyes on me. Multiple Students: All eyes on ... Teacher: Most groups are having a reasonable noise level.  [TARGET]Teacher: There's a couple of groups - I'm trying not to call out names.[/TARGET] Teacher: Please don't make me have to. Teacher: Okay. Teacher: To measure the length of a swimming pool.
Teacher: All eyes on me. Teacher: You have to - you already gathered your data. Teacher: Wait a minute.  [TARGET]Teacher: Excuse - I'll wait, Student D.  [/TARGET] Student: [Inaudible]. Teacher: I'll wait. Teacher: Listen.
Teacher: All of them are not going to fit in the first board. Teacher: If you want to fill in a second board, fill in your second board. Teacher: [Crosstalk]  [TARGET]Teacher: I need you to stop talking.[/TARGET] Student: I was asking you something. Teacher: Use the number on the board. Teacher: Put the fractions on your Bingo board.
Teacher: All pencils down. Teacher: I hope you have written your names. Teacher: [Crosstalk]  [TARGET]Teacher: Now let's look at it, the whole class.[/TARGET] Teacher: Student V, you still need some time. Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time.
Teacher: All right Student A, your group. Teacher: Can you guys be nice and loud for me? Teacher: I know Student A can.  [TARGET]Teacher: All right, all stars; remember, they gave you their undivided attention, now you need to them your undivided attention.[/TARGET] Student: Once there was a kitten and a dog. Student: He has one dime and three nickels to pass a bridge to go to the movies but he needed to make a dollar but the fawn said to give him a buck. Student: Then a yellow car with two black strips and bumble bee, he had one nickel, five pennies and one dime, but the fawn said, "Give me a buck."
Teacher: All right Student M, come on up. Student: Student M. Multiple Students: [Crosstalk].  [TARGET]Teacher: All right, we need to sit quiet.[/TARGET] Multiple Students: [Crosstalk]. Student: Shh. Teacher: Zero, so stay right where we are.
Teacher: All right and Student N and - I mean you two work together, you two work together. Teacher: Yeah? Teacher: There you go.  [TARGET]Teacher: You know what, please don't waste time fussing; just roll and start your data.[/TARGET] Student: Miss T, is he taking mine and his? Teacher: You both are to tally it. Teacher: Both of you tally it.
Teacher: All right guys. Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you.  [TARGET]Teacher: We're not going to be able to finish today.[/TARGET] Teacher: So you need to put your names in the back, and we'll finish this tomorrow. Student: We did another graph on the back because we thought we were going to mess up. Teacher: Make sure your names are on the back, and go ahead and put your poster, construction paper in the back.
Teacher: All right we have - my children, I cannot hear my group, over here. Teacher: You need to take it down. Teacher: It's quiet [inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Take it down a notch. Teacher: All right. Teacher: We know, Student C, we have a big carton that has this measurement.
Teacher: All right we're going to ... we're going to - I want you to stop when you get to number ten. Student: [Inaudible]. Teacher: And - close my door, sweetie.  [TARGET]Teacher: Stop when you get to number ten.[/TARGET] 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. Student: Now, now, now, now?
Teacher: All right who ... who can do the next one from least to greatest? Teacher: Student K. Student: Oh.  [TARGET]Teacher: Oh, you didn't call on me.[/TARGET] Student: [Inaudible]. Student: Hey, that's not fair. Student: Why is it not fair?
Teacher: All right, I don't [Inaudible]. Teacher: This is math class. Teacher: We're not at recess.  [TARGET]Teacher: Stop.[/TARGET] Teacher: All right, what is the next problem? Multiple Students: Three divided by 219. Teacher: 219
Teacher: All right, I get you back. Teacher: All right. Teacher: Now, listen carefully.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me. Teacher: She said, oh, I can do the rest.
Teacher: All right, I need an answer. Teacher: Boys, Student J, what do you have for me? Teacher: Give me five.  [TARGET]Teacher: Student J, has the floor.[/TARGET] Teacher: Okay, Student J. Student: The area? Teacher: Yes, sir.
Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. Teacher: Student E is gonna collect the papers.  [TARGET]Teacher: Stand by your chair.[/TARGET] Teacher: [Crosstalk] Teacher: So everybody in your seat. Student: I thought you said stand behind your seat.
Teacher: All right, Student C, go click the right answer. Teacher: We can choose from one twelfth, we can choose from one eighth, we can choose from one ninth as our answer. Teacher: Finding the product in its simplest form.  [TARGET]Teacher: Okay, click the arrow please.[/TARGET] Teacher: Next problem. Teacher: [Video plays] Teacher: Now we have two thirds times one third.
Teacher: All right, Student D and Student M, would you explain to us - why don't you both come on up here and explain to us what you did and where you had to rethink what you did? Teacher: All eyes are on Student D and Student M.   Student: [Inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All eyes here. Teacher: Mouths are closed. Student: What we did was we -
Teacher: All right, Student I, let's see what you got. Student: You don't do anything. Student: [What have I got]?  [TARGET]Teacher: Feel free to get up and help each other.[/TARGET] Student: Can you - I [Inaudible]? Student: [Inaudible] obtuse triangle. Teacher: Okay.