stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Like this. Teacher: Go this way, and then go down that way. Teacher: Over here.  [TARGET]Teacher: I have no table that's following directions.[/TARGET] Teacher: I asked for you to keep your cards laid out, and I asked you to have one stack of white board and markers, and your tissues. Teacher: Can you go down like in Teacher J's room, or the workroom down that other hallway, and see if you can find her? Teacher: Okay.
Teacher: Like this. Teacher: So, don't come up to me - all right, I'm working on H.  I'm working on H.  Come to the carpet. Teacher: [inaudible] carpet.  [TARGET]Teacher: You do not give it to her [inaudible] carpet.[/TARGET] Teacher: So, Student D, what are my second steps? Teacher: Now that I've done girls. Student: You set up that [inaudible]
Teacher: Like, I have three fractions up there. Teacher: I have three, I have - Teacher: [Crosstalk]  [TARGET]Teacher: Hold on.[/TARGET] Teacher: I have a half and I have five eights - I mean, five tenths and I have two fourths, and they're all halves. Teacher: But we could tell five tents and ten is the - Multiple Students: Denominator.
Teacher: Like, yeah, he needs [inaudible]. Teacher: Yeah. Teacher: [Laughter]  [TARGET]Teacher: No, I gave him, like six warnings, and then I finally moved him.[/TARGET] Teacher: I gave him a chance to sit with other people, but there was one morning where I was talking, and he was still talking, and I was like, "Move, just move," and then he moved. Teacher: And he does much better by himself. Teacher: Uh-huh.
Teacher: Line up please. Teacher: Table one, stand up. Teacher: Push in your chair and line up.  [TARGET]Teacher: Table four, I need you to stand up.[/TARGET] Teacher: Push in your chair and line up please. Teacher: You know my expectation for walking in the hallway. Teacher: [End of Audio]
Teacher: List the factors of ten. Teacher: List the factors of twelve. Teacher: Find the greatest common factor, and write it on the line.  [TARGET]Teacher: Why are we - no we need to finish our work, first.[/TARGET] Teacher: Shh. Teacher: Student C, no talking like that. Teacher: Okay, you may use your white board as your work space.
Teacher: List the factors of twelve. Teacher: Find the greatest common factor, and write it on the line. Teacher: Why are we - no we need to finish our work, first.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student C, no talking like that. Teacher: Okay, you may use your white board as your work space. Teacher: Student G, okay.
Teacher: Listen now. Teacher: In a way even though this lesson is not - we don't have it as a teaching point, what I'm trying to say is we're also [inaudible], because you can see that three sixths is the same thing as one half. Teacher: When you reduce it, you're reducing to get equivalent fractions, and everybody go to your partner right now and solve number - go to the third one.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Okay. Teacher: Everybody go to your partner. Teacher: Now what you're going to do is in the first page you take your crayon and you and your partner - one of your partners should have the letter A, and the other one should have letter B.  I want A right now to lead the solving of the problem, and he or she must always read.
Teacher: Listen to me. Teacher: I - you guys. Teacher: Put your cubes down.  [TARGET]Teacher: Don't play if my hand is up.[/TARGET] Teacher: I shouldn't hear any rattling. Teacher: How many cubes do you have between the two of you? Student: We have [inaudible], oh [inaudible].
Teacher: Listen to my directions and follow them, please. Teacher: Number eight, put that up there, Student J.  I mean, number nine. Teacher: You got the marker?  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Is that appropriate? Student: What? Teacher: Talking like that?
Teacher: Listen up please. Teacher: Can you see, Student M? Student: Yes.  [TARGET]Teacher: This one.[/TARGET] Student: Yes. Teacher: Can everyone see? Multiple Students: Yes.
Teacher: Listen up. Teacher: Hello? Teacher: I'm talking here.  [TARGET]Teacher: Go to your seats, please.[/TARGET] Teacher: That's problem D.  That's a mistake. Teacher: Let's do these problems, quickly. Teacher: Sit down, please.
Teacher: Listen up. Teacher: Quiet. Teacher: Stop working.  [TARGET]Teacher: Stop working.[/TARGET] Teacher: Excuse me. Teacher: Stop working. Teacher: Look up here.
Teacher: Listen - oh, I cannot - [inaudible]. Teacher: Turn around. Teacher: When we're doing it, now you're talking to someone else.  [TARGET]Teacher: Now, look at me.[/TARGET] Teacher: Now, am I halfway here? Multiple Students: Yes. Teacher: So three sixths must be?
Teacher: Listen. Teacher: Go back to your seat, Student H.  Student M, go back to your seat with that. Teacher: Student L, you can go back to your seat.  [TARGET]Teacher: Student L, that's not what you're supposed to be doing.[/TARGET] Teacher: I forgot what I was just going to say. Teacher: Listen. Teacher: Oh, yeah.
Teacher: Listen. Teacher: He's only coming up. Teacher: No one else is coming up.  [TARGET]Teacher: Student J, Student E, that's not what you said.[/TARGET] Teacher: We are a team. Teacher: This whole class is one team. Teacher: We don't work against each other.
Teacher: Listen. Teacher: I need you to stick with me, because if you don't stick with me, you're going to get behind. Teacher: I don't want the write it, erase it.  [TARGET]Teacher: It's wasting my time and your time.[/TARGET] Teacher: Word form. Teacher: How would I say this number? Teacher: Turn to your neighbor and tell them.
Teacher: Listen. Teacher: I only got two more minutes and then you guys are gonna pick up the shovel and get to work. Teacher: All right.  [TARGET]Teacher: Student E and then Student F.  [/TARGET] Student: You can - first you need to add the - you need to get to the number you want first. Teacher: What do you mean? Student: Like you need to -
Teacher: Listen. Teacher: I'll tell you what page. Teacher: Page one, three - I'm gonna put them on the board.  [TARGET]Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10.[/TARGET] Teacher: But we'll do about three. Teacher: All right, five - Student: And six.
Teacher: Listen. Teacher: Listen. Teacher: Listen.  [TARGET]Teacher: Student S, are you feeling okay?[/TARGET] Student: [Inaudible]. Teacher: Okay, heads up and pay attention, okay? Student: [Inaudible].
Teacher: Listen. Teacher: Student A, Student J. Teacher: So 18 times 27, most of the pictures look right to me.  [TARGET]Teacher: Student H, are you ready?[/TARGET] Teacher: 7 times 8, 56, carry the 5. Teacher: What method am I doing here? Multiple Students: Traditional.
Teacher: Listen. Teacher: Student L, good job. Teacher: Student O, thank you.  [TARGET]Teacher: Leave it, because we need this.[/TARGET] Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening. Teacher: I'm losing you.
Teacher: Listen. Teacher: Student S, are you feeling okay? Student: [Inaudible].  [TARGET]Teacher: Okay, heads up and pay attention, okay?[/TARGET] Student: [Inaudible]. Teacher: Listen to me. Teacher: Whenever you snap them, it doesn't matter how many little pieces you get them into, when you put them all back together they obviously won't be glued back together, but you will think of that rectangle that you've got right in front of you, right now.
Teacher: Listen. Teacher: What are you doing? Teacher: For what?  [TARGET]Teacher: She didn't - it's not - go back over there.[/TARGET] Student: [Inaudible] some boxes. Teacher: She's not here and you weren't [inaudible]. Teacher: Sit down.
Teacher: Listen. Teacher: You already - student R and Student B, stop. Teacher: Everybody stop.  [TARGET]Teacher: I'm ready to tell - now stop.[/TARGET] Teacher: You already gathered your information, right? Multiple Students: Yes. Teacher: So you know how much everybody chose.
Teacher: Listening. Student: The title of - the title of my graph is, "Favorite Food."  The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it?  [TARGET]Teacher: Underneath the [inaudible].[/TARGET] Teacher: Underneath. Teacher: [Crosstalk]. Student: We decided to do a [inaudible] graph [inaudible] to get extra credit.
Teacher: Look again, look, look. Teacher: This is - Student: [Inaudible].  [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible]. Teacher: Thank you. Teacher: Look again.
Teacher: Look and see. Teacher: Go there. Teacher: Go there.  [TARGET]Teacher: Go to the folder.[/TARGET] Teacher: You see here? Teacher: Pick your work. Student: Teacher?
Teacher: Look and see. Teacher: Starting at zero, how many dots do we have before we get to the number one, Student T? Teacher: Don't yell out.  [TARGET]Teacher: Student R?[/TARGET] Student: Two. Teacher: No sir. Teacher: Student M, three is correct.
Teacher: Look at Student D's. Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D.  Student D, [inaudible] give me your attention.  [TARGET]Teacher: Do I have you back?[/TARGET] Teacher: Student C, do I have you back? Teacher: Yes. Teacher: Yes, Student M, I have you back.
Teacher: Look at how many parts do we have 1, 2, 3. Teacher: How many are shaded? Student: 1  [TARGET]Teacher: Turn around we [Inaudible] every day I make mistake myself right.[/TARGET] Teacher: Nobody's perfect, we're not. Teacher: We notice how many parts like I said that, yesterday that, the numerator. Teacher: Numerator which is the number at the top, Sorry.
Teacher: Look at how this game goes. Teacher: Your mom is going to witness that. Teacher: You know that?  [TARGET]Teacher: Look.[/TARGET] Teacher: We're going to play close to 1,000. 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: Look at how you're sitting. Teacher: Look at how you are sitting right now. Teacher: Are you trying to learn?  [TARGET]Teacher: Are you being a student right now?[/TARGET] Teacher: [Crosstalk] Teacher: What we do now is we can set up. Teacher: We can divide by -
Teacher: Look at me. Teacher: Let's go, please. Teacher: We went over these two, so that means you weren't paying attention.  [TARGET]Teacher: Boys at the back, I hear a lot of non-math talk.[/TARGET] Teacher: Expectation is that you're working on this pink paper. Teacher: This can go away, please. Teacher: I'll take this because it's only becoming a distraction.
Teacher: Look at number 11 and see if that makes sense, then. Student: Oh, we didn't do that. Teacher: But you were suppose to double check it before you brought it to me.  [TARGET]Teacher: I would like for you guys - I would like for you Student N - to work with - you're not giving them answers.[/TARGET] Student: Mm-hmm. Teacher: Do like I do. Teacher: You'll prompt them.
Teacher: Look at number two. Teacher: It says find a rule. Teacher: I want everybody to look at that and come up with a rule.  [TARGET]Teacher: Do not yell it out.[/TARGET] Teacher: Put it right back here. Teacher: I'm going to give you a second. Teacher: Look at the input and then your output.
Teacher: Look at the clock. Teacher: Four twelfths. Teacher: We did this - I understand that.  [TARGET]Teacher: I'm not asking you for minutes.[/TARGET] Teacher: What is four twelfths simplified? Teacher: A circle. Teacher: Student S?
Teacher: Look at the example. Teacher: To take it from a fraction to a percent, look at the example. Teacher: Okay, go to special.  [TARGET]Teacher: Put your calculator in the bucket right there, okay?[/TARGET] Student: Oh my gosh. Student: [inaudible] boys or girls. Student: Done.
Teacher: Look at these two. Teacher: Look at these two. Teacher: Some people are not looking.  [TARGET]Teacher: They don't get it.[/TARGET] Teacher: She is not getting it. Teacher: See, we did it up here. Teacher: We said two eighths must be another one eighth.
Teacher: Look at these two. Teacher: Some people are not looking. Teacher: They don't get it.  [TARGET]Teacher: She is not getting it.[/TARGET] Teacher: See, we did it up here. Teacher: We said two eighths must be another one eighth. Teacher: One eighth plus one eighth equals two eighths, and then one eighth - and when I'm looking at one fourth and one eighth, what do I see?
Teacher: Look at this you find this is easy. Student: Hey! Student: No one is helping me!  [TARGET]Teacher: Here, I'm here to help you.[/TARGET] Teacher: I want you to come up here you're having a hard time. Teacher: Sit. Teacher: Student J sit down.
Teacher: Look at what we've done compared to what we still need to do. Student: [Cough]. Teacher: You know, now?  [TARGET]Teacher: Student A, look up here.[/TARGET] Teacher: We did penny tails, dime heads, quarter heads, right? Teacher: Penny tail, dime heads, quarter tail. Teacher: Penny tail - where am I going, next?
Teacher: Look at your card. Teacher: Read your card or look at your card. Teacher: [Crosstalk]  [TARGET]Teacher: Not out loud.[/TARGET] Teacher: Now keep your card in your hand. Teacher: Quietly stand up and push your chair in. Teacher: Be careful of the camera.
Teacher: Look at your rule for division to find out if this is half. Teacher: What does your rule say, Student D? Student: D.  [TARGET]Teacher: Excuse me.[/TARGET] Student: D divided by 2 equals N. Teacher: You see that? Teacher: Please look up here.
Teacher: Look for a fraction that is equivalent to one-half. Teacher: If you have it, put an X on it. Student: [Inaudible]  [TARGET]Teacher: However you're gonna mark it, but I need for you to actually stop talking.[/TARGET] Teacher: Part of your confusion is that you're running your mouth. Teacher: The last fraction I called was one-sixth. Student: I thought that was one-fourth you called.
Teacher: Look for that to find your halves first. Teacher: Denominator. Teacher: So pull that out first, then stick them all in the middle section.  [TARGET]Teacher: Is there a reason why you're not participating?[/TARGET] Teacher: We've got lots of fractions here for you all to go through. Teacher: We've got one picking at a highlighter and two just sitting there. Teacher: Let's go.
Teacher: Look for the greatest common factor. Teacher: [Students working on problem]. Teacher: Good.  [TARGET]Teacher: Turn your board over.[/TARGET] Teacher: Good. Teacher: Good. Teacher: Good.
Teacher: Look here. Student: It's hard. Teacher: It's not.  [TARGET]Teacher: Just listen to me for a second.[/TARGET] Student: I don't know what you're talking about. Teacher: Okay, listen to me for a second. Teacher: If I have got a six - Student A, look here.
Teacher: Look here. Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble?  [TARGET]Teacher: Stop.[/TARGET] Teacher: Leave it this way. Teacher: Look here. Teacher: For example, what is - leave this.
Teacher: Look here. Teacher: You highlight the 3 and circle the 5. Teacher: Okay.  [TARGET]Teacher: Student D, you can go back on the floor.[/TARGET] Teacher: 5, 6, 7, 8, 9. Teacher: Is that raises or stay? Teacher: Why?
Teacher: Look on to Student B's and bring up the website. Teacher: I want two to a computer. Teacher: Yes.  [TARGET]Teacher: Come sit beside me.[/TARGET] Teacher: Can you do me a favor and put Student K's box inside her desk? Teacher: Student T, bring me one of those papers back there, please. Teacher: Move.
Teacher: Look over here. Teacher: Let's look at this one, everybody. Teacher: Eyes over here.  [TARGET]Teacher: We have - if your eyes are on me, you can't be writing.[/TARGET] Teacher: Student M, you need to go to your group with your math book. Teacher: Eagles and Doves, I need you to do 10, 11, 12, 13, 14, 15 and 16. Teacher: Okay.
Teacher: Look up here. Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect?  [TARGET]Teacher: Sit down, Student D.  I'm listening to you, Student A.[/TARGET] Teacher: Student A, I'm listening. Teacher: You were saying something about 9 and 2. Teacher: Student S, can you tell me how we get 110?
Teacher: Look up here. Teacher: You should be looking here. Teacher: Have a seat.  [TARGET]Teacher: Student D, look up here.[/TARGET] Teacher: Student S, stop writing. Teacher: What are you doing first, Student A? Teacher: You're finding your what?
Teacher: Look with a number line. Teacher: Where would one-half go? Teacher: Which fractions do you have here?  [TARGET]Teacher: Focus.[/TARGET] Multiple Students: One-half. Teacher: What fractions are there? Student: One half is in the middle.
Teacher: Look, look, look, look. Teacher: Some people are not looking. Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me.  [TARGET]Teacher: If you were paying attention, and I'm looking for your attention.[/TARGET] Teacher: Student S, where are you? Teacher: Student L? Teacher: Student C.  Student C, can you?
Teacher: Look. Teacher: 7 times 9, 63. Teacher: Why are you all yelling at him?  [TARGET]Teacher: That's very rude.[/TARGET] Teacher: Sit up. Teacher: Leaning on it probably isn't helping. Teacher: Student D, are you getting these down, hon?
Teacher: Look. Teacher: People that are looking. Student: Yes.  [TARGET]Teacher: I'm glad you're looking.[/TARGET] Teacher: See, that's one fourth, that's two fourths. Teacher: How many pieces? Teacher: That's half.
Teacher: Look. Teacher: Shrimp. Teacher: [Inaudible].  [TARGET]Teacher: Are we looking?[/TARGET] Student: Yes. Teacher: Are we looking? Teacher: Okay.
Teacher: Look. Teacher: You have it over here. Teacher: Give me your books.  [TARGET]Teacher: Student L's is right.[/TARGET] Teacher: Student S's is right. Teacher: "My favorite food."  [Students talking with each other]. Teacher: Okay.
Teacher: Looks like it. Teacher: Looks like it. Teacher: Hm-hmm, because you didn't take one away.  [TARGET]Teacher: You didn't take one away.[/TARGET] Teacher: Wow, Student M, good girl. Teacher: All right. Teacher: I don't know what that number is.
Teacher: Looks like it. Teacher: [Inaudible]. Teacher: [Students working on problem].  [TARGET]Teacher: No, Student C.  Shh.[/TARGET] Teacher: [Inaudible] first. Teacher: [Inaudible]. Multiple Students: [Crosstalk].
Teacher: Loud. Student: How [Inaudible] with trapezoids. Teacher: Good.  [TARGET]Teacher: That was loud.[/TARGET] Student: Which fraction of the shape is covered by one trapezoid, two trapezoids and three trapezoids? Teacher: So, I covered Shape B with trapezoids. Teacher: Okay?
Teacher: Lovely. Teacher: Fantastic. Teacher: Now give me a complete sentence.  [TARGET]Teacher: So it's taping you not being on task.[/TARGET] Teacher: Do you have a pencil? Teacher: Okay. Teacher: So write the answer and then give me a complete sentence.
Teacher: Lovely. Teacher: Keep going, Student A.  Lovely. 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.[/TARGET] Teacher: Equals? Teacher: Work on that. Teacher: Draw two binders.
Teacher: Make a prediction. Teacher: Do you think you're going to have a remainder? Student: Yes.  [TARGET]Teacher: Student T, can you sit down please?[/TARGET] Teacher: Once you do it, I want you to check it with multiplication, because this one's hard. Teacher: Why do you have 66 and 68 on your board? Teacher: You're on your second partial product.
Teacher: Make a prediction. Teacher: When you open that up - and you know how it has lines on it so that you can break it easily - how many little pieces, if you were to break all the lines, how many pieces do you think that one whole thing has been divided into? Teacher: It's simply a prediction.  [TARGET]Teacher: Don't touch it.[/TARGET] Student: I want to eat it. Teacher: All right, now what you're going to do is you're going to, when I tell you to, you're going to open up your chocolate bar. Teacher: And since it will be in one whole piece, you're going to place it in whole number land, okay?
Teacher: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10. Student: Are we gonna do [inaudible]? Teacher: No.  [TARGET]Teacher: Pass them out.[/TARGET] Student: Is it a grade? Teacher: It's just practice. Teacher: Student A.
Teacher: Make sure everyone's all set. Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H.  You can move your clothespin.  [TARGET]Teacher: You're doing a nice job with your supplies.[/TARGET] Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. Teacher: Yes? Student: Yes.
Teacher: Make sure if you have an answer that you simplify that answer. Teacher: You're making the model you're not just writing the answer. Teacher: [Working quietly]  [TARGET]Teacher: Everybody should be on number two, one half times one fourth.[/TARGET] Teacher: [Side discussion] Teacher: Yes, you have to simplify. Teacher: Okay, you should be on three, one third times three eighths.
Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible]. Teacher: This is your partner over here, right?  [TARGET]Teacher: That's very smart.[/TARGET] Teacher: Use your ruler. Teacher: I see you made your plan. Student: We made it messy.
Teacher: Make sure they're exact. Teacher: Go back and make them exact. Teacher: Shhh.  [TARGET]Teacher: Let's put this aside for right now.[/TARGET] Teacher: Two fourths, three fourths. Teacher: Now what's this one? Student: Four fourths.
Teacher: Make sure you do it with a point. Teacher: Please don't get up. Teacher: -2 on the X axis first, then 4.  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Please don't yell out you're finished. Teacher: I'll know it when I look at you. Teacher: Thank you.
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. Teacher: We are no longer playing with them.  [TARGET]Teacher: Put them down.[/TARGET] Teacher: Have your math notebooks either in your lap or on your desk. Teacher: Give me your attention. Teacher: Student D, too late.
Teacher: Make sure your group understands why you're saying that. Teacher: Okay. Teacher: Let me hear what you're saying.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let's start with Student Z. Teacher: Stand up. Teacher: Read what you wanted to say.
Teacher: Make your graph [inaudible]. Teacher: Interesting. Teacher: And after you do a graph I want a constructive response.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you?
Teacher: Many - Multiple Students: Pieces. Teacher: Pieces, and who could tell the fraction - the fraction pieces.  [TARGET]Teacher: See, you're not really listening.[/TARGET] Teacher: All right, next one, Student D.  Student D.  Student D.  Student D. Student: That's - Teacher: Yeah.
Teacher: Markers and boards. Teacher: We've already gone over do not call me if you want to tattle tale. Teacher: If the person is doing something to you that you have to go to the nurse for, let me know.  [TARGET]Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker.[/TARGET] Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes? Teacher: So let's see who's going to be going first for us.
Teacher: Marking and writing. Teacher: No, you must be exact. Teacher: Put the light green on.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: You must mark when we mark. Teacher: Some of you are staring up here like you don't have a thing to do. Teacher: That's the purpose of this.
Teacher: Math time, and, well, you were supposed to go when we came back from lunch. Student: Okay. Student: You can have that [inaudible].  [TARGET]Teacher: Student L, sit down and play keep the leftovers, please, with Student K.[/TARGET] Student: What time do the math people come back? Teacher: In 30 minutes. Student: [Inaudible].