stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I - you guys. Teacher: Put your cubes down. Teacher: Don't play if my hand is up.  [TARGET]Teacher: I shouldn't hear any rattling.[/TARGET] Teacher: How many cubes do you have between the two of you? Student: We have [inaudible], oh [inaudible]. Teacher: Yes.
Teacher: I'd like you to open up and look through your folder. Teacher: I want you to take - Student D - the first step in listening is what? Student: [Inaudible].  [TARGET]Teacher: Eyes.[/TARGET] Teacher: I don't have your eyes. Teacher: Okay? Teacher: I am [inaudible] my hand.
Teacher: I'll actually put that back on so you guys can [inaudible]. Teacher: Bless you. Student: [Inaudible].  [TARGET]Teacher: Excuse me?[/TARGET] Student: Seven thirds? Teacher: It's not seven thirds? Teacher: Do you have seven thirds on your paper?
Teacher: I'll be right back. Teacher: Count me out 14 tiles, please. Teacher: Excuse me.  [TARGET]Teacher: Turn around, hon.[/TARGET] Teacher: We're not talking about Just Dance. Teacher: That comes at recess. Teacher: Talking in the hallway?
Teacher: I'll be right over there, Student D. Teacher: [Crosstalk] Student: Six-twelfths and two-fourths is one whole.  [TARGET]Teacher: Student J, what are you doing?[/TARGET] Student: [Inaudible] Teacher: Excuse me. Teacher: [Crosstalk]
Teacher: I'll be right there. Teacher: Put that away right now. Teacher: Yeah, I have some over there.  [TARGET]Teacher: Are you guys working?[/TARGET] Teacher: Where's your desk? Student: It's right there. Teacher: Well get it.
Teacher: I'll call you back in when you're ready, and you've cooled down. Teacher: Student S, you stand outside the door and Student S, you stand by the locker. Teacher: Did you guys have an answer at all?  [TARGET]Teacher: Leave it alone.[/TARGET] Teacher: Go ahead. Teacher: Don't worry about writing the rule. Teacher: Just tell us what it is.
Teacher: I'll do it. Teacher: Thank you; go back to your seat. Teacher: Student D, come back.  [TARGET]Teacher: Back to your seat quietly.[/TARGET] Multiple Students: [Inaudible] Student: Goodbye darling, my name is Student K.  See you later. Student: Bye, Mommy.
Teacher: I'll get to you in a minute. Teacher: I love how Student D has taken out her math book. Teacher: Get that off your ear.  [TARGET]Teacher: Student J has taken out his math book.[/TARGET] Teacher: [Crosstalk] Teacher: Student D and Student J. Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this.
Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it. Teacher: Student S, put it back.  [TARGET]Teacher: You're going to be doing this problem as well.[/TARGET] Teacher: I can take a point back. Teacher: Whatever you think. Teacher: You are working as a team.
Teacher: I'll open the window. Teacher: You've got to -if you're talking about math, that's all right, but you need to calm it down a little bit. Teacher: There's lots of play going on over here.  [TARGET]Teacher: You're only supposed to be playing with your partner.[/TARGET] Teacher: I assigned you partners already. Teacher: We're back to the one fourth and what part of the fraction would that be? Teacher: How do you know it's bigger?
Teacher: I'll still wait. Teacher: I'm still waiting. Teacher: \You should use the restroom.  [TARGET]Teacher: Clear the board in front of you.[/TARGET] Teacher: [End of Audio]
Teacher: I'll wait for Student Z. Teacher: Can you sit down please? Teacher: Again, the instructions said you're supposed to count the people who are living in your house, even if it's - for instance, in my house I have a person who is a renter, and that would count as the people living in the household.  [TARGET]Teacher: I'll wait for Student I, Student D, and Student L.  Okay.[/TARGET] Teacher: So those are the people that you're supposed to put down in your post-it, and if for some reason something changes before your post-it gets up here, we're going to leave it like that for time's sake, because we don't want to go back over this again and again. Teacher: We talked about it a little bit the other day, so I was hoping all that would be wiped off by the time we got to the lesson, because we don't want to spend time talking about it like that. Teacher: Whatever you have written on your post-it, that's what we're going to accept.
Teacher: I'll wait. Teacher: As soon as I know why somebody's standing up, I'll know what to say. Teacher: Very good, Student S.  Still waiting.  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Can you wait Student S for one minute? Teacher: Still waiting. Teacher: Group two is at the computer.
Teacher: I'll wait. Teacher: Don't move. Teacher: I've got people moving already.  [TARGET]Teacher: I want group two to go to the back table.[/TARGET] Teacher: Group three will come up with me. Teacher: So who isn't in group two? Teacher: Student S, why did you exit all the way out?
Teacher: I'll wait. Teacher: Shh. Student: No one's even talking.  [TARGET]Teacher: You know what, guys?[/TARGET] Teacher: I will let you know whether you can talk or not or if somebody is talking and isn't supposed to, I'll take care of that. Teacher: No - Student: [Inaudible]
Teacher: I'll wait. Teacher: We're breaking this number line into tenths. Teacher: What's half of 10?  [TARGET]Teacher: Student N is so busy.[/TARGET] Teacher: She's breaking it down. Teacher: 5. Teacher: So what are we going to put on top of one half?
Teacher: I'll wait. Teacher: [Crosstalk]  Teacher: Hold on a second.  [TARGET]Teacher: Can we pause this, only 'cause I'm having major technical difficulties with my board?[/TARGET] Teacher: So the kids are all silly anyway. Teacher: We can turn it back on in a second. Teacher: I just - okay.
Teacher: I'll wait. Teacher: [Crosstalk] Teacher: Three, two, before it comes out three times, one.  [TARGET]Teacher: Student X.[/TARGET] Student: Yeah. Teacher: Student X, please put that down now. Student: I want to tell you something.
Teacher: I'll work with you. Teacher: Student A, I'm not playing with you. Teacher: Let's go.  [TARGET]Teacher: Can you read this to me?[/TARGET] Teacher: You're right here. Student: [Inaudible]. Teacher: Right here.
Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math.  [TARGET]Teacher: You know what to do.[/TARGET] Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere.
Teacher: I'm giving you a choice. Teacher: Sit down here. Teacher: Can you leave my seat please?  [TARGET]Teacher: I'll work with you.[/TARGET] Teacher: Student A, I'm not playing with you. Teacher: Let's go. Teacher: Can you read this to me?
Teacher: I'm going to change the [inaudible] cards. Teacher: Okay. Teacher: I'm going to show you also how to use the wild card.  [TARGET]Teacher: All eyes on Ms.[/TARGET] Teacher: I please. Teacher: I have these numbers. Teacher: I'm trying to win my opponent.
Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible]. Teacher: Time.  [TARGET]Teacher: Focus.[/TARGET] Teacher: Everybody up here. 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. Teacher: Can we have with this one, Student J come up.
Teacher: I'm going to count down by 1. Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side. Teacher: You don't need to put it away.
Teacher: I'm going to give you 15 minutes, so you need to hurry up. Teacher: Based on the numbers, what will your interval be? Teacher: All right.  [TARGET]Teacher: One, two, three, eyes on me.[/TARGET] Student: One, two, eyes on you. Teacher: You do not need to draft a graph here. Teacher: What you need to do here is you make a plan.
Teacher: I'm going to give you a chair. Teacher: Take a moment. Teacher: Take a moment to catch your breath, and then we can talk about what happened.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Take a moment to relax yourself. Teacher: Squeezer your paper towel. Teacher: Take a moment to cool off and then we'll talk about what happened, okay?
Teacher: I'm going to give you another one too. Teacher: Good job. Student: I'm working my heart out.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Stay here. Teacher: Do your work here. Teacher: Sit down.
Teacher: I'm going to give you because you're working hard. Student: Thank you. Teacher: I'm going to give you another one too.  [TARGET]Teacher: Good job.[/TARGET] Student: I'm working my heart out. Teacher: Sit down. Teacher: Stay here.
Teacher: I'm going to help you. Teacher: This is going to be too much. Teacher: You have to use three cards.  [TARGET]Teacher: Let me help you the first time.[/TARGET] Teacher: This is going to be a 6. Teacher: Let me help you now. Teacher: This is a 6.
Teacher: I'm going to know because it's going to cross over into everything you guys do. Teacher: That means you guys are going to be more positive when someone does something great, because you guys weren't doing that for a while, congratulating each other. Teacher: When you start back to doing that, then I know you respect each other.  [TARGET]Teacher: When we start to do other things and no one is saying, "He did this and you didn't say that about him."[/TARGET] Teacher: Then I will know you're ready to be more of a sport. Teacher: I will know immediately when things have changed. Teacher: Okay.
Teacher: I'm going to look for those that need to come up. Teacher: Remember, we have one lap. Teacher: Don't make it any more.  [TARGET]Teacher: There sure is a lot of talking going on.[/TARGET] Teacher: All right. Teacher: 414 times 10. Teacher: Okay.
Teacher: I'm going to move you to the front. Teacher: All right. Teacher: If you have a seat, I can give you a ticket.  [TARGET]Teacher: Student T.  I'm going to put it down here so everybody can see.[/TARGET] Teacher: Thank you. Teacher: Student J, you got one? Teacher: I got it.
Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1. Teacher: You have to have a partner.  [TARGET]Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1.[/TARGET] Teacher: Thank you. Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side.
Teacher: I'm going to pass the cards. Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5.  [TARGET]Teacher: 1, 2, 3, 4, 5.[/TARGET] Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number. Teacher: It can mean any number.
Teacher: I'm going to put it here. Student: You're going to take it. Teacher: I'm not going to take it.  [TARGET]Teacher: Student A, let's go.[/TARGET] Teacher: This is the first time you're doing math very well. Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker.
Teacher: I'm going to put up a problem. Teacher: These are actual real life problems. Teacher: We're going clockwise.  [TARGET]Teacher: Yes?[/TARGET] Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se. Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem.
Teacher: I'm going to read it aloud to you. Teacher: It's okay if you've already started, Student Z. Teacher: Just put the pencil down now.  [TARGET]Teacher: Student T, pencil down.[/TARGET] Teacher: So our problem of the day is Sam the Shark only eats an even number of fish. Teacher: This week he ate 12 fish on Monday, 18 fish on Tuesday, and 24 fish on Wednesday. Teacher: Following this pattern, on which day will he eat 42 fish?
Teacher: I'm going to show you what you're going to do in class. Teacher: That was weird. Teacher: Sh.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Yes, Student J? Teacher: You sure can. Teacher: Teacher M, can you pass this out to everybody in here?
Teacher: I'm going to take it now and put it in the garbage. Teacher: I'm going to put it here. Student: You're going to take it.  [TARGET]Teacher: I'm not going to take it.[/TARGET] Teacher: Student A, let's go. Teacher: This is the first time you're doing math very well. Teacher: Good job.
Teacher: I'm going to take them all from you, because you're not listening to me. Teacher: Stop. Teacher: Do you want to give those to me right now?  [TARGET]Teacher: Stop.[/TARGET] Teacher: Everybody listen. Teacher: Stop what you're doing. Teacher: Turn around everybody.
Teacher: I'm going to tell you guys, it's not going to be a game where there's a winner or we keep score. Teacher: We will go over whether or not each table is correct. Teacher: Part of the questions will involve our recap of dividing decimals.  [TARGET]Teacher: I can wait.[/TARGET] Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now.
Teacher: I'm going to tell you what the other groups are doing, because we've run out of pennies. Teacher: Just write a P or a 1 on that, and those can be pennies. Teacher: You can tear off as many as you need and make more pennies.  [TARGET]Teacher: Sit up.[/TARGET] Teacher: Okay. Teacher: Again, write two separate piles. Teacher: Where's your $5.98?
Teacher: I'm going to wait until I have row one facing forward. Teacher: Student T, step out of the room and go to the bathroom, now. Teacher: Sit.  [TARGET]Teacher: Face forward.[/TARGET] Teacher: Turn. Teacher: When I finish, then you go. Teacher: So I want to break this up into four smaller pieces.
Teacher: I'm going to work with you. Teacher: I'm giving you a choice. Teacher: Sit down here.  [TARGET]Teacher: Can you leave my seat please?[/TARGET] Teacher: I'll work with you. Teacher: Student A, I'm not playing with you. Teacher: Let's go.
Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room? Teacher: Can you go please?  [TARGET]Teacher: Just call his mom and tell his mom exactly.[/TARGET] Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level. Teacher: We have 700 plus 100 is going to be what? Student: 800
Teacher: I'm gonna have you work on this page, unit 6, page 9. Teacher: There's a ton of pages on this. Teacher: So what I want you to do is, Student B - shhh.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I didn't ask for anybody to do anything yet. Teacher: Student B and Student J, Student B, would you move up next to him please? Teacher: Student A, come on over with Student D.  Student C and Student D - I mean Student C and Student D.  Student A, come up and sit.
Teacher: I'm gonna rewrite what he wrote here so that everybody can see. Teacher: Student C is saying that 632 and he knows that if he adds 68 to this, it's going to land him at 700. Teacher: Student C said, okay, I know that I am already at 700.  [TARGET]Teacher: Student S, can you look here at me, please?[/TARGET] Teacher: He's using addition strategy. Teacher: He knows when he adds 68 to 32 that is going to be 100. Teacher: And that will make him to have 700.
Teacher: I'm gonna wait. Teacher: So that's where we're going tomorrow. Teacher: We're not doing math tomorrow.  [TARGET]Teacher: That is where we're going.[/TARGET] Teacher: Next week we're going to pick up with volume and temperature and just tying it right in together. Teacher: Next week. Teacher: Next week.
Teacher: I'm gonna write something here. Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me.  [TARGET]Teacher: If you're going to be disruptive to this group I can move you.[/TARGET] 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. Teacher: I'll take it.
Teacher: I'm kinda glad you did it. Teacher: I was looking for somebody that was going to make that mistake because I did that all the time. Teacher: All right, Student M, can you sit down so I can make sure everybody has this understanding?  [TARGET]Teacher: I need hands off.[/TARGET] Teacher: Eyes on. Teacher: All right, here she divided it into four rows. Teacher: So what would that number be?
Teacher: I'm listening to you. Teacher: I'm going to tell your mom. Teacher: You're yelling at me.  [TARGET]Teacher: You've been fooling around.[/TARGET] Student: I need you to write me a pass. Student: I need to go see Mr. S. Teacher: No.
Teacher: I'm not asking you to tell me that you know. Teacher: This is what I want you all to do. Teacher: I want you to turn your paper over and draw a rectangle that shows two sixths shaded.  [TARGET]Teacher: Are you listening?[/TARGET] Teacher: She changed - this isn't a proper fraction. Teacher: We cannot leave it like this. Teacher: We have to change it into a mixed number.
Teacher: I'm not asking you. Teacher: Do you have a clock? Student: Yes.  [TARGET]Teacher: Then sit down.[/TARGET] Teacher: Do you have a clock? Teacher: Don't worry about it. Teacher: Do you have a clock?
Teacher: I'm not doing the videotaping. Teacher: [Crosstalk] Teacher: I'll be right there.  [TARGET]Teacher: Put that away right now.[/TARGET] Teacher: Yeah, I have some over there. Teacher: Are you guys working? Teacher: Where's your desk?
Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive. Teacher: You know how to play this game.  [TARGET]Teacher: I've played it with you before.[/TARGET] Teacher: [Inaudible]. Teacher: You're not fighting with it. Teacher: Can you leave him alone and do your work?
Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away.  [TARGET]Teacher: 3, 4, 5, 6, 7.[/TARGET] Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this?
Teacher: I'm not ignoring you, but I want you to sit down. Teacher: When we finish, we're rounding up. Teacher: [Crosstalk]  [TARGET]Teacher: Sit down please.[/TARGET] Teacher: [Crosstalk] Teacher: Hm, that's another strategy that is really good. Teacher: All eyes here.
Teacher: I'm not too happy with the Jaguars right now. Teacher: Okay. Teacher: So the answer is five eighths.  [TARGET]Teacher: Would you raise your hand if you got five eighths?[/TARGET] Teacher: Hands down. Teacher: Raise your hand if you think he's a little bit off. Teacher: How many of you are not sure how he came up with five eighths?
Teacher: I'm proud of you. Teacher: It shows you how to measure it off. Teacher: Have you done it yet?  [TARGET]Teacher: That's okay.[/TARGET] Teacher: Go back 72 degrees. Teacher: Where's your protractor? Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent.
Teacher: I'm sorry I didn't - let me step out of the way. Teacher: They're going to ask you a couple of questions about a tennis court and about a baseball field, all right? Teacher: Would you like to move Student G because there's an empty desk right next to Student J.  [TARGET]Teacher: Would you like to move up so you can see?[/TARGET] Teacher: Are you sure? Teacher: Okay. Teacher: There's two questions they're going to ask you about a tennis court and about a baseball field, all right?
Teacher: I'm sorry. Student: [Inaudible].  [TARGET]Teacher: We're just going to stay in our seat today.[/TARGET] Teacher: Review today, because yesterday we had a hard time with our graphs. Teacher: What were we missing? Multiple Students: Labels.
Teacher: I'm sorry. Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said?  [TARGET]Teacher: I'm going to take it now and put it in the garbage.[/TARGET] Teacher: I'm going to put it here. Student: You're going to take it. Teacher: I'm not going to take it.
Teacher: I'm visiting Student D.  Student D, you're not supposed to be here. Teacher: You're here. Teacher: Sit down.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: I'm going to give you because you're working hard. Student: Thank you. Teacher: I'm going to give you another one too.
Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk] Teacher: I hear people talking too loud.  [TARGET]Teacher: You're supposed to be raising your hands.[/TARGET] Teacher: Let's see who's doing that. Teacher: Student K. Student: Yeah?
Teacher: I've never thought of this before. Teacher: [Inaudible]. Teacher: Sit.  [TARGET]Teacher: Sit.[/TARGET] Teacher: Is that the same way you said 27 times 3. Teacher: Sit down. Teacher: Plus 27 times 2.
Teacher: I've played it with you before. Teacher: [Inaudible]. Teacher: You're not fighting with it.  [TARGET]Teacher: Can you leave him alone and do your work?[/TARGET] Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you. Teacher: Write it here.
Teacher: I've seen a lot. Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk]  [TARGET]Teacher: I hear people talking too loud.[/TARGET] Teacher: You're supposed to be raising your hands. Teacher: Let's see who's doing that. Teacher: Student K.
Teacher: Ice cream. Teacher: [Pause]. Teacher: Brownies.  [TARGET]Teacher: Now look at this.[/TARGET] Teacher: One. Teacher: Two. Teacher: Watch this.
Teacher: If 12 times 4 is 48, if we have 4 times the $11.99? Teacher: Student J? Student: So like -  [TARGET]Teacher: This side, I need you looking and listening and participating.[/TARGET] Student: I did that on my paper and - Teacher: Please stop. Teacher: Please take a seat.
Teacher: If I ask you what's one eighth of an hour, you're going to tell me seven and a half minutes, because we just went over it. Teacher: It should be stuck into your mind. Teacher: Moving onto algebra.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Which of these can you solve by using the open sentence 9 minus 3 equals P.  Which one of those is 9 minus 3, then you have P.  P is parakeet? Teacher: I need your hand up. Teacher: I don't want you to say A, B, C, D.  I want you to read it to us.
Teacher: If I could fit in more than three, I will. Teacher: So it's a little bit too loud. Teacher: I'm having a hard time hearing Student B.  [TARGET]Teacher: So can you bring the noise level down, please?[/TARGET] Multiple Students: Yes. Teacher: Thank you. Teacher: Raise your hand if someone has gotten in between the range and has gotten a point yet.
Teacher: If I do, I'm calling home. Teacher: Right in computer lab. Teacher: Student T, you can stay here.  [TARGET]Teacher: Student M, sit down.[/TARGET] Teacher: I can call home, too, as well. Teacher: Computer lab has a phone. Teacher: I'll be more than happy to.
Teacher: If I gave you $2.00, you'd have all of my money. Teacher: I know. Teacher: That's the way it crumbles.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: All right. Teacher: Looks like almost everybody has their stuff separated. Teacher: Who has my half?
Teacher: If I go one. Teacher: Two. Teacher: I end up with zero.  [TARGET]Teacher: I don't know why you're walking around, but I asked you to have a seat, and start your work.[/TARGET] Teacher: When you're looking at your numbers [writing sounds], which one of these would be closer to zero? Student: Five. Teacher: So, this is going to be greater.
Teacher: If I have to call your name one more time to be quiet, you're going to your desk. Teacher: [Crosstalk] Student: Do we have to work it out?  [TARGET]Teacher: Yes, you have to work it out.[/TARGET] Teacher: Follow the chart right there. Teacher: Write your numbers out. Teacher: [Inaudible].