stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Here's 1. Teacher: Do you remember yesterday when we ordered our decimals? Multiple Students: Yes.  [TARGET]Teacher: Remember when I kept yelling at you because you weren't holding your cards up nice?[/TARGET] Teacher: All right. Teacher: Now Student J was two halves, right? Teacher: What was Student J worth?
Teacher: Here's one fourth right here. Teacher: Write one fourth. Teacher: Then you would need your fourths here.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Good. Teacher: If this is one fourth, two fourths, three fourths - we're counting by fourths - four fourths, five fourths, six fourths. Student: Seven fourths.
Teacher: Here, I'm here to help you. Teacher: I want you to come up here you're having a hard time. Teacher: Sit.  [TARGET]Teacher: Student J sit down.[/TARGET] Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it.
Teacher: Here. Teacher: Come on. Teacher: You have about two more minutes.  [TARGET]Teacher: I have some people working and many people talking, wasting time.[/TARGET] Teacher: Number eight. Student: At first you said seven. Teacher: I know.
Teacher: Here. Teacher: Double check your desk. Teacher: Student M, completely move out of the desk so that Student N can find his daily math review.  [TARGET]Teacher: We're gonna sit here and we're gonna waste time.[/TARGET] Teacher: This frustrates me to no end. Teacher: Let's see, I've got like three people that have lost their daily math review and we just got them today. Teacher: Yes, thank you very much.
Teacher: Here. Teacher: We're here. Student: Yeah, we're here.  [TARGET]Teacher: Student J, we're here.[/TARGET] Teacher: You're going to multiply - no, erase this. Teacher: This is not many. Teacher: Erase this one.
Teacher: Here's 160. Teacher: All right, now, my turn. Teacher: I hear someone playing with a - and I'm asking you not to do that.  [TARGET]Teacher: Leave your die alone.[/TARGET] Teacher: Okay. Teacher: Whoa, I get a 5. Teacher: Now, anybody, what do you think I should do?
Teacher: Here's 600 and there's a picture of the 300. Teacher: So it's just another way to do multiplication. Teacher: All right.  [TARGET]Teacher: I'm gonna give you each a piece of paper.[/TARGET] Teacher: There's a front and a back. Teacher: I'm gonna give you two problems. Teacher: I want you to count the rows down, count the columns across, fill in the square or the rectangle.
Teacher: Here's a paper for when you're done. Multiple Students: [Crosstalk]. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Student Z, what do you want to write? Teacher: You want to add something to it?
Teacher: Hey I think you guys need to start over, you can keep your battleships where they are but I think you need to start over. Teacher: Can you erase all the ones that you asked? Teacher: Erase these okay.  [TARGET]Teacher: Boys and girls I need you to lower your voices.[/TARGET] Teacher: Shhh. Teacher: 3, 2, 1. Teacher: I want all eyes on me.
Teacher: Hey -  Teacher: That's okay. Teacher: Okay.  [TARGET]Teacher: These need to go home today?[/TARGET] Teacher: Okay, thank you. Teacher: Oh, that's fine. Student: [Inaudible].
Teacher: Hey, Student J, since you think you're wrong, let's start with you. Student: [Inaudible]. Teacher: [Inaudible], if you're too far away to pay attention, you really need to come up.  [TARGET]Teacher: I'm letting you sit back there 'cause I know you can see and you guys are focused, but if you're not, you need to move up.[/TARGET] Teacher: Okay. Teacher: So we're gonna start with Student J because Student J said, "I did a fraction but it's wrong." So Student J, okay. Teacher: Let's see.
Teacher: He's already done. Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it.  [TARGET]Teacher: Check it out.[/TARGET] Teacher: Yes. Teacher: [Crosstalk] Teacher: Done?
Teacher: He's doing it. Teacher: He's already done. Teacher: Maybe he's not good.  [TARGET]Teacher: Maybe - oh, [inaudible] check it.[/TARGET] Teacher: Check it out. Teacher: Yes. Teacher: [Crosstalk]
Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder. Teacher: Your group needs you now.  [TARGET]Teacher: Okay, you didn't even have your group name on the paper, yet.[/TARGET] Teacher: [End of Audio].
Teacher: He's the writer. Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder.  [TARGET]Teacher: Your group needs you now.[/TARGET] Teacher: Okay, you didn't even have your group name on the paper, yet. Teacher: [End of Audio].
Teacher: He's working. Teacher: She's working. Teacher: She's thinking.  [TARGET]Teacher: He's doing it.[/TARGET] Teacher: He's already done. Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it.
Teacher: Hi, how are you all doing? Student: Good. Teacher: Now I see you're having a little difficulty, but that's okay.  [TARGET]Teacher: Sweetie, I need for you to pay attention.[/TARGET] Teacher: Okay, let's look. Teacher: You see I have 'Miss H purchased 24 boxes of Jolly Rancher Chews for 69 cents each. Teacher: She gave the cashier $20.00.
Teacher: High five for a moment. Teacher: We just noticed something interesting. Teacher: I need people seated.  [TARGET]Teacher: Thank you so much for following directions.[/TARGET] Teacher: This is what Student D had done. Teacher: Does everybody have that on their paper? Teacher: But can I do that?
Teacher: Hm, that's another strategy that is really good. Teacher: All eyes here. Teacher: All eyes.  [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Oh wow, this is very good strategy too. Student: I wasn't laughing this bad last year. Teacher: Can you stop calling out?
Teacher: Hmm, Student A? Student: A line graph. Teacher: A line graph no we have a table not even a line graph she draw the line graph look like a table.  [TARGET]Teacher: Where they meet and we already talk about this someone [inaudible] we gonna have a good [inaudible] playing too much.[/TARGET] Teacher: So figure out where one line and where one line meet this is a geometry question really it's called something. Student: [Inaudible]. Teacher: But you knew it before [inaudible].
Teacher: Hmm. Teacher: I wonder, I wonder. Teacher: All right, stand up behind your chairs, push your chairs in.  [TARGET]Teacher: Don't move yet.[/TARGET] Teacher: You don't move until I say go. Teacher: If you think this is the answer, you're going to come over here. Teacher: If you think this, 1.2, one and two tenths, is the answer, you're going to go to the back.
Teacher: Hmm. Teacher: Okay, that's what you talked about, right? Student: Yeah.  [TARGET]Teacher: Now, let me go to another group.[/TARGET] Teacher: Let me go to another group. Teacher: Excuse me. Teacher: Now you need to listen.
Teacher: Hmm? Student: I don't - Teacher: Nobody [Inaudible] like no numbers, okay.  [TARGET]Teacher: You said nothing like a computer?.[/TARGET] Teacher: That's why I'm offering a better strategy. Teacher: Your strategy is fine. Teacher: Yes?
Teacher: Hmm? Student: [Inaudible]. Teacher: I don't know.  [TARGET]Teacher: They - I had nothing to do with any of this.[/TARGET] Teacher: And I'm not saying that to be mean. Teacher: I'm saying, I just didn't - she made this promise to people. Teacher: They made the passes out.
Teacher: Hold on Student A isn't here yet she's taking her sweet time. Teacher: Come on sweet time let's go over here. Teacher: Right over here so you're nice and close.  [TARGET]Teacher: You're listening Student M was explaining.[/TARGET] Teacher: What? Student: [Inaudible]. Teacher: Really Student B in the middle of math class?
Teacher: Hold on a minute. Teacher: Can I get your attention so you know what is it that you're going to do? Teacher: Student A?  [TARGET]Teacher: You're not listening.[/TARGET] Teacher: Have a seat. Teacher: Let me tell you what is it that you have to do. Teacher: Okay, this is what you get - this is what you have.
Teacher: Hold on a minute. Teacher: You have to wait. Teacher: Can you hold on a minute?  [TARGET]Teacher: I want you all to listen to me, Student N, and back here, and over here.[/TARGET] Teacher: You're not talking to me. Teacher: You're talking to us, so we need to listen to what our classmates say. Teacher: Does everybody understand?
Teacher: Hold on a moment, okay? Teacher: Yes, you may take a - Teacher: [Crosstalk]  [TARGET]Teacher: Guys that are waving fans, please stop.[/TARGET] Teacher: Okay, please stop because, Student C, I don't see any work on your paper. Teacher: You're busy waving a fan. Student: We're hot.
Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you. Teacher: Student M, stop talking while he's talking. Teacher: Can you turn around completely with your back off the wall?  [TARGET]Teacher: Move to the side so you can see.[/TARGET] Student: [Inaudible]. Teacher: I can do this in my head. Teacher: 9 minus 3 is 6.
Teacher: Hold on just a second, hold on. Teacher: [Crosstalk] Teacher: Excuse me.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: No. Teacher: Don't switch with somebody that has the same color as you, unless you are finished with your five. Teacher: Okay, but we probably shouldn't be standing up in a chair either.
Teacher: Hold on, and this is 1, 2, 3, and this is 1 and 1. Teacher: Each of these are separate - Student C, I know what time we go to lunch. Teacher: Please sit down.  [TARGET]Teacher: Worry about what you're doing.[/TARGET] Teacher: Okay, so count them up again. Teacher: Let's see what you get as your answer. Student: I got 24.
Teacher: Hold on, hold on. Teacher: Let me - let me - stop for a minute. Teacher: Look at Student D's.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now, I'm going to ask a simple question, a simple question to Student D.  Student D, [inaudible] give me your attention. Teacher: Do I have you back? Teacher: Student C, do I have you back?
Teacher: Hold on, honey. Teacher: So right now we're focusing on what Student M saying. Teacher: You're showing props to him, okay.  [TARGET]Teacher: You're listening to him.[/TARGET] Teacher: You're not playing with this. Teacher: So Student M, what can you tell me about using multiplication to solve division? Student: Say you have 12 divided by 3, and you know that it equals 4 because 4 times 3 equals 12.
Teacher: Hold on, let's wait for these guys. Teacher: And they call themselves the smartest. Teacher: [Crosstalk]  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Now, listen, one third, two thirds. Teacher: Can I have one sixth? Student: Yeah.
Teacher: Hold on, look, look, look in here. Student: Can I go to the bathroom? Student: I feel like throwing up.  [TARGET]Teacher: All right, hold on, hold on.[/TARGET] Teacher: We - I have a pencil for people that need to borrow a pencil. Teacher: But listen, can - I'm gonna see if this one can help you, Student F.  Student F.  What we did here. Teacher: We had 24.
Teacher: Hold on, we're getting ready to do it. Teacher: First of all I need for you to just pay attention. Teacher: One thing I'm noticing about you guys is that you're so in a rush.  [TARGET]Teacher: Stop being in a rush.[/TARGET] Teacher: It's okay to take your time on things. Student: Um, I - Teacher: Okay.
Teacher: Hold on. Teacher: Be patient with me. Teacher: Let me find what I'm looking for.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Don't flick your tongue at me. Teacher: That's rude. Teacher: I don't like it.
Teacher: Hold on. Teacher: Do this to be 9. Teacher: Stop.  [TARGET]Teacher: Can you stop?[/TARGET] Teacher: Do this to be - hold on. Teacher: This could be a - this is 10. Teacher: This could be a 5.
Teacher: Hold on. Teacher: Don't flick your tongue at me. Teacher: That's rude.  [TARGET]Teacher: I don't like it.[/TARGET] Teacher: Someone did it when I said hold on. Teacher: Student T, don't flick your tongue at me. Teacher: That's rude.
Teacher: Hold on. Teacher: I'll be right back. Teacher: Count me out 14 tiles, please.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Turn around, hon. Teacher: We're not talking about Just Dance. Teacher: That comes at recess.
Teacher: Hold on. Teacher: Now, let's see. Teacher: Some people - page five.  [TARGET]Teacher: Yes, six.[/TARGET] Teacher: Now, let's look at page five, page five together. Teacher: Student O, yes, page five. Teacher: And some people have done it and it's easy, right?
Teacher: Hold on. Teacher: [Crosstalk] Teacher: [Inaudible].  [TARGET]Teacher: Student E.  Student M, Student M, Student M.  Student M, you're not listening for directions.[/TARGET] Teacher: Listen. Teacher: Student L, good job. Teacher: Student O, thank you.
Teacher: Hold up the peaches. Teacher: Hold up the peach color. Teacher: What is the probability that the peach color can outrank the rest as far as amount?  [TARGET]Teacher: What about the pink one, the peach; excuse me.[/TARGET] Teacher: What about the peach? Teacher: Student T? Student: 2 out of 10?
Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role.  [TARGET]Teacher: These are going to be your role cards that tell you what your job is, today.[/TARGET] Teacher: Take out one. Teacher: You only have one job, okay? Teacher: Put it on your desk.
Teacher: Honey, we will sort it out as soon as Student C gets back, but he is not here. Teacher: So I can't go pull him out of science, right? Teacher: Relax.  [TARGET]Teacher: I will take care of it.[/TARGET] Teacher: Roll the dice three times. Teacher: Three digit up top, then two digit number on the bottom, then you can check it with a calculator. Teacher: 62.
Teacher: Honey, you're gonna need to sit down because you walk in front of that every time. Student: I was [inaudible]. Teacher: I know, but you're gonna have to not walk in front of it.  [TARGET]Teacher: We don't wanna be videoed again because something went wrong with it.[/TARGET] Teacher: All right. Teacher: Then we're moving on. Teacher: Converting decimals to fractions.
Teacher: Hopefully you have a little bit of extra room on your paper. Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them.  [TARGET]Teacher: Student D, you and I have already talked several times today.[/TARGET] Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5 Teacher: Important information, we want to make two-pound boxes.
Teacher: Hopefully you'll have a buddy to work with. Teacher: But think about what we did yesterday. Teacher: Hopefully you practiced your flip book yesterday and did your homework appropriately, and then you'll be good to go.  [TARGET]Teacher: So I'm gonna put them face down, no peeking, no cheating.[/TARGET] Teacher: You might be able to see through a little bit. Teacher: [Crosstalk] Teacher: I tried to mix these up, so hopefully no peeking, no peeking, no peeking, and if you weren't here yesterday you might need to have someone help you a little bit.
Teacher: Hot bath, 40 degrees Celsius and 104 degrees Fahrenheit. Teacher: 104 degrees Fahrenheit. Teacher: You want the bath hot.  [TARGET]Teacher: If you get them both right, take them off.[/TARGET] Teacher: You aren't doing a lot of moving around. Teacher: I asked you to take them both off if you got them right. Teacher: You all are turning them upside down.
Teacher: How [inaudible] 75? Teacher: Do the fraction first before [inaudible]. Teacher: Student A, please get out of that chair.  [TARGET]Teacher: Student M - I'll run over H.  I don't think you were paying attention but then you did it, right?[/TARGET] Teacher: That's what Student A [inaudible]. Teacher: Got number 13? Teacher: So what did you add up?
Teacher: How about that. Teacher: Now today what we're going to do is just like I said, we're going to review for the two and three digit multiplication test tomorrow. Teacher: So close your practice workbooks, because I want to review for the first part of the class, and then we'll go over our homework, the ones that did the homework.  [TARGET]Teacher: Student J, no, you've got to sit down.[/TARGET] Teacher: What I'm going to do is put you in groups of four and we're going to play a little game. Teacher: The little game you're going to play has to do with the problems on page 162. Teacher: So open up your books to page 162.
Teacher: How about this one? Teacher: We have an improper fraction. Teacher: This number has been switched over.  [TARGET]Teacher: Sit straight up.[/TARGET] Teacher: If you sit flat on this rug, I will let you hear your voice. Teacher: Student C, estimate this. Student: What I did was I brought three fourths up - I rounded the three fourths up to 1, and then I rounded down the four thirds to 1.
Teacher: How about we just do this? Teacher: All right, I don't [Inaudible]. Teacher: This is math class.  [TARGET]Teacher: We're not at recess.[/TARGET] Teacher: Stop. Teacher: All right, what is the next problem? Multiple Students: Three divided by 219.
Teacher: How are they labeled? Teacher: What does that 33 stand for? Student: [Inaudible].  [TARGET]Teacher: Can anyone help Student M?[/TARGET] Teacher: What does 33 stand for? Student: The number sold. Teacher: The number of-
Teacher: How are we gonna be able to get to the point where we can either write a letter saying, "Dear Mr. Sun-maid, you are ripping us off, and this is how we know."  Or "Dear Mr. Sun-maid, I am impressed with how well you pack your raisins."  How are we gonna get to that point? Teacher: How will we get there? Student: Evidence.  [TARGET]Teacher: I love - look at these hands.[/TARGET] Teacher: Student T.   Student: Evidence. Teacher: And how will we get that evidence?
Teacher: How are you all doing? Teacher: Remember, each person's different, then you're going to compare. Teacher: Just don't do it, because you're supposed to be working.  [TARGET]Teacher: That's what you need to do.[/TARGET] Teacher: You need to put what color it is, otherwise there aren't that many there. Teacher: Look at these again. Teacher: What number is circled?
Teacher: How are you doing, Student B? Student: Good. Teacher: A is done?  [TARGET]Teacher: Okay, then let's go.[/TARGET] Teacher: B. Teacher: Come on. Student: I'm trying to think of one.
Teacher: How are you doing? Student: Good. Teacher: Good?  [TARGET]Teacher: What are you talking about?[/TARGET] Student: [Inaudible]. Teacher: Student R knows more than me lately in terms of absences in this classroom. Student: She told me.
Teacher: How are you going to get that from that? Teacher: Add that together and see if you're going to get $20.00. Teacher: Think about it.  [TARGET]Teacher: Student S, I need you to move over here, please.[/TARGET] Teacher: Could you sit right here? Teacher: Ten, nine, eight, seven, six, five, four, three, two, one. Teacher: Okay, let's open up - give me your paper.
Teacher: How did we find an equivalent fraction when we were adding? Teacher: Let's say we had ... we had one-fifth, and we wanted to get - go sit down and stop it. Teacher: Did I tell you to touch those?  [TARGET]Teacher: Then don't touch them.[/TARGET] Teacher: Sit down. Teacher: How did we find an equivalent fraction when we were adding? Teacher: What did we do right here?
Teacher: How did you figure out what percent of M&Ms were blue? Teacher: What did you have to know? Teacher: Student J, what did you have to know?  [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: Yes, but what information did you have to have? Teacher: You know what?
Teacher: How did you get 112 here by multiplying 20 times 6? Teacher: Student C, are you done? Student: Yes.  [TARGET]Teacher: Okay, I have something for you.[/TARGET] Teacher: I want you to check this. Teacher: This is not correct. Teacher: I'm coming.
Teacher: How did you know? Student: 8 times 3 is 24. Teacher: I put the 8 there and subtract again.  [TARGET]Teacher: Stay with us, sweetie.[/TARGET] Teacher: I'd bring down - brother said bring down - then I do it all over again. Teacher: How many times does 3 go into 3? Multiple Students: 1.
Teacher: How did you know? Student: I just guessed. Teacher: Don't guess.  [TARGET]Teacher: I want you to start the math.[/TARGET] Teacher: Do 32 times 10. Teacher: Mm-hmm. Teacher: Where did you get the nine?
Teacher: How do I know that you're listening to me? Teacher: You're looking at me. Teacher: So I only have three of you in front of me, and I only had one person looking at me, okay?  [TARGET]Teacher: So please make sure if I'm talking, you're looking at me.[/TARGET] Teacher: If Student R is talking, we look at Student R.  If Student Z is talking, we look at Student Z, and if Student T is talking, we look at Student T.  It's not enough that you're nice and quiet. Teacher: The other part is yes, Student Z. Teacher: You have to look at the person talking.
Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay?  [TARGET]Teacher: You both had the same answer, which cracks me up.[/TARGET] Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine. Teacher: You're fine.
Teacher: How do we break this number, 29 times 6? Teacher: What do you want to break it into? Teacher: What do you want to?  [TARGET]Teacher: We're not playing now.[/TARGET] Teacher: We're looking at this. Teacher: What do you want to break this into? Teacher: Student J, add up this.
Teacher: How do we know those aren't right? Teacher: Stop. Teacher: I said hands-up for a reason, because I don't want you fussing with stuff.  [TARGET]Teacher: I want you listening.[/TARGET] Student: Because ... because six-eighths can go ... can only go - I mean, six can go - only go into eight once it - one [inaudible]. Student: One equals [inaudible] and [inaudible]. Teacher: No.
Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question. Teacher: How do you multiply a fraction by a fraction.  [TARGET]Teacher: Everybody should have a white sheet of paper.[/TARGET] Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one. Teacher: I want you to write one fourth times two thirds on your paper. Teacher: You should have your essential question, how do you multiply a fraction by a fraction.
Teacher: How do we say this one? Teacher: Nine fourths, and this one? Teacher: One and one fourth.  [TARGET]Teacher: So we want to use these terms and these - Student L, I would really like to have your attention.[/TARGET] Teacher: Use these landmarks to compare these two fractions. Teacher: Work on that with your partner. Teacher: You guys should be talking with each other.
Teacher: How do you do that? Student: Two times three to get six. Teacher: What?  [TARGET]Teacher: All right, stop.[/TARGET] Teacher: Hands down. Teacher: Everybody, I want you to pay close attention because we're gonna answer these together. Teacher: Turn around.
Teacher: How do you find the area of a shape? Teacher: How do you find the area of a shape? Teacher: Turn to your neighbor and whisper how you find the area.  [TARGET]Teacher: You better not [inaudible] an ear or two.[/TARGET] Teacher: You whisper to her. Teacher: That's not it. Teacher: You got some notes on area in your book?
Teacher: How do you find the mean? Teacher: What do you have to do? Teacher: You need a pencil.  [TARGET]Teacher: Stop writing with markers.[/TARGET] Teacher: Put that highlighter up. Teacher: Right there on my desk. Teacher: How do you find the mean?
Teacher: How do you go from one set type of number to another? Student: I got it. Student: [0:43:00]  [TARGET]Teacher: Don't say, I got it.[/TARGET] Teacher: Thumbs up. Teacher: It's not correct. Student: Help me [inaudible]
Teacher: How do you know something's in millimeters? Teacher: How do you know something's in millimeters? Teacher: I have one question.  [TARGET]Teacher: Why isn't everybody's hand isn't raised.[/TARGET] Teacher: How do you know it's in millimeters? Teacher: Student L? Student: Two M's.