stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Thank you. Teacher: You can have a seat. Teacher: Thank you.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: When you're done, I'm taking your markers. Teacher: Thank you. Teacher: Student J, have a seat, Student J.
Teacher: Thank you. Teacher: You got it. Teacher: Give me 5, 4, 3, 2, and 1.  [TARGET]Teacher: Pick your nose.[/TARGET] Teacher: [Laughter]  We have written down our thinking. Teacher: I'm going to show you the first student's thinking about this problem. Teacher: What do we know so far, Student K?
Teacher: Thank you. Teacher: You want to stand? Teacher: We're not talking.  [TARGET]Teacher: That's a bad habit you've gotten into the last couple of weeks and I'm not going to tolerate it.[/TARGET] Teacher: In front of us we have a sheet on parameters and what we are going to be reviewing today and every day will be a different topic in our guided math group, is parameter, area, and volume is our review topic for today. Teacher: The directions on the top of your first page say find the parameter of each shape by using a centimeter ruler. Teacher: Do we all have one of those in front of us?
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.  [TARGET]Teacher: You don't need to put it away.[/TARGET] Teacher: Do you remember the case we were talking about Mc Donald's? Multiple Students: Yes. Teacher: And how Mc Donald's wanted to what - what would you want it to do?
Teacher: Thank you. Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading.  [TARGET]Teacher: Who can read part two?[/TARGET] Teacher: You've already done number one. Teacher: Read, and re-read. Teacher: Who can read part two?
Teacher: Thanks for your patience. Teacher: Thank you for your patience. Teacher: I'm going to get this going.  [TARGET]Teacher: This shuts down.[/TARGET] Teacher: Just give it a second. Teacher: There you go. Teacher: All right.
Teacher: Thanks, Student E.  Student B, I don't think that that's what the assignment is. Teacher: You need to go change your [pen] and be focused yourself. Teacher: That's not what the assignment is.  [TARGET]Teacher: You're off-task.[/TARGET] Teacher: You guys have about five more minutes at the center that you're at now and then we'll switch. Teacher: I lost track of time, so we'll do one more minute from now. Teacher: You guys have lots going into the middle, which is good 'cause there's lots of similarities.
Teacher: Thanks. Teacher: All right, now, listen. Teacher: May I have your attention - attention again?  [TARGET]Teacher: Student K, need your attention.[/TARGET] Teacher: The day before, this is what we did, and that's why we'll revise it on the poster. Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this. Teacher: But we're gonna do it for a group, all right?
Teacher: Thanks. Teacher: Good job. Teacher: You did a good job, guys.  [TARGET]Teacher: Can it go further up?[/TARGET] Teacher: That's it. Teacher: Thanks. Teacher: All right, now, listen.
Teacher: Thanks. Teacher: This is not your job. Teacher: Thank you very much.  [TARGET]Teacher: Whose is this?[/TARGET] Teacher: Girls, have you got it added? Teacher: Then we're not talking. Teacher: Student B, you're not helping Student H at all.
Teacher: That can't possibly be right. Student: Mr. H - see, look. Teacher: All right, let me just see what you have.  [TARGET]Teacher: Let's see what you guys have.[/TARGET] Teacher: [End of Audio]
Teacher: That cup needs to be put away, now. Teacher: Then I want to trace. Teacher: Student N, thank you for staying quiet while my back was turned to you.  [TARGET]Teacher: You know, that's my favorite rule in the classroom.[/TARGET] Teacher: I'm going to label this as 21 groups of 7. Teacher: We talked about 21 groups of 7 sometimes being a difficult problem to solve. Teacher: We will take that 21 and break it apart into our tens and ones.
Teacher: That doesn't matter. Teacher: It sounds the same. Multiple Students: [Crosstalk].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Let's watch Student T.  All right, so she has two-thirds as the greatest. Teacher: [Student working on problem]. Multiple Students: [Crosstalk].
Teacher: That extra answer sheet. Teacher: Write the name of your group at the top. Teacher: So, group one.  [TARGET]Teacher: Group two.[/TARGET] Teacher: Group three. Teacher: Group four. Teacher: Whatever you guys are.
Teacher: That extra one that you had. Teacher: That extra answer sheet. Teacher: Write the name of your group at the top.  [TARGET]Teacher: So, group one.[/TARGET] Teacher: Group two. Teacher: Group three. Teacher: Group four.
Teacher: That goes nowhere. Teacher: 0 on the X axis and 0 on the Y axis. Teacher: 0,0.  [TARGET]Teacher: So I'm hearing some outside conversations I should not here.[/TARGET] Teacher: Student K, have a seat. Teacher: Good job, Student S.  I'm going to wait until everyone has a seat. Teacher: Go ahead.
Teacher: That goes to the camera. Teacher: All right, you're going to copy those down and then we're going to talk about them. Teacher: Then you're going to do a hunting activity.  [TARGET]Teacher: You're not going hunting.[/TARGET] Teacher: Well, you are going hunting. Student: We are? Teacher: Sh.
Teacher: That has to be shaded in this way. Teacher: One fourth horizontally. Teacher: There you go.  [TARGET]Teacher: Have you shaded, Student K?[/TARGET] Teacher: Okay, shade in one fourth, Student R.  Student Q, do you have yours one fourth? Teacher: Folding it in half, folding it in half again. Teacher: You're getting fourths.
Teacher: That help people get a better score on these open responses. Teacher: Please put your name on this paper, also. Teacher: [Handing out papers].  [TARGET]Teacher: And again, this is going to be a paper that stays in your green math folder forever.[/TARGET] Teacher: Shh. Teacher: So, please take one and read it to yourself silently. Teacher: Student C?
Teacher: That is a polygon, and we know that these are polygons because we can define them. Teacher: We can define by the number of sides, which is the next part of the definition. Teacher: Who can read the next part of the definition for me?  [TARGET]Teacher: Student A, loud and proud for me.[/TARGET] Student: [Inaudible]. Teacher: No. Teacher: We didn't read the second part of the definition.
Teacher: That is a very good connection. Teacher: If it's open, the electricity can't keep flowing. Teacher: If it's open, our mouse can't keep traveling, right?  [TARGET]Teacher: It's got to be closed.[/TARGET] Teacher: All right. Teacher: Now last thing. Teacher: Last thing.
Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers. 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.[/TARGET] Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions.
Teacher: That is not fair to your classmates. 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.  [TARGET]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. Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy? Multiple Students: 5
Teacher: That is the essence of working together, so the two of you can share ideas. Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven?  [TARGET]Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps.[/TARGET] Teacher: You erase everything that you have now and go to question eight. Teacher: I want A to lead the discussion. Teacher: [Crosstalk]
Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead.  [TARGET]Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes.[/TARGET] Teacher: Class, get ready to begin. Teacher: You're gonna three minutes. Teacher: [Students silently working]
Teacher: That is your homework for today. Student: Of you finish it up, then - Teacher: Excuse me.  [TARGET]Teacher: You're not talking in three, two, one, zero.[/TARGET] Teacher: Everybody should be working this problem out. Multiple Students: [Inaudible] Teacher: [Inaudible]
Teacher: That means I'm asking Student K if she took it off of my desk to give it to Student K then give it to Student D.  That's what I meant. Student: Oh, I [inaudible]. Student: [Inaudible].  [TARGET]Teacher: I was trying to be funny, but you guys aren't getting it.[/TARGET] Teacher: Okay. Teacher: Once you've written down what you learned, tell your partner. Teacher: Tell your partner what you learned.
Teacher: That means that you - I can at least see what steps you know and what steps you don't know. Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay?  [TARGET]Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay?[/TARGET] Teacher: You have to at least try. Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know.
Teacher: That means we would have 12 pages of factors to start putting it somewhere in this room. Teacher: Today Student K and Student T are going to be partners. Teacher: Student J and Student T.  Student J and Student K.  We're not going anywhere yet, guys.  [TARGET]Teacher: That's not helping other people.[/TARGET] Teacher: Student H and Student N.  Student J, we're not going anywhere yet. Teacher: Student E and Student M.  Student B and Student K.  Our animals will get moved eventually because obviously we're going to be using a lot of tables here. Teacher: We're probably going to play this game - I'm probably going to time you for about 17 minutes and see where we end up.
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. 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.[/TARGET] Teacher: I will know immediately when things have changed. Teacher: Okay. Teacher: So I'm going to give you guys a minute for this, and you may begin.
Teacher: That means you have a key with three colors. Teacher: That tells me which ones represent what, right? Teacher: That should be enough, Student C, because you're going to need a title too.  [TARGET]Teacher: I would not start with a marker yet.[/TARGET] Student: But when we go to [Inaudible] the bar. Teacher: You're not going to have enough. Teacher: I don't know if the markers will last.
Teacher: That means you have to answer this question in order to go to special. Student: Sorry, Mama. Student: It's got to be right, too?  [TARGET]Teacher: I need everybody in their seats.[/TARGET] Teacher: In five, four, three, two -  Student: Student C. Teacher: One.
Teacher: That means you're going to have to decide the colors of each, right? Teacher: Each of your bars. Teacher: All right.  [TARGET]Teacher: Let's figure this out to each other as partners.[/TARGET] Teacher: She's not going to sit here and talk to herself. Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55?
Teacher: That one could have gone like that. Teacher: Writing would be for the three digit ones too. Teacher: Another one, because I was actually finished just before Student B was.  [TARGET]Teacher: I didn't call it out.[/TARGET] Teacher: Let's start again. Teacher: Now try that. Student: 2 times 70.
Teacher: That probably sounds like a foreign language to you. Teacher: What you're gonna do is take the numbers - and you'll see as we go - you're gonna be able to add them up and figure out which figure it goes with - which object. Student: [Inaudible].  [TARGET]Teacher: Is it because I'm over there or because I moved?[/TARGET] Student: [Inaudible]. Teacher: You blocked your ears. Teacher: Okay.
Teacher: That should be enough, Student C, because you're going to need a title too. Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar.  [TARGET]Teacher: You're not going to have enough.[/TARGET] Teacher: I don't know if the markers will last. Student: [Inaudible]. Teacher: Okay.
Teacher: That should be the first thing you do. Teacher: I'm gonna have everyone play about three rounds, and then we're gonna meet on the rug, and then I'm gonna give you another set of directions. Teacher: Student N you need to be sitting up.  [TARGET]Teacher: You need to be ready and attentive.[/TARGET] Teacher: Do you know what that means? Student: No. Teacher: Focused.
Teacher: That was an interaction. Teacher: I don't care if it was talking. Teacher: I don't care what it was.  [TARGET]Teacher: It was some kind of interaction that had you off-task, and him.[/TARGET] Teacher: We can rewind and play the tape if you want to. Student: Okay. Teacher: You want to do that?
Teacher: That was really, really good, and you can see that she followed all the steps. Teacher: There was no step that she left out, and it was not surprising that she was able to get the answer right. Teacher: Now, everybody, we go back now to the first question that I put on the board.  [TARGET]Teacher: I know some of you got it right and we'll just quickly do that.[/TARGET] Teacher: Excuse me. Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody. Teacher: [Crosstalk]
Teacher: That was the hardest one to make. Teacher: Go ahead and have a seat. Teacher: Student A, come with partner.  [TARGET]Teacher: Student E, put that back please.[/TARGET] Teacher: Student A has this word, cone, and Student A has - it looks like it can be a teepee or an ice cream cone. Teacher: Do they match? Multiple Students: Yes.
Teacher: That was their original turn and they got it wrong. Student: We didn't get a turn. Teacher: You're going to get it now.  [TARGET]Teacher: Stop the singing.[/TARGET] Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems.
Teacher: That was very good. Teacher: All right Student A, your group. Teacher: Can you guys be nice and loud for me?  [TARGET]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. 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.
Teacher: That way it's easier. Teacher: Student C, will you sit here? Teacher: Here, you want to sit there?  [TARGET]Teacher: She's giving you her seat.[/TARGET] Teacher: Okay. Student: I got it. Student: I'm fine.
Teacher: That would be a great example. Teacher: The tiles, you guys already kind of talked about that. Teacher: [Video plays]  [TARGET]Teacher: Move, Student K.  Does everybody understand that?[/TARGET] Teacher: Eyes up on there. Teacher: Student L, turn your body around, please. Teacher: Eyes up on there.
Teacher: That would be great. Teacher: You could also say, "If one block weighs ten pounds, then one ball weighs blank pounds."  If you wanted to include the top part, okay? Teacher: What is the total number of blocks needed to balance six balls?  [TARGET]Teacher: Who can turn that part around?[/TARGET] Teacher: The question is, what is the total number of blocks needed to balance six balls? Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer. Teacher: Student S?
Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those.  [TARGET]Teacher: Multiply them.[/TARGET] Teacher: You're using a decimal. Teacher: I need for you to multiply. Teacher: Please put the decimal in front of those and multiply them.
Teacher: That would help. Teacher: Write out your problem that goes with number three. Student: Can we continue on the back?  [TARGET]Teacher: Yeah, you can continue on the back.[/TARGET] Teacher: You should be close to being done. Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one?
Teacher: That's 10, 20, 30, 40, 50. Teacher: Sit down please. Student: [Inaudible]  [TARGET]Teacher: Sit down please.[/TARGET] Teacher: 10, 20, 30, 40, 50, 60, 70 and then half of that one, that would be 75 over - Student: I don't get this. Teacher: Do you get it?
Teacher: That's a lot of people coming to see you. Teacher: So I thought it would be best if maybe she could reschedule. Teacher: We have to stop.  [TARGET]Teacher: They have a lockdown drill.[/TARGET] Teacher: The emergency management team just came so - Teacher: Great. Teacher: Okay, that's fine.
Teacher: That's a total of 121 students that were put on teams. Teacher: Student M, that's enough? Student: Mm-hmm.  [TARGET]Teacher: Are you listening and looking?[/TARGET] Teacher: Did you tell me there's 154 students? Teacher: If we put 11 teams of 11, that's only 121 students that have been put into teams. Teacher: Did we put them all on teams?
Teacher: That's all right. Teacher: It's not about the drawing right now. Teacher: Two trapezoids equals one hexagon.  [TARGET]Teacher: We would also say one half plus one half equals - stop calling out and think.[/TARGET] Teacher: Can you see? Teacher: One half plus one half, yes, it equals one whole, but what's another way to say that? Teacher: Student C?
Teacher: That's an equation. Teacher: See this? Teacher: They're writing a word problem.  [TARGET]Teacher: Turn and face him.[/TARGET] Teacher: What are you guys going to talk about? Student: [Inaudible]. Teacher: You can write on the other page, the next page.
Teacher: That's disappointing. Teacher: You're not trying hard. Teacher: She has a loopy loop.  [TARGET]Teacher: Did he apologize?[/TARGET] Teacher: Did she ask him to apologize? Teacher: I don't see loopy loops. Teacher: We're in a hurry.
Teacher: That's easier to figure out than this one where we're adding one, and then adding three, then adding five. Teacher: Not only does it increase, but it also changes each time it increases. Teacher: Do you see the difference between the two?  [TARGET]Teacher: Are you with me, or am I talking like a mad scientist?[/TARGET] Teacher: Because you totally checked out. Teacher: Do you hear what I'm saying? Teacher: That's what I saw.
Teacher: That's fine. Teacher: Three. Teacher: [Crosstalk]  [TARGET]Teacher: Sh.[/TARGET] Teacher: We're watching Student T, right? Teacher: Mm-hmm. Teacher: All eyes here.
Teacher: That's five whole numbers. Teacher: Now one third plus two thirds. Teacher: What would that be?  [TARGET]Teacher: Let's go to the rug, quietly, please.[/TARGET] Teacher: Bless you. Teacher: Hello? Teacher: Sit anywhere.
Teacher: That's good. Teacher: I like that one. Student: I helped her.  [TARGET]Teacher: But you didn't say anything.[/TARGET] Teacher: Okay, which one? Teacher: We're gonna go back and Student S wants to explain number 10. Teacher: Or nine?
Teacher: That's just asking for trouble. Teacher: Let's do something old and something new so I can go mediate this group. Teacher: Where are you supposed to be, honey?  [TARGET]Teacher: We're not doing this right now.[/TARGET] Teacher: You can't just accuse someone. Teacher: I will talk to him later. Teacher: He's not in the room right now, so we're going to let it go.
Teacher: That's kind of the point. Teacher: Okay. Teacher: That's you not paying attention.  [TARGET]Teacher: Come on, Student A.  I'll get you a tissue.[/TARGET] Teacher: Sit down. Student: [Inaudible] Teacher: Not yet.
Teacher: That's not how to do it. Teacher: Everybody stop. Teacher: Let's read at the same time.  [TARGET]Teacher: Come to play.[/TARGET] Teacher: Come to this side. Teacher: When you do the first one - come right here. Teacher: Everyone's playing.
Teacher: That's not what we're talking about now. Student: [Inaudible]. Teacher: So where do you do 87 plus 87?  [TARGET]Teacher: I gave you something to do.[/TARGET] Teacher: I want you to break this number apart. Teacher: There's your number. Teacher: What are you going to do here?
Teacher: That's not what we're talking about. Teacher: Let's do this. Student: Can I ask a question?  [TARGET]Teacher: Yes, you may.[/TARGET] Student: Can the camera bounce on to the board? Teacher: Yes. Teacher: You have a very good start.
Teacher: That's not what you're doing now. Teacher: You know what? Teacher: I'm giving everybody a choice.  [TARGET]Teacher: If this math is not done, we're not going out for recess.[/TARGET] Teacher: Do your math. Teacher: You know what to do. Teacher: Leave him.
Teacher: That's okay. Student: [Inaudible] Teacher: [Do we] need to relax?  [TARGET]Teacher: He just needs his own space, 'cause if he doesn't sit by himself, then he talks all day long.[/TARGET] Teacher: Like, yeah, he needs [inaudible]. Teacher: Yeah. Teacher: [Laughter]
Teacher: That's okay. Teacher: I just want to make sure you guys finish it. Teacher: Nope, I'm going to do it on the board.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Student C, did you get the answer? Teacher: Sit up nice and tall. Teacher: Student G, did you get the answer?
Teacher: That's okay. Teacher: You tried. Teacher: Remember, the rule was to work for each line.  [TARGET]Teacher: So now let's see if the Blue Wolves can come up and help us.[/TARGET] Teacher: 3, 2, 1. Teacher: If you feel like they are not listening to you, respecting you- Student: They're trying to say that they're trying to help me and they're not.
Teacher: That's one, but we're trying to find ones with two different fractions, not the same. Teacher: Student J, come on up and draw yours right here. Student: [Inaudible]  [TARGET]Teacher: Yep, whichever one you want.[/TARGET] Teacher: Let me see what you've got. Teacher: Let me look at your paper, darling. Teacher: Draw this one.
Teacher: That's perfect. Teacher: And they're not gonna look exactly like they look in the picture. Teacher: What you can do - where's that marker?  [TARGET]Teacher: Please wait.[/TARGET] Teacher: Why did you give him the marker? Teacher: What number was yours, Student J? Student: Nine.
Teacher: That's problem D.  That's a mistake. Teacher: Let's do these problems, quickly. Teacher: Sit down, please.  [TARGET]Teacher: I would appreciate it if you would go to what I asked you to do, please.[/TARGET] Teacher: It's problem D in your book. Teacher: Problem D in your book. Teacher: Please put that down and let's go.
Teacher: That's rude. Teacher: I don't like it. Teacher: Someone did it when I said hold on.  [TARGET]Teacher: Student T, don't flick your tongue at me.[/TARGET] Teacher: That's rude. Teacher: I'm trying to find something and since I can't answer your question or whatever you need right now at this minute doesn't mean you can flick your tongue at me. Teacher: I will be with you in just a second.