stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: So Student A's score would be two. Teacher: So for that round we actually tied, which actually worked out perfectly. Teacher: So your goal for this game is to place as many cards as you can.  [TARGET]Teacher: Please don't do that.[/TARGET] Teacher: The round is over when neither you or your partner, when you can't place anymore cards. Teacher: Your  score is the number of cards you have left in your hand. Teacher: Everybody understand how to play?
Teacher: So Student D is figuring out how many thirds there are in 4 wholes. Teacher: So you're multiplying 3 times 4 and you get how many thirds? Student: I forgot how I did it on my paper.  [TARGET]Teacher: You should have brought your paper up.[/TARGET] Student: I know. Student: [Crosstalk] Teacher: 1 equals 3 over 3.
Teacher: So Student I, I need you to really pay attention. Teacher: Do you understand that? Teacher: I need you not to worry about what your neighbor's done; I need you over here.  [TARGET]Teacher: Do we understand that?[/TARGET] Student: Got you. Teacher: Got you. Teacher: Okay, let's rock and roll.
Teacher: So Student J, and Student J, how did you guys sort your shapes? Student: We done by triangles, squares, and some rectangles. Student: Triangles.  [TARGET]Teacher: And you as classmates, group five, should be eyes over here.[/TARGET] Teacher: Why are you touching your shapes right now? Teacher: Why are you still touching your shapes? Student: [Inaudible].
Teacher: So Student K, can you step outside? Student: Okay. Teacher: And, Student D, can you step outside?  [TARGET]Teacher: I'm busy right now.[/TARGET] Teacher: You have to raise your hand. Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible].
Teacher: So Student S, can you quickly finish the rest of that because we want to talk about it. Teacher: So if you finish that up, we'll be able to talk about your problem. Teacher: Student F, I don't believe that you did anything wrong in standing up.  [TARGET]Teacher: I don't think you have a big issue.[/TARGET] Teacher: We just want to find a way that we can sit and work. Student: I want to leave this school. Teacher: Come here for a second.
Teacher: So Student T said add these two numbers together, so let's do it. Teacher: Let's, meaning you and me, meaning not just me. Teacher: It means that I also want you to do this with me.  [TARGET]Teacher: I don't want to be the only one up here doing work.[/TARGET] Teacher: See what I just did? Teacher: Do it. Teacher: Add those two numbers together.
Teacher: So Student W is gonna tell us one more time nice and loud. Student: The weight in pounds of one ball is or equals. Teacher: Yes.  [TARGET]Teacher: The weight-everybody's writing it under A, sit correctly the last time I'm gonna ask you Student L sit correctly in your chair.[/TARGET] Teacher: Underneath A you're writing the weight in pounds of one ball is. Teacher: But we don't know that yet so we're not finishing our sentence yet okay? Teacher: Did everybody do that?
Teacher: So [Inaudible] will just be like you what you got attitude for you don't have no attitude? Student: But I raised my hand. Teacher: I'll pay you no mind.  [TARGET]Teacher: I'm still talking about that 12.[/TARGET] Student: I should have got that in my book and I said it. Teacher: I heard you whispering but then I promise Student J walk around here nobody else had their hand up. Teacher: Then timidly, timidly you were like so by then I was like don't nobody know the answer.
Teacher: So a mixed number is basically a number that has a whole number in addition to, what, a fraction. Teacher: At this time everybody should start writing and everybody should be listening right now. Teacher: Student D, you have the time.  [TARGET]Teacher: You look at the time.[/TARGET] Teacher: You should stop me at 15 minutes. Teacher: So we have the standard and, as I was saying, a mixed numbers is basically a number that has a whole number and a fraction. Teacher: You have a proper fraction.
Teacher: So again, we just looked at the graph - a picture graph, we had the multiples of what? Student: Three. Teacher: Student, what are the multiples on the picture graph?  [TARGET]Teacher: You were not here for that.[/TARGET] Teacher: Student S? Student: Three. Teacher: It was multiples of three.
Teacher: So area for this particular circle? Teacher: Area equals three point one four times? Student: Times five.  [TARGET]Teacher: Please stay with me.[/TARGET] Teacher: What is R? Teacher: All I'm doing is substituting for R. Student: 3.14.
Teacher: So at this time, everybody, you move to the front. Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise]  [TARGET]Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on.[/TARGET] Teacher: I don't see any skirts right now in the class. Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question.
Teacher: So before you do it on your board, I will do one as a whole group so we get some practice, and then you'll do it on your board. Teacher: I need all markers down. Teacher: White boards down.  [TARGET]Teacher: I need you focused up here.[/TARGET] Teacher: How many of you think you can do this speed math with me? Teacher: Get ready. Teacher: I have 3 point 24.
Teacher: So cause of took too long to get into the rows, effect? Teacher: There wasn't enough for them? Teacher: It's a picnic.  [TARGET]Teacher: I'd be mad at him.[/TARGET] Teacher: That picnic looked yummy. Teacher: Okay. Teacher: So remember when you're dividing that there's labels, there's specific vocabulary words for the parts, right?
Teacher: So click two ninths. Teacher: Good. Teacher: Thank you.  [TARGET]Teacher: Click the arrow, please.[/TARGET] Teacher: [Video plays] Teacher: So now we have one third times three fourths. Teacher: That's what you should be writing, one third times three fourths.
Teacher: So denominators are the bottom number. Student: [Inaudible] Teacher: And last objection.  [TARGET]Teacher: Student J, nice and loud.[/TARGET] Student: [Orderly] explain and defend solutions to [inaudible] using key vocabulary. Teacher: Vocabulary. Teacher: So what does that mean about I want you to defend your solution?
Teacher: So do that now on our paper. Teacher: One is going to be a four. Student: One is going to be a four?  [TARGET]Teacher: Do not take that from someone else's desk.[/TARGET] Teacher: What do you do? Teacher: Now to make a whole number using my denominator, what's that going to be? Teacher: In order for me to get a whole number using my denominator?
Teacher: So do that. Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down.  [TARGET]Teacher: Pencils down.[/TARGET] Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you. Teacher: Student D, Student M, I don't appreciate the talking.
Teacher: So don't just say, "Take the yellow shape and do da, da, da."  You'll understand once I show. Teacher: Which one of you two want to be my guinea pig? Teacher: Student B, up.  [TARGET]Teacher: You two to your seat.[/TARGET] Teacher: I'm going to tell you when I put you with your partner who's going to do what. Teacher: I am going to model the directions. Teacher: Student H has to do what I say.
Teacher: So don't waste your time making a graph here and then making a graph here. Teacher: I don't think Student S is by herself, is she? Teacher: You have 15 minutes.  [TARGET]Teacher: I don't think we should be wasting time right now.[/TARGET] Teacher: Your plan should be here. Teacher: You might want to look up there first, right? Teacher: What do you notice?
Teacher: So each one of these boxes is one, but we can represent that as the fraction 4 over 4. Teacher: Do you agree? Student: Yeah.  [TARGET]Teacher: Do you agree that we can represent one whole - you've got to be down so people can see you.[/TARGET] Teacher: [Crosstalk] Teacher: One whole would be the same as saying 4 over 4. Teacher: Now we have how many wholes?
Teacher: So eight can go into nine one time. Teacher: That's a whole. Student: And then you have one more eighth left over.  [TARGET]Teacher: Turn around.[/TARGET] Student: And you have one more eighth left. Teacher: One more eighth left. Teacher: Okay, you got that?
Teacher: So every one of them is the same? Teacher: He's not even done. Teacher: How could it be the same?  [TARGET]Teacher: You guys need to talk to him.[/TARGET] Teacher: [Crosstalk among students] Teacher: All right, hold onto it. Teacher: Hold onto it.
Teacher: So everybody in your seat. Student: I thought you said stand behind your seat. Teacher: Stand behind your seat.  [TARGET]Teacher: Thank you, Student E.  Student H, Student M, can I have your papers?[/TARGET] Teacher: Stand behind your seat. Teacher: [Crosstalk] Teacher: All right, listen up.
Teacher: So excuse me for a moment. Teacher: I don't want you to use those. Teacher: Put that on top just like that, then write your questions and your sentences, and draw a picture.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Are you going to let Student A have a chance to write too? Student: Yes. Student: She's doing the second one.
Teacher: So fluid, meaning the liquid in there. Teacher: Fluid ounce. Teacher: You guys can pass it around.  [TARGET]Teacher: Just don't take any.[/TARGET] Teacher: Okay? Teacher: So fluid ounce. Teacher: That's another one that we're going to discuss briefly, but the four major ones that we're going to talk about.
Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet. Teacher: For you, Student T, that means a call is going home.  [TARGET]Teacher: It has nothing to do with the team.[/TARGET] Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2.
Teacher: So from greatest to least, I -  Student: [Inaudible]. Teacher: Student L, I do not want people calling my name and holding a book up, like that.  [TARGET]Teacher: I don't want that.[/TARGET] Teacher: Okay, do not do that, please. Teacher: If I come around and I check on somebody that doesn't mean that I want other people to run over to me and show me. Teacher: If you want to know if you did this right, you'll pay attention when we talk about it, okay?
Teacher: So get out your classwork folder and get out a pencil. Student: Yes, [inaudible]. Teacher: We're gonna go over the centers and then we're gonna get started, okay?  [TARGET]Teacher: All right, Student T, I just need to tuck in your chair.[/TARGET] Teacher: I'm also gonna open a window before we all [mess], 'cause it's really hot. Student: Yeah. Student: Don't look at me funny.
Teacher: So go ahead and write your given information in here, because I want you to look at something. Teacher: As you're writing it down, I want you to notice some things. Teacher: We're going to talk about it, I'll call on Student L.  Notice something about these lot sizes and the prices.  [TARGET]Teacher: Don't say anything yet.[/TARGET] Teacher: Maybe there's a lake right here. Teacher: I know you noticed that, but maybe in Reynolds property over here I have a lake. Student: Where?
Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1.  [TARGET]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. Teacher: Thank you. Teacher: You're not going to need your whiteboard for this.
Teacher: So here's their picture. Teacher: Intersecting lines are lines that cross. Teacher: Perpendicular lines, Student R, will you read the definition really loudly, Student N?  [TARGET]Teacher: Student A, stop.[/TARGET] Student: Lines that cross to form right angles. Teacher: Lines that cross to form right angles. Teacher: Square corners, right angles, 90 degree angles, all the same.
Teacher: So how are we gonna make one-eighth? Student: [Inaudible] Teacher: How about this?  [TARGET]Teacher: Can you guys put those down?[/TARGET] Student: [Inaudible] Teacher: Yeah. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.
Teacher: So how did I lie? Teacher: Sit down please. Teacher: Student J, where is your math?  [TARGET]Teacher: Stop.[/TARGET] Teacher: Get your math book. Teacher: We are here now. Teacher: When we play we cannot have - look at the game.
Teacher: So how many different numbers was that Student R? Student: Two? Teacher: How many?  [TARGET]Teacher: Pardon me?[/TARGET] Teacher: That wasn't the question Student R.  That's why I'm a little bit upset right now because there's some playing going on right here. Teacher: The question was, 'How many different numbers were rolled?'  One was rolled, the two was rolled, the five was rolled and the six was rolled. Teacher: So how many different numbers were rolled?
Teacher: So how many elements so far, Student M? Student: Four. Teacher: Four.  [TARGET]Teacher: Put that away, please, now.[/TARGET] Teacher: Sheila bought a group of cakes that cost $70.00. Teacher: At least two cakes were different sizes. Teacher: List a group of cakes that she could have bought for $70.00.
Teacher: So how many endpoints does a square have? Student: 4. Teacher: Thank you, Student K.  Student K knows.  [TARGET]Teacher: Student K is paying attention.[/TARGET] Teacher: How many endpoints does a square have? Multiple Students: 4. Teacher: All right.
Teacher: So how many equilaterals did you create? Student: Two. Teacher: Two equilaterals.  [TARGET]Teacher: May I have your attention?[/TARGET] Teacher: This was Student N's. Teacher: She cut hers in half that way, and she created - tell us again- Student: An equilateral.
Teacher: So how much does each ear of corn cost? Multiple Students: 50 cents. Teacher: So we're going to put this up here so we can refer back to it.  [TARGET]Teacher: I am going to - if you do not - if you were not here yesterday, please raise your hand.[/TARGET] Teacher: We're going to do some problems together in a group. Teacher: All right. Teacher: Let's look at this.
Teacher: So if 2 and 3 works, it works. Teacher: Good word. Teacher: I can't hear you.  [TARGET]Teacher: Can you talk louder please?[/TARGET] Student: [Inaudible]. Teacher: What are the last three digits? Multiple Students: [Inaudible].
Teacher: So if I add these two together, I get this. Teacher: So what is the decimal for this and what is the decimal for that one? Teacher: That was correct.  [TARGET]Teacher: Sweetie, stop.[/TARGET] Teacher: Three sixths, what is the decimal for three sixths? Teacher: It's a half. Teacher: What's the decimal?
Teacher: So if I could have Student L take the rubber bands. Teacher: Student E and Student H, will you get the geoboards please? Teacher: Thank you.  [TARGET]Teacher: The rest of us are not moving.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]
Teacher: So if I have a whole and a half, how would I write that, Student M? Teacher: A whole and one half, how do I write that? Student: One and one half.  [TARGET]Teacher: Shhh.[/TARGET] Student: I put one and one half. Teacher: Mm-hmm. Teacher: One and one half.
Teacher: So if I want to know the carpeted area, I'll look at that. Teacher: We're going to subtract it out. Teacher: Do you agree?  [TARGET]Teacher: Sit up.[/TARGET] Teacher: Thank you. Teacher: 500 square feet for the carpeted area, okay? Teacher: For our tile area, area two, it's going to be 28 square feet.
Teacher: So if I was Student N I would take my bag of M&Ms. Teacher: Shh, don't look, look this is what you would do. Teacher: I would take my bag of M&Ms and I would pull one out.  [TARGET]Teacher: You're dumping them don't dump um.[/TARGET] Teacher: I'd pull it out I'd be like oh I got a green one, so I would put it down on green. Teacher: And then I'd go oh a blue one and I'd put that on blue. Teacher: And I would do that with both of my bags and when they're empty I would put the bags at the corner of my desk.
Teacher: So if I were you I would label the block 10 pounds. Teacher: So take your pencil, go right to that block and label it 10 pounds. Teacher: And if it-the scale is balanced which it is that means there should be 10 pounds on one side and 10 pounds on the other side.  [TARGET]Teacher: Please listen.[/TARGET] Teacher: One side is 10 pounds the other side is 10 pounds but there are two balls there so how much does each ball weigh? Student: 10? Student: 5?
Teacher: So if you are group three or four, raise your hand for math, and groups one and two, Miss G will hand you your sheet. Teacher: Groups three or four for math, here's your sheet. Teacher: Groups one and two - you're not group three or four.  [TARGET]Teacher: You're group two, no, no.[/TARGET] Teacher: Groups three or four raise your hand, and groups one and two, keep them down. Teacher: Somebody didn't - two of the workstations are the same. Teacher: The others are different, but all the new stuff is in our bins.
Teacher: So if you finish that up, we'll be able to talk about your problem. Teacher: Student F, I don't believe that you did anything wrong in standing up. Teacher: I don't think you have a big issue.  [TARGET]Teacher: We just want to find a way that we can sit and work.[/TARGET] Student: I want to leave this school. Teacher: Come here for a second. Teacher: Come here.
Teacher: So if you have seven times three, pay attention. Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work.  [TARGET]Teacher: Here we go.[/TARGET] Teacher: I just tell you the answers. Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28.
Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board?  [TARGET]Teacher: Can you use highlighters?[/TARGET] Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working. Teacher: It's going slow.
Teacher: So if you'll take a moment, go ahead and fill in that information. Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers.  [TARGET]Teacher: Go ahead and multiply those.[/TARGET] Teacher: Multiply them. Teacher: You're using a decimal. Teacher: I need for you to multiply.
Teacher: So if you're gonna shade in point 125, how many would you shade in here? Teacher: [Crosstalk] Teacher: No.  [TARGET]Teacher: Sit down please.[/TARGET] Student: Why? Teacher: Sit down please. Teacher: Everybody, let's look on page 10 for a minute.
Teacher: So is that going to let us connect now? Teacher: [Pause]. Teacher: Okay, work.  [TARGET]Teacher: Thank you for being quiet and waiting patiently.[/TARGET] Teacher: I do not know why it's [inaudible]. Teacher: [Pause]. Teacher: Okay, does not look like that's going to be working.
Teacher: So it could be a parallelogram, but it would also be what? Teacher: So where would we write E also? Teacher: [Crosstalk]  [TARGET]Teacher: I'm hearing a lot of discussion and I don't understand why I'm hearing it.[/TARGET] Teacher: The only discussion that should be going on besides what I'm doing is what Teacher J is doing. Teacher: So everyone else should be quiet. Teacher: Okay.
Teacher: So it goes over here, right? Teacher: Any other fourths anywhere? Teacher: When did we get them all?  [TARGET]Teacher: You need to be careful right here.[/TARGET] Teacher: Somebody's not paying any attention. Student: Three eighths. Teacher: Get a piece of tape.
Teacher: So it - Student: 24 Teacher: [Inaudible].  [TARGET]Teacher: Now I get you back.[/TARGET] Student: Yeah, you get me back. Teacher: Yeah, I get you back, yes. Teacher: All right.
Teacher: So it's .375. Teacher: Okay. Teacher: If you didn't get that, please copy this down.  [TARGET]Teacher: You need it to study from.[/TARGET] Student: Oh. Teacher: Oh, yeah, you're off. Teacher: Some of you are way off.
Teacher: So it's all current events stuff. Teacher: She was the Olympic gymnastics girl from Virginia Beach. Teacher: I'm gonna wait.  [TARGET]Teacher: So that's where we're going tomorrow.[/TARGET] Teacher: We're not doing math tomorrow. Teacher: That is where we're going. Teacher: Next week we're going to pick up with volume and temperature and just tying it right in together.
Teacher: So it's -7,-6. Teacher: Very good. Teacher: Number 10, go ahead Student D.  I'm going to wait.  [TARGET]Teacher: Student D, there's yours.[/TARGET] Teacher: Where is this located on the X axis? Teacher: Draw it up. Teacher: That would be a -11, and then where is the next one?
Teacher: So it's a closed figure. Teacher: What else do you notice? Teacher: What is a polygon?  [TARGET]Teacher: Student S, Student E.[/TARGET] Student: I say it has two sets of parallel lines. Teacher: Okay. Teacher: Student S said all polygons have two sets of parallel lines.
Teacher: So it's an improper fraction? Teacher: And so how did we get one and one eighth from that? Teacher: I told you to stop messing with those.  [TARGET]Teacher: I will not tell you again.[/TARGET] Teacher: I will not tell anyone again. Teacher: Student I, can you tell us how we got one and one eighth from that? Student: 'Cause-
Teacher: So it's going to be 33 times 2 two. Teacher: To so you know how to do it, you can do 33 plus 33. Teacher: Then continue.  [TARGET]Teacher: Where are you?[/TARGET] Teacher: You did? Teacher: I don't get what you did here. Teacher: This is not correct.
Teacher: So it's how many in them? Student: 6 Teacher: 6  [TARGET]Teacher: This is [Inaudible] Student J can you please come and sit.[/TARGET] Teacher: Sit down Student J. Teacher: Student J please come and sit down here. Teacher: Student J please.
Teacher: So it's just another way to do multiplication. Teacher: All right. Teacher: I'm gonna give you each a piece of paper.  [TARGET]Teacher: There's a front and a back.[/TARGET] 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: Make it look like a rectangle, and then start blocking off the groups of 100 and groups of 10.
Teacher: So it's three? Teacher: Okay. Teacher: Thank you.  [TARGET]Teacher: Can you do me a favor and who's the person talking?[/TARGET] Student: Me. Teacher: Give me five. Student: [Inaudible].
Teacher: So it's two hops to the right. Teacher: So what's your fraction? Teacher: 12 over 37.  [TARGET]Teacher: Where's your calculator?[/TARGET] Student: Can I go to the bathroom now? Teacher: Type in - actually, why don't you show it, set up a division problem real quick. Teacher: Set it up as a division problem.
Teacher: So it's - one third is mm, mm, mm. Teacher: So I have [inaudible] three - Teacher: [Crosstalk]  [TARGET]Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible].[/TARGET] Teacher: All right, hold on, hold on. Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. Teacher: My favorite, Student N, good job.
Teacher: So just be patient. Teacher: If you need a hand, you can ask somebody to help you through it. Teacher: [Crosstalk]  [TARGET]Teacher: Just be patient.[/TARGET] Teacher: You forgot something. Teacher: Before we continue, you forgot something. Teacher: You can subtract that.
Teacher: So just cause he's doing wrong and you doing wrong that don't make it right. Student: It make it wrong. Teacher: Make your own decision.  [TARGET]Teacher: You hush.[/TARGET] Teacher: Cause you the one got them started saying something, you do the same thing. Student: Who me? Student: No.