stanford-nlpxed/classroom_management_data huggingface dataset:
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: Don't eat them yet. Student: Damn another green.  [TARGET]Teacher: Shh.[/TARGET] Student: This one looks like a grape. Student: Look how big this red one is. Student: They're bigger caused they're filled with peanuts.
Teacher: And I ... I can't - I don't know what you - how I can help you more. Teacher: By giving you a forewarning about what I - my expectation is. Teacher: I gave you - told you what the expectation was when ... when this started.  [TARGET]Teacher: We're not leaving.[/TARGET] Teacher: Write them down exactly the way they're written on the board. Student: [Inaudible] equivalent. Multiple Students: [Inaudible].
Teacher: And I'm going to - ah, ah, ah - I know exactly who had that answer. Teacher: Stop please. Teacher: It was Student C, Student L, Student J - I'll wait.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Student D - I think Student I had $4.44; am I correct? Student: No. Teacher: Somebody had $4.44.
Teacher: And I'm gonna be watching and listening I'm going to be giving tickets to the group that is working that quietest and using indoor voices. Teacher: Can we do that? Multiple Students: Yes teacher.  [TARGET]Teacher: Okay stop screaming and use your indoor voices.[/TARGET] Student: Which one was three points again? Teacher: Can you hit the mouse so we can see. Teacher: You should know because where's your destroyer 1, 2, 3 right?
Teacher: And I'm gonna give you half of this pizza. Teacher: Okay? Teacher: Who would not take that deal?  [TARGET]Teacher: Sh![/TARGET] Teacher: Okay. Teacher: So why not, Student K? Student: Because that one's smaller.
Teacher: And I'm gonna show everyone's different ways because there's many different ways to do this. Teacher: And I want to see your different ways of doing that. Teacher: I see lots of different ways.  [TARGET]Teacher: Don't look at your neighbor.[/TARGET] Teacher: You think of your own way of doing it. Teacher: Shade in one-fourth of it though. Teacher: Then label it one-fourth.
Teacher: And Miss F has already selected the people who are gonna go with her. Teacher: So I'm just gonna [have -] we have Student J, Student B over here. Teacher: We have Student K, Student M, and Student D sitting here.  [TARGET]Teacher: We have Student J, Student J, Student D, and Student M back - where are they?[/TARGET] Teacher: Right here. Teacher: Listen, 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you.
Teacher: And Student J, want to sit with these two right here? Student: I was gonna work with - Teacher: Actually, Student A and E, I'm going to be using that board.  [TARGET]Teacher: You guys can sit here though.[/TARGET] Teacher: I need to have - yeah, you may use that marker. Student: Teacher, we need them in our group. Teacher: I know.
Teacher: And Student L? Student: Vertical- Student: I just said that!  [TARGET]Teacher: And I don't know why cause I didn't call on you that's rude![/TARGET] Teacher: Student A? Student: A tally chart. Teacher: A tally chart, a tally chart puts data in groups of five.
Teacher: And a lot of times when you associate yourself with somebody or some thing, it's how you're grouped. Teacher: For example, Student J, come with me. Student: What?  [TARGET]Teacher: Come with me, Student J.  I'm associating with Student J right now.[/TARGET] Teacher: How are you, Student J? Student: Good. Teacher: What are you gonna be when you grow up?
Teacher: And after you do a graph I want a constructive response. Teacher: Excuse me. Teacher: What [beep] does this graph - right - show you?  [TARGET]Teacher: What does this graph ... you all ready to explain, since you like to talk?[/TARGET] Teacher: What does this graph show you? Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write. Teacher: You're going to present your graph.
Teacher: And be careful those zeros are evil. Student: Uh-huh. Teacher: Do me a favor.  [TARGET]Teacher: And I need for it to be quiet.[/TARGET] Teacher: I'm gonna have Student B collect your whiteboard. Teacher: Everyone else is seated except for Student B.  I'm gonna have Student C pick up your markers and your erasers. Teacher: I am going to have Student D collect your cards separately and make six piles back there.
Teacher: And by the count of five, I need all eyes on me and papers back on the ground. Teacher: Five, four, three, two, one. Teacher: Eyes up here, detectives.  [TARGET]Teacher: Student F, have a seat and eyes up here.[/TARGET] Teacher: Student F, thank you. Teacher: All right, what we're going to do - and you guys don't need to write anything yet, okay? Teacher: If you look up on the board, I have - I have a problem.
Teacher: And don't get discouraged if you're like fourth, or fifth, because [crosstalk] everybody's getting it wrong. Teacher: Some of them might be difficult, okay? Teacher: And then once you decide, there's going to be one person at each table that has a white board and a marker to actually do the work out, and check.  [TARGET]Teacher: Sit down.[/TARGET] Student: [Inaudible]. Teacher: I didn't even tell you to get up. Teacher: And I'm gong to assign who the person is.
Teacher: And drop another. Teacher: Now, ____ I'm gonna put a 60 here, okay? Teacher: With your fingers.  [TARGET]Teacher: I'll wait a second.[/TARGET] Multiple Students: [inaudible chatter] Teacher: I want you to copy this down, and then you can work on your own, sure. Multiple Students: [inaudible chatter]
Teacher: And everything else you put away. Student: What four things? Teacher: Math book, PW book, pencil, and your notebook.  [TARGET]Teacher: Thank you for sitting quietly and waiting.[/TARGET] Teacher: Thank you for sitting quietly and waiting. Teacher: Those of you who are gonna work individually with your skills from the benchmark with Miss F are - Teacher: Student G.
Teacher: And explain. Student: [Inaudible]. Teacher: I like the way that the Leopard Champions are focused up here.  [TARGET]Teacher: I'm not too happy with the Jaguars right now.[/TARGET] Teacher: Okay. Teacher: So the answer is five eighths. Teacher: Would you raise your hand if you got five eighths?
Teacher: And he now knew that what he did was count down, which he said he counted down, that he still have two left. Teacher: Then he multiplied the same number two that he left by three to get six. Teacher: And he added it and got 81.  [TARGET]Teacher: All eyes here, please.[/TARGET] Teacher: This one he also said 25 times 2, the same thing. Teacher: And he knew that - you know what, I still have two more and he multiplied that he had by two again and got four. Teacher: Then he added and got 105.
Teacher: And how do they go? Student: In rows. Teacher: Show me.  [TARGET]Teacher: Boys, you go and get a piece instead of sitting there because that's going to take forever.[/TARGET] Teacher: Wait. Teacher: Wait. Teacher: How do you want to measure that, baby?
Teacher: And how much is left? Teacher: How much is left? Teacher: I don't see anybody over here looking at this board.  [TARGET]Teacher: I don't see anybody over here looking at this board.[/TARGET] Teacher: I told you that this one-half. Teacher: Now I found three sixes. Teacher: What is left?
Teacher: And if she doesn't you can just put a little dot so that way you don't ask her the same coordinate twice. Teacher: I don't know what your problem is, go sit down. Student: No not right now.  [TARGET]Teacher: So you don't have to hide, you don't have to worry about hiding this.[/TARGET] Teacher: Who's turn is it? Student: Mine. Teacher: What did you just ask him?
Teacher: And if there's no computers in the media center, you can go to the space lab. Teacher: But take your orange pass with you. Teacher: And you come back after 30 minutes.  [TARGET]Teacher: Group 7 which would be Student A, Student M, and Student P.  Just one second, just sit down.[/TARGET] Teacher: They'll tell you what you need to do in one second. Teacher: You are going to work on a multiple sheet. Teacher: And you're gonna do it on the floor.
Teacher: And if you finish early, you can go and get - you can do the flash cards. Teacher: You can get the flash cards from the back. Teacher: The next group is group 4.  [TARGET]Teacher: Can you clean this table off for me, please?[/TARGET] Teacher: It's Student N, Student D, Student D, and Student D.  You are also going to work on the mean, mode, and range. Teacher: And once you're done with that, you can do flash cards until you change. Teacher: Group 5, Student P, Student D, Student G, and Student J, you guys are going to work with me first.
Teacher: And if you look at this guys, one-half is the same as how many sixths? Student: Three-sixths. Teacher: Three-sixths.  [TARGET]Teacher: Don't look at this.[/TARGET] Teacher: It drove me crazy last year, because I would have kids that knew what they were doing, but they would see on the paper these fraction strips, right? Teacher: And they'd say, "Oh, one-half."  And they'd look up and say, "Oh, one-half is the same" - as what? Multiple Students: One-sixth.
Teacher: And it has become a competition. Teacher: People who are coming in, I should not hear you as you come in. Teacher: And if somebody is sitting in your seat, just wait a moment at the back, please.  [TARGET]Teacher: If someone is at your seat as you come in, wait at the back.[/TARGET] Teacher: The LCD here is twelve. Teacher: This did not change. Teacher: How do you get from six to twelve?
Teacher: And it might - it might or might not give you enough. Teacher: Here you go, buddy. Teacher: While Student B is doing that, I want you guys to pay attention.  [TARGET]Teacher: Watch his math.[/TARGET] Teacher: Let's go ahead and put our writing away. Teacher: Thanks, buddy. Teacher: Yes?
Teacher: And label all your steps. Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself.  [TARGET]Teacher: We're going to do think, pair, share, today.[/TARGET] Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair. Teacher: We're not going to do it with a pair, though.
Teacher: And let me see, all right, here, here and then here. Teacher: At the top, you put your name and your partner's name there. Teacher: Okay, this was not a good idea.  [TARGET]Teacher: Tomorrow, remind me not to let you all sit there, 'cause I need that board.[/TARGET] Student: Okay. Teacher: Okay. Teacher: Put your name and your partner's name.
Teacher: And let's see. Student: I want to be - Teacher: Student D, come here, Student D.  Student D, you do not have on green.  [TARGET]Teacher: You are not associating with these girls.[/TARGET] Teacher: Come over here. Student: Uh-huh. Student: You look [inaudible].
Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday. Teacher: The first math group that came to me did not get this.  [TARGET]Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine.[/TARGET] Teacher: Look how I've lined it up, okay? Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? Teacher: This is still place value.
Teacher: And now we have to go one more half. Teacher: Shhh. Teacher: Is that exact or you just eyeballed that?  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Now where's three halves? Teacher: There's two halves. Teacher: No, no.
Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C.  So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember. Teacher: That's you.  [TARGET]Teacher: I would say, okay, everyone.[/TARGET] Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A.  and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, "Write this."  Okay?
Teacher: And once you're done with that, you can do flash cards until you change. Teacher: Group 5, Student P, Student D, Student G, and Student J, you guys are going to work with me first. Teacher: Stay here.  [TARGET]Teacher: On the floor over here - I'm sorry.[/TARGET] Teacher: Student B, Student J, Student S, and Student L, you're group 6. Teacher: You're gonna spend half your - group 6 will go to the media center and work on the computers with the orange cards. Student: [What can we -]
Teacher: And raise your hand if you heard the directions that Student M was giving. Teacher: Raise your hand if you did not hear, because you're not listening. Teacher: Well, we need to turn up a volume of our ears.  [TARGET]Teacher: Do that now.[/TARGET] Teacher: Student M, I need you to be a lot louder. Student: Oh, you roll the die and - Teacher: Roll the die.
Teacher: And remember, I told you I would accept that either way as long as the reasoning was explained. Teacher: So - but I can understand your reasoning behind that. Teacher: No, ma'am.  [TARGET]Teacher: It's not 3:00; please sit down.[/TARGET] Teacher: All right, and another reason? Teacher: Anything else that is wrong with that? Teacher: Student N?
Teacher: And six. Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them. Teacher: Yeah, some people.  [TARGET]Teacher: You need six, that's the one, and some people already did a few.[/TARGET] Teacher: They understand. Teacher: But now I know they're gonna kind of be mm. Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody.
Teacher: And so how did we get one and one eighth from that? Teacher: I told you to stop messing with those. Teacher: I will not tell you again.  [TARGET]Teacher: I will not tell anyone again.[/TARGET] Teacher: Student I, can you tell us how we got one and one eighth from that? Student: 'Cause- Teacher: Everybody listen.
Teacher: And some people have done it and it's easy, right? Multiple Students: Yes. Teacher: Page five.  [TARGET]Teacher: Five.[/TARGET] Teacher: Good job. Teacher: Now, let's go to page five. Teacher: Student N, number one, please.
Teacher: And ten is our blue because that was two-sixths of 30. Teacher: So all together how many are blue and red, Student C? Teacher: Can you see it?  [TARGET]Teacher: Who's sitting a little closer?[/TARGET] Teacher: Blue and red all together. Teacher: Student R. Student: Fifteen.
Teacher: And that's why we're having trouble. Student: But I don't get those four - Teacher: [Inaudible] - that means you need to slow down, so you can understand.  [TARGET]Teacher: Don't just rush through it.[/TARGET] Teacher: You're going from which type of - what is the name of the two units that you're converting between? Multiple Students: [Multiple Answers]  Yards. Multiple Students: Yards and inches.
Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be? Teacher: Don't give me the answer.  [TARGET]Teacher: You're writing your answer on your sheet for part A.[/TARGET] Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah. Teacher: That gives you a huge.
Teacher: And then Friday is about Gabby Douglas. Teacher: So it's all current events stuff. Teacher: She was the Olympic gymnastics girl from Virginia Beach.  [TARGET]Teacher: I'm gonna wait.[/TARGET] Teacher: So that's where we're going tomorrow. Teacher: We're not doing math tomorrow. Teacher: That is where we're going.
Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh. Teacher: I'll wait.  [TARGET]Teacher: Do we need to wait like we did, yesterday?[/TARGET] Multiple Students: No. Student: N-O. Teacher: If you notice, I have one, two, three.
Teacher: And then as a class, we're going to score them together, okay? Teacher: Does everyone understand? Teacher: Okay.  [TARGET]Teacher: So, right now is your individual part?[/TARGET] Teacher: Yes? Student: How will we get [inaudible]? Teacher: You have to think.
Teacher: And then draw the line and write one half. Teacher: Shhh. Teacher: And I need everybody's attention.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Stop. Teacher: If this is one half and we're still thinking about halves, how much is this, Student K? Student: One half.
Teacher: And then everyone read their part A.  and then you guys decide what do you think were the best parts of people's answers. Teacher: Combine them to make one great answer for your group product, and tell recorder, "Write this."  Okay? Teacher: I will give you guys fifteen minutes for this.  [TARGET]Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group.[/TARGET] Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in. Teacher: Timers, this is where you come in.
Teacher: And then five fourths, six fourths, seven fourths. Teacher: Good. Teacher: Just fix this - this is one right there.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Very good. Teacher: I like that. Teacher: Eight fourths.
Teacher: And then my other job is supply monitor. Teacher: Okay, very good. Teacher: Alright.  [TARGET]Teacher: As my supply monitor, I need you to do something.[/TARGET] Teacher: I need you to take this white envelope and put it in your group folder. Teacher: You are responsible for the group folder. Student: What about the recording?
Teacher: And then once you decide, there's going to be one person at each table that has a white board and a marker to actually do the work out, and check. Teacher: Sit down. Student: [Inaudible].  [TARGET]Teacher: I didn't even tell you to get up.[/TARGET] Teacher: And I'm gong to assign who the person is. Teacher: One person at each table to actually do the work and check. Student: [Inaudible].
Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards. Teacher: You need to take out one.  [TARGET]Teacher: What did we decide we were going to do the double job for?[/TARGET] Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor. Teacher: So, you can give her your noise monitor.
Teacher: And then the only thing I want on that line is the one that is the greatest common factor. Teacher: Everybody understand that? Teacher: Okay.  [TARGET]Teacher: Shh, Student L?[/TARGET] Teacher: [Inaudible]. Teacher: Okay. Teacher: Okay, what are - what is the greatest common factor you - that's what I want on the line.
Teacher: And then three fourths, that's what we did. Teacher: Half become fourth, fourth - Student: Becomes eighth.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Fourth becomes - becomes eighth. Teacher: If I want to put my whole into smaller fractions. Student: Eighth.
Teacher: And then we have 50 out of 100, which equals fifty-hundredths, which equals one-half, which equals 50 percent. Teacher: This is all what we just discussed. Teacher: I'm putting it in front of you Student T so you can see it and understand it.  [TARGET]Teacher: If your body is not turned towards me, I'm assuming you're not paying attention and you will get a consequence.[/TARGET] Teacher: So the information we just put up there, what do we know? Teacher: It's all equivalent. Teacher: It's equivalent.
Teacher: And then we have Student H and - if you'd go sit or maybe go to the back. Teacher: No, don't go back there, but come sit next to Student H with your book. Teacher: Who have I missed?  [TARGET]Teacher: Come on up here next to her please.[/TARGET] Teacher: So have I got -? Teacher: You and you, come on over. Teacher: Student K, come next to Student J please.
Teacher: And then what is branching off of [inaudible]? Teacher: And I want you to talk with your group. Teacher: What do you notice?  [TARGET]Teacher: Sit.[/TARGET] Teacher: Student J will get it for you, [inaudible] table two minutes. Teacher: And put the put the top on. Teacher: So what I want you to do is just take a look at this for a second.
Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay. Teacher: If you're not sure what to do you can ask me.  [TARGET]Teacher: You can ask a partner at your table.[/TARGET] Teacher: Let's take the next three minutes and see how you do on this, three minutes. Teacher: Do you get it? Student: Yeah.
Teacher: And then you...? Multiple Students: Subtract. Teacher: Okay.  [TARGET]Teacher: And I need you to focus and pay attention, okay?[/TARGET] Teacher: Yeah, we need to help you. Teacher: Let me see what you - are you finished yet? Student: [Inaudible comment.]
Teacher: And then - but that wouldn't work because the top is nine, right? Student: Right. Student: That would be [inaudible].  [TARGET]Teacher: But I don't like how I see one person doing the math.[/TARGET] Teacher: Everyone should be writing each fraction down and working it out. Multiple Students: [Crosstalk]. Multiple Students: [Students playing game].
Teacher: And then, you're going to be the time keeper, now. Teacher: Okay, does everyone have a job? Student: Yes.  [TARGET]Teacher: Raise your hand if you are the task manager.[/TARGET] Teacher: Okay, so my task manager, you've got an important job today, okay? Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? Teacher: Who is my noise control person?
Teacher: And there's five of you there, so you should have one leftover, okay? Teacher: You five are going to take a chocolate bar out of here, and you should have one leftover, okay? Teacher: Open the pack, but don't open the Hershey bar.  [TARGET]Teacher: And don't litter.[/TARGET] Teacher: Remember the book? Teacher: Okay, so this is for you six, okay? Teacher: So open them up and get a chocolate bar.
Teacher: And they call themselves the smartest. Teacher: [Crosstalk] Teacher: Thank you.  [TARGET]Teacher: Now, listen, one third, two thirds.[/TARGET] Teacher: Can I have one sixth? Student: Yeah. Teacher: One sixth.
Teacher: And they were able to do all of that mentally. Teacher: Okay. Teacher: And it has become a competition.  [TARGET]Teacher: People who are coming in, I should not hear you as you come in.[/TARGET] Teacher: And if somebody is sitting in your seat, just wait a moment at the back, please. Teacher: If someone is at your seat as you come in, wait at the back. Teacher: The LCD here is twelve.
Teacher: And they'll let you know when to write something. Student: [Inaudible]. Teacher: That's up to you.  [TARGET]Teacher: So, say something like, "Here's what I wrote for A."[/TARGET] Student: Here's what I wrote for A. Teacher: Good. Teacher: Are you the noise monitor, Student B?
Teacher: And this one you're confused on. Teacher: All right. Teacher: Where do you think it fits best?  [TARGET]Teacher: I'll tell you one more time to put that away.[/TARGET] Teacher: Where do you think it fits best? Teacher: Which one [inaudible] think it's a polygon? Student: No, because a polygon's got straight sides.
Teacher: And two thirds is close to - I need an explanation. Student: Two thirds is close to [three thirds]. Teacher: So now if you get any fractions in between here you cannot place them.  [TARGET]Teacher: Student T, your turn.[/TARGET] Teacher: Two fifths is equal to what percent? Student: 40 percent. Teacher: Good.
Teacher: And we also go with the equivalent, all right? Teacher: So 12, 24 is half of this fraction, or this set, or this group. Student: Or this group.  [TARGET]Teacher: Let me wait for Student L.  Yeah.[/TARGET] Teacher: Student L, yeah. Teacher: Show me. Teacher: Thank you.
Teacher: And we need to simplify it so it has to be-it'll be one and three sixths or one and one half. Teacher: All right, how about for number 2? Teacher: What's my common denominator?  [TARGET]Teacher: Don't-do not do anything.[/TARGET] Teacher: Student M, you can take this if you want 'cause-okay. Teacher: You closed your notebook. Teacher: We're not putting away anything.