stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: That's why I gave you a calculator. Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls.  [TARGET]Teacher: And you have a calculator.[/TARGET] Teacher: You did the same warm-up yesterday. Teacher: Write it down. Teacher: No calling out - just write it down.
Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no.  [TARGET]Teacher: Some - no.[/TARGET] Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right? Teacher: Somebody?
Teacher: That's why you gotta get a crayon so it'll be colorful so hook me up. Teacher: Use different colors. Teacher: Not my new crayons put them down.  [TARGET]Teacher: Don't.[/TARGET] Teacher: Now get in that box with all those loose crayons that everybody pulled out already. Teacher: Alright let me talk to my friend here Maryland. Student: I put the lines to get this done.
Teacher: That's you. Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A.  [TARGET]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.[/TARGET] 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. Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group.
Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same. Teacher: Pass the envelope to the next person, and they're going to do the same thing.  [TARGET]Teacher: Take out one card for yourself.[/TARGET] Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job. Teacher: You took out two cards.
Teacher: That's your job. Teacher: Motivator. Teacher: Rah.  [TARGET]Teacher: Rah.[/TARGET] Teacher: Rah. Teacher: Who's my rah-rah person? Teacher: Student B?
Teacher: That's your rule for multiplying fractions. Teacher: Pretty simple, right? Teacher: More simple than adding without like denominators.  [TARGET]Teacher: This is what you need to record in your journal.[/TARGET] Teacher: I think Cupid needs to bring me some markers for Valentine's Day - that write. Teacher: They're all out of ink. Teacher: [Side conversation]
Teacher: That's your work. Teacher: I'm gonna be walking around. Teacher: This is math.  [TARGET]Teacher: No, until we're done with this in 10 minutes.[/TARGET] Student: And, then we do some more math. Teacher: Do something else. Student: Science?
Teacher: That's-is that your thinking? Student: Yes. Teacher: Okay, Student N?  [TARGET]Teacher: Sh.[/TARGET] Teacher: Let's try to like get our thoughts out, get them collected, and get them out as fast as we can. Student: Write one and then across from it write two. Student: And then put a plus sign and add them together.
Teacher: The [inaudible] question. Teacher: Solution two was - it says here - look here. Teacher: How do you explain - stop.  [TARGET]Teacher: You don't just sit down and look at them.[/TARGET] Teacher: Let them stop fighting, please. Student: All I do is that. Teacher: [Inaudible].
Teacher: The algorithm? Student: No. Student: Remember when you said [inaudible].  [TARGET]Teacher: The two of you need to stop.[/TARGET] Student: Just do it from one number. Teacher: That's when we were talking about the algorithm, right? Student: I thought you said you can change it.
Teacher: The answer is 13.46. Teacher: That's your answer. Multiple Students: [inaudible chatter]  [TARGET]Teacher: For the next --[/TARGET] Student: No, it's 13. Teacher: Next, 15 minutes work on these right here. Student: We already doing it.
Teacher: The area. Teacher: So everything inside she want to be 96 square feet. Teacher: Student B, move your clothespin, again.  [TARGET]Teacher: You're not being responsible during center time.[/TARGET] Teacher: She want to make another garden, where she increases it to be 96 square feet. Teacher: Part C.  What could be the length and width of Ginger's garden after she increases the area? Teacher: Underline and circle what is important to you for part C.  Go on to part C.  We're not solving anything, yet.
Teacher: The beans. Teacher: Do you remember when he tossed the beans into the river? Teacher: Is this the magic bean stock?  [TARGET]Teacher: "Man overboard," called out Billy Bob, tossing the troll a spare tire.[/TARGET] Teacher: And as the grumpy, greedy little man glubbed and gulped, Jack, Red, Poppa, Momma and Little Baby Bear waved goodbye and floated safely across to the other side of the river where they hurried home to meet their mother, visit granny and eat their porridge. Teacher: The three Silly Billy's turned over the pot and dropped every last penny, nickel, dime and quarter into the troll's troll booth, clink, clunk, clink, clink, clunk; exactly $1.00. Teacher: And across the small wooden bridge that crossed a very deep river went the three Silly Billy's for some fun in the sun, which would be the end but then - what do you think is going to happen?
Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work.  [TARGET]Teacher: But now we're going to go to group work.[/TARGET] Teacher: So, everyone has their pencil down for now. Teacher: Recorder, have your pencil up. Student: [Inaudible].
Teacher: The bottom two are much longer than the top two. Teacher: Yes? Student: Go back, there's one thing I wanted to show you.  [TARGET]Teacher: Miss P, could you please go back?[/TARGET] Teacher: You like demanded that I went back. Student: Would you please go back? Student: This one right here, it could be a rhombus or a diamond.
Teacher: The classroom respects adults and classmates. Teacher: Can you give him the respect? Teacher: Sit down, Student D.  I'm listening to you, Student A.  [TARGET]Teacher: Student A, I'm listening.[/TARGET] Teacher: You were saying something about 9 and 2. Teacher: Student S, can you tell me how we get 110? Student: You got 110 by that 9 and that 2.
Teacher: The denominator is what it's divided by okay stop please. Teacher: Please put over that. Teacher: [Someone parked in the handicap spot, over loud speaker]  [TARGET]Teacher: Let's go back to this, denominator.[/TARGET] Teacher: What number is the denominator here? Student: 4 Teacher: 4 and the number tells what?
Teacher: The directions are be in your seat in three, two, one. Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper.  [TARGET]Teacher: Student D, you're part of this.[/TARGET] Teacher: You're part of this. Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper.
Teacher: The emergency management team just came so - Teacher: Great. Teacher: Okay, that's fine.  [TARGET]Teacher: I got to lock my door.[/TARGET] Teacher: Okay, thank you. Teacher: We got to skedaddle. Teacher: [End of Audio]
Teacher: The farmer tells me, "This is the perimeter that you should come up with during your calculations. Teacher: Click on the brother to see if you were right." Teacher: Student F, can you click on the brother to see?  [TARGET]Teacher: Student C.  Don't click again.[/TARGET] Teacher: Student F, was that what Student C added? Student: Mm-hmm. Teacher: Is that what you all were supposed to do?
Teacher: The fifth row, go back to your seats. Teacher: [Crosstalk] Teacher: The fourth row, go back to your seats.  [TARGET]Teacher: Third row, go back to your seats.[/TARGET] Teacher: [Crosstalk - excessive noise] Teacher: When you finish, copy it down. Teacher: When you finish, copy the chart down.
Teacher: The fine tax payers of [inaudible] - sit up please, Student A. Teacher: You okay? Teacher: You're not okay?  [TARGET]Teacher: What's that?[/TARGET] Teacher: You okay? Teacher: You want to go to the clinic? Teacher: Okay.
Teacher: The first input was the 1. Teacher: Do you understand? Multiple Students: Yes.  [TARGET]Teacher: Student T, pencil down, you're just watching right now.[/TARGET] Teacher: Step two, get an idea or [inaudible] to go from the input to the output. Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4.
Teacher: The first one you hit that they're both the same. Teacher: Sit down. Teacher: I'll come to you.  [TARGET]Teacher: Sh.[/TARGET] Student: I'm trying to find the common denominator but I don't know how to two to get to three. Teacher: Okay, you're gonna have to change both of them into a number-into a-excuse me. Teacher: Stop talking.
Teacher: The first shape is your answer and it is a remainder of 1. Teacher: [Crosstalk] Teacher: This is your second [inaudible].  [TARGET]Teacher: Copy the chart down.[/TARGET] Teacher: Use this chart [inaudible]. Teacher: Do step one, then go to step two. Teacher: [Crosstalk]
Teacher: The five and the six, okay? Teacher: So Student T, when we're doing a traditional algorithm and we start with the ones place and we start with the furthest right, on the board with the place value, and here with solution one, we tart by adding the hundreds first, and that's okay for this but in a traditional algorithm, we're gonna add five plus six first so that we get 11. Teacher: But I don't see 11.  [TARGET]Teacher: Pay attention to this.[/TARGET] Teacher: I don't see 11, I see one. Teacher: Now you say what you just said. Student: You see one, and then when you see the ones you pick up, you pick up 10 and then add it to this to get this.
Teacher: The fold in your paper is - I just lost it. Teacher: There. Teacher: Everybody look.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: The fold in your paper is equivalent to one. Teacher: If it - no. Teacher: Stop being a smart aleck.
Teacher: The food, when we multiplied 360 times 40, we get 144 degrees. Teacher: Look at what's interesting here. Teacher: We've gone from percent, to a decimal, and this is the sign we used for degrees, all right?  [TARGET]Teacher: Take a look.[/TARGET] Teacher: So now let's translate 10 percent, 36 degrees, and 72 percent when we multiply 360 times that decimal number. Teacher: Yes? Student: [Inaudible].
Teacher: The fourth row, go back to your seats. Teacher: Third row, go back to your seats. Teacher: [Crosstalk - excessive noise]  [TARGET]Teacher: When you finish, copy it down.[/TARGET] Teacher: When you finish, copy the chart down. Teacher: [Crosstalk] Teacher: [End of Audio]
Teacher: The green cards. Teacher: Are you done so we can play? Student: Yes.  [TARGET]Teacher: Let me see what you did here.[/TARGET] Teacher: We're looking right here. Teacher: How did they get to 1 here? Teacher: Stop yelling.
Teacher: The group that you do sits there. Teacher: What are you called? Student: Eagles.  [TARGET]Teacher: Eagles are going to sit over here, and the Doves are going to sit right there.[/TARGET] Teacher: Go off into your group. Teacher: Let's go, Student S.  Okay. Teacher: Start working.
Teacher: The identity property. Teacher: So, associative - I'm really gonna worry now. Teacher: Yeah.  [TARGET]Teacher: I thought these little guys were gonna stay right where they needed to be, but they're gonna act like kindergartners who run away from us.[/TARGET] Teacher: Student T, please, thank you. Teacher: Yeah, but they're just - it's too heavy. Teacher: So, the first one is associative.
Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7. Student: [Inaudible]. Teacher: At the bottom, because it's 8 rows or 10.  [TARGET]Teacher: I'll show you in a minute.[/TARGET] Teacher: Let's try this one. Teacher: Look up here. Teacher: This one was a little tricky because I put 1 and that gets kind of crowded.
Teacher: The last question. Student: Quadrilateral for 100. Teacher: Whose turn is it?  [TARGET]Teacher: Student S.  [/TARGET] Teacher: Guys, stop yelling at her. Teacher: Student S, what's the answer? Student: Rectangle.
Teacher: The lines are straight. Student: It's closed. Teacher: And it's closed.  [TARGET]Teacher: Student M, I need you to start thinking about the rules that we're talking about, and not looking at your sorts so much.[/TARGET] Teacher: It's okay if you sorted it incorrectly. Teacher: You can fix that. Teacher: Polygon?
Teacher: The markers. Teacher: Okay, you need to help think about this. Student: I wrote the first [inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student W? Teacher: Then get this ... if you're not going to sit and talk to Student L about this, then get this cleaned up, and then you can start on this. Student: Is that the same one as that?
Teacher: The median is what number? Teacher: The middle number. Teacher: Sit down.  [TARGET]Teacher: Student S, sit up so you can pay attention.[/TARGET] Teacher: Okay. Teacher: So that's my what? Teacher: My median.
Teacher: The new Mc Donald's case. Teacher: You ready? Multiple Students: Yes.  [TARGET]Teacher: Well, you weren't here?[/TARGET] Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China. Teacher: Some of you said, "No, they're not going to build this." Teacher: Some of you said, "Yeah, they'll probably build it for younger people."
Teacher: The new meaning of numerator and denominator. Multiple Students: Denominator. Teacher: Thank you very much.  [TARGET]Teacher: Now, I see Student M really listening, but maybe he could tell me one thing.[/TARGET] Teacher: Now - Student: [Inaudible]. Teacher: One thing, one thing.
Teacher: The next group. Teacher: Excuse me. Teacher: Why are you talking?  [TARGET]Teacher: Stay focused.[/TARGET] Teacher: [End of Audio].
Teacher: The next group. Teacher: Let's go. Teacher: The next group.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Why are you talking? Teacher: Stay focused. Teacher: [End of Audio].
Teacher: The next one we're gonna model is what? Teacher: You've got one fourth. Teacher: Everybody should have shaded in already.  [TARGET]Teacher: It doesn't take long to shade in.[/TARGET] Teacher: That has to be shaded in this way. Teacher: One fourth horizontally. Teacher: There you go.
Teacher: The next thing we're gonna do - look up here. Teacher: [Crosstalk] Teacher: Listen up please.  [TARGET]Teacher: Can you see, Student M?[/TARGET] Student: Yes. Teacher: This one. Student: Yes.
Teacher: The number given is 4. Teacher: So we're gonna begin with 4. Teacher: Now, we're going to [inaudible].  [TARGET]Teacher: Pay attention [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Please go back to your seat. Teacher: [Inaudible].
Teacher: The number inside, is a dividend. Student: [inaudible] Teacher: Dividend is on the inside, divisor on the outside.  [TARGET]Teacher: Everybody, or you're sharing, should have fact families for certain number.[/TARGET] Teacher: I didn't write them all, because there's -- Student: There's 12 -- Teacher: 12, the 15s.
Teacher: The number sentence, which is going to be what? Student: Four times 20? Teacher: Four dollars times 20 equals our total cost, excellent.  [TARGET]Teacher: Solve it.[/TARGET] Student: [Is that right there?] Teacher: Student J, come to the board and do this. Teacher: Student J says that 20 times 4 is 80, so our total cost is what Student K?
Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try.  [TARGET]Teacher: Okay, there's nothing wrong with trying and getting it wrong.[/TARGET] Teacher: That's actually pretty good. 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: The numbers they sold, like how many hamburgers they sold in week one. Student: Number of food sold. Teacher: Okay.  [TARGET]Teacher: Why don't you do this instead of just sitting there?[/TARGET] Teacher: What's your interval that you chose again? Teacher: Student T, by the time you're done drawing the line, it's time to go home. Teacher: Come on.
Teacher: The ones. Teacher: Good job. Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2.  [TARGET]Teacher: What does 9 - sorry.[/TARGET] Teacher: Sit down. Teacher: Student D, you're still distracting us. Teacher: Can you please turn around and sit down?
Teacher: The paper. Teacher: Put your name. Teacher: Four sixty-four.  [TARGET]Teacher: Student P, I want you sitting up here.[/TARGET] Teacher: Okay, 464. Teacher: All right, the first - okay. Teacher: We're working - I'm getting you started on the math homework to make sure you understand.
Teacher: The perimeter of your house is greater than the perimeter of your bedroom. Teacher: Let's find the perimeter of this surface if each square is equal to one foot. Teacher: I hear some tapping.  [TARGET]Teacher: It needs to stop.[/TARGET] Student: We just did this one. Student: Twenty-four. Teacher: Twenty-four feet.
Teacher: The problem is 14 minus 2 times 6 plus 7 minus 6. Teacher: Go ahead, Student C.  [Inaudible]   Multiple Students: [Inaudible]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: This'll be our last problem that we're gonna do together and then I'm gonna get ready and pass out your independent practice. Teacher: You guys will be able to start working on that as well as complete that for homework. Teacher: What you do not finish becomes your homework.
Teacher: The quiz is going to be on the computer, on the CPS system that I was telling you all about. Teacher: There is Study Island, and we will be doing more of this as we're getting ready for testing. Student: [Inaudible].  [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: Okay, that's good. Teacher: Okay, let me do the quiz, okay?
Teacher: The recorder. Teacher: Oh, yeah. Teacher: Sorry.  [TARGET]Teacher: Who is the recorder.[/TARGET] Teacher: Your job is going to be super important in a few minutes, okay? Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder. Teacher: Okay, supply monitor, you have all the supplies?
Teacher: The remainder tells you what shape is your answer. Teacher: The first shape is your answer and it is a remainder of 1. Teacher: [Crosstalk]  [TARGET]Teacher: This is your second [inaudible].[/TARGET] Teacher: Copy the chart down. Teacher: Use this chart [inaudible]. Teacher: Do step one, then go to step two.
Teacher: The same thing with six. Teacher: All right. Teacher: Let's check in.  [TARGET]Teacher: Put that stuff away.[/TARGET] Teacher: How's it going? Multiple Students: Good. Teacher: Does everybody at least have the halves found?
Teacher: The score is 5. Teacher: Now you play. Teacher: What are you adding to each?  [TARGET]Teacher: Come up right here.[/TARGET] Teacher: What? Student: I added 2. Teacher: No.
Teacher: The second one to you in the classroom, the second one. Teacher: All the A's, you're gonna take the side that has the answer and you read to - Teacher: [Crosstalk]  [TARGET]Teacher: Everybody should have a letter now, A and B.[/TARGET] Teacher: If you are in a group of three, you have C.  Right now we have an equal number and everybody should have A and B. Teacher: We have to move now. Teacher: Who's A here?
Teacher: The second time I read it, I'll read it nice and slow. Teacher: So one more time, nice and slow. Student: What are the least and greatest numbers-  [TARGET]Teacher: Stop there.[/TARGET] Teacher: So what are the least and greatest numbers? Teacher: I'm trying to find the smallest numbers and the biggest numbers, right? Student: In the tenths column.
Teacher: The second warning for you. Teacher: You don't tell anybody to be quiet in the classroom. Teacher: That is why I am here.  [TARGET]Teacher: You just write your name and wait until I give you the go ahead.[/TARGET] Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. Teacher: Class, get ready to begin.
Teacher: The second was divided into six equal pars. Teacher: The third pizza was divided into eight equal parts. Teacher: I need to stop.  [TARGET]Teacher: I need to draw that out.[/TARGET] Teacher: No. Teacher: I drew it out. Teacher: Okay.
Teacher: The shape you have in front of you is called what? Student: Acute. Teacher: Very good.  [TARGET]Teacher: Student J, have a seat.[/TARGET] Teacher: I'll explain in a minute. Teacher: It's called a cube. Teacher: Now take a look at the cube.
Teacher: The shapes, input/output or determining the number from last position? Multiple Students: No. Teacher: Okay.  [TARGET]Teacher: Now it's time for [inaudible].[/TARGET] Teacher: This goes with the first chart. Teacher: [Crosstalk] Teacher: This one, your first one will go with this chart.
Teacher: The smaller number of the two original numbers. Teacher: Two and something. Teacher: Do your multiplication.  [TARGET]Teacher: I don't know why you're staring at the screen.[/TARGET] Teacher: Student D? Teacher: Go up there and look. Teacher: Student L.  One and one fourth.
Teacher: The third one has double that amount. Teacher: You solved two of the problems. Teacher: You've just got to work on that third one.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I'm going to tell you what the other groups are doing, because we've run out of pennies. Teacher: Just write a P or a 1 on that, and those can be pennies. Teacher: You can tear off as many as you need and make more pennies.
Teacher: The third stack has twice as many. Teacher: One of them has to be double than the two that are the same. Teacher: Do you have that?  [TARGET]Teacher: Then you're not done.[/TARGET] Teacher: You're not working with your team. Teacher: Why not? Teacher: Excuse me?
Teacher: The three extras are mine. Teacher: You know what? Teacher: I'm going to take them all from you, because you're not listening to me.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Do you want to give those to me right now? Teacher: Stop. Teacher: Everybody listen.
Teacher: The ticket out the door is to answer the questions on the bottom. Teacher: I said quiet as a mouse. Teacher: Should I hear anything but breathing?  [TARGET]Teacher: Student D, I asked you to put them away.[/TARGET] Teacher: Your bag broke? Teacher: I can do that. Teacher: Yes sir?
Teacher: The title is going to go on this line. Teacher: Now you - are you looking? Teacher: Because you don't know what you're doing.  [TARGET]Teacher: You really don't.[/TARGET] Teacher: You're not learning because [inaudible] just want to do. Teacher: How many people on your graph chose cookies? Student: Six.
Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago.  [TARGET]Teacher: So, let's just do the reading and re-reading right now.[/TARGET] Teacher: We'll actually do the first readings right now. Teacher: Here it is. Teacher: I'll read it to you.