stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: So let me repeat my directions. Teacher: Take your Everyday Math book. Teacher: Open it to Page 197.  [TARGET]Teacher: Student K, now you may move near Student B.  I said be quiet.[/TARGET] Teacher: Student T, you are gonna go put your seat [Inaudible]. Teacher: No, no, Student K, right here. Teacher: Quickly.
Teacher: So let's do it. Teacher: Let's do it. Teacher: So we have Andrew, our friend, cutting out a triangle, to paste as a pattern on his bedroom wall.  [TARGET]Teacher: He must be really bored.[/TARGET] Teacher: The triangle has a height of 2.5, so let's draw our triangle. Teacher: Guys, do me a favor, please on your testing, draw your pictures because on the test that you did for me that you didn't draw your pictures,  most of you didn't do as well as when you drew your pictures. Teacher: It just gives you a visual.
Teacher: So let's erase that. Teacher: Try it again. Teacher: Put those away Student R I don't know why I'm having so much trouble with you today following along.  [TARGET]Teacher: You have a warning.[/TARGET] Teacher: So there's one how many ordered pairs does a destroyer take up? Multiple Students: 3 Teacher: 3, there's 2.
Teacher: So let's move on with the steps. Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk]  [TARGET]Teacher: What did you all do here?[/TARGET] Teacher: Who read the steps? Student: [Inaudible]. Teacher: What does step one say you should do?
Teacher: So let's say I take this piece of string and I measure it from here all the way across, the diameter, right? Teacher: Okay, so let's see. Teacher: I have to mark it off so that I get the right one.  [TARGET]Teacher: Student J, can you stand here and hold this end?[/TARGET] Teacher: Okay. Teacher: Uh-oh, I didn't know it was going to move. Teacher: Move it.
Teacher: So let's see. Teacher: Look at that. Teacher: Look, look, look.  [TARGET]Teacher: Before we go into our book.[/TARGET] Teacher: So this is what we call one third, and how many pieces is that? Multiple Students: Eight. Teacher: [Inaudible].
Teacher: So let's start now, two minutes. Teacher: [Crosstalk] Teacher: Now it is time for you to switch.  [TARGET]Teacher: B will start reading the questions now, and A will now answer the questions.[/TARGET] Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk] Teacher: B is reading the questions.
Teacher: So let's write this problem down. Teacher: Student J, Student M, Student D and Student M, you can go on Fast Math. Teacher: [Classroom noise]  [TARGET]Teacher: Student O, can you move back so I don't hurt myself?[/TARGET] Teacher: Okay. Teacher: [Crosstalk] Teacher: So 79 divided by 5.
Teacher: So list everybody's item. Teacher: I don't know why you're weighing anything. Teacher: You're not following directions.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Who's our reader? Student: Me. Teacher: Would you please read the directions again because they obviously didn't hear them.
Teacher: So look at these and just take a minute. Teacher: I want to - hands down. Teacher: No hand-raising.  [TARGET]Teacher: I just want to give you a - some think-time, because some people like to have more time, quiet time, to think.[/TARGET] Teacher: What do you - what do you notice about either one of these? Teacher: Like, if one is harder for you, look at the other one, and first start with that one. Teacher: "What do I know," hands down.
Teacher: So multiplying we get 24 over 4. Teacher: And if we wanted to count them, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 34, 6 times 4 is 24. Teacher: Now this is where the magic comes in.  [TARGET]Teacher: I'm still hearing side conversations.[/TARGET] Teacher: [Crosstalk] Teacher: Did I or did I not say that if you're distracting us from learning that you could leave? Teacher: Student A has been following my directions when I've asked him to move.
Teacher: So next Monday is February 7. Student: I don't have those. Teacher: Okay.  [TARGET]Teacher: So just sit and listen.[/TARGET] Student: I don't have page - Teacher: Okay. Teacher: If you don't have them, they may be on the back of some of the ones you turned in to me.
Teacher: So now all eyes on the speaker. Teacher: Whoever is not finished. Teacher: Speak loud.  [TARGET]Teacher: [Inaudible] you not listen.[/TARGET] Teacher: Listening. Student: The title of - the title of my graph is, "Favorite Food."  The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it?
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].  [TARGET]Teacher: You are not.[/TARGET] Teacher: Right now I just want you to watch, all right? Teacher: The main thing is I want you to understand the steps. Teacher: Go from percent, to decimal, to degrees, and this is when we've multiplied it times 360 degrees.
Teacher: So now let's do one problem together, everybody. Teacher: Let's do one problem. Teacher: Go to your slate.  [TARGET]Teacher: Let's do one problem together, everyone.[/TARGET] Teacher: I'm going to be asking you some question, what we should be doing. Teacher: Let's do this together. Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3.
Teacher: So now this - is it needed? Teacher: How are you going to tell which one is larger? Teacher: Give me five.  [TARGET]Teacher: Your voices are too loud.[/TARGET] Teacher: You need a 6 inch voice. Teacher: Only your partner should hear you. Teacher: How are we going to know which one is larger?
Teacher: So now we have five-tenths? Student: Yes, it is. Teacher: Shh.  [TARGET]Teacher: And we - calm down.[/TARGET] Teacher: I haven't even asked the question. Teacher: I know you got it. Teacher: And two-tenths.
Teacher: So now you have your first number - your first number model. Teacher: Okay, what is the second number? Teacher: How are you going to model the second number?  [TARGET]Teacher: Hold on, let me wait, because some people are still counting out tens, and if you're still counting, you're not going to be able to pay attention.[/TARGET] Teacher: Take another 30 seconds. Teacher: [Pause]. Teacher: All right, hands off.
Teacher: So now you're going to think of a temperature, and you're going to write it in the corner on the back of the paper. Teacher: One person's going to write the temperature. Teacher: Stop.  [TARGET]Teacher: Listen to my directions.[/TARGET] Teacher: Don't write. Teacher: Do not write. Teacher: One person in the group will write the temperature in the corner, and then they'll turn it over, don't do anything yet, and pass it to the other person, and that person will mark too hot and too cold based on what that person says.
Teacher: So okay, so you have all this information. Teacher: Where are you getting stuck? Student: That I'm getting stuck about I don't know like what's the whole number.  [TARGET]Teacher: I can't hear you.[/TARGET] Student: I don't know what's the whole number and like how many pieces did he cut into. Teacher: Well let's look at it. Teacher: How many pieces did he cut it into?
Teacher: So on the other side of your page, we can use the fraction pieces. Teacher: You need to write simplify fractions. Teacher: I don't want to hear any noise coming from table five at all, period.  [TARGET]Teacher: Not any giggling, any mumbling, nothing.[/TARGET] Teacher: This is exactly how I want it to be in your notebook. Teacher: [Announcement]  So when we simplify fractions, we're simply making equivalent fractions, but instead of making them bigger, we're making them smaller, and what operation do we use - Student T, you always do that. Student: I have a question.
Teacher: So one-eighth would be this. Teacher: Do you see what I'm saying? Teacher: [Crosstalk]  [TARGET]Teacher: What are you doing on the floor?[/TARGET] Student: Trying the disco thing. Teacher: All right, so this is right, but you've got to find out what's left. Student: Okay.
Teacher: So open them up and get a chocolate bar. Teacher: All right. Teacher: Don't litter.  [TARGET]Teacher: Don't litter.[/TARGET] Student: You got it? Student: [Teacher opening up candy bars]. Teacher: All right, the first thing I want you to do is I want you, [laughter] to take your chocolate bar and I want you to look at it.
Teacher: So people are having a little bit of a problem on that first one. Teacher: [Crosstalk] Teacher: Turn around please.  [TARGET]Teacher: Turn around please.[/TARGET] Teacher: Face front. Teacher: Are you two working together? Teacher: I want people working together.
Teacher: So pick your crayons in 3, 2, 1, all right, two colors. Teacher: You just need two colors. Teacher: [Crosstalk]  [TARGET]Teacher: Let me count again.[/TARGET] Teacher: You need two crayons in 3, 2, 1. Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem. Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns?
Teacher: So please go to where you're supposed to be sitting so we can start. Teacher: Table 1 where Student J is sitting. Teacher: It's Student J, Student B.  [TARGET]Teacher: Table 2 where Student J's sitting is Student K, Student M, and Student D.  Student M, why did you move?[/TARGET] Student: Getting some papers for [inaudible]. Teacher: 3 over - group 3, Student J, Student J, Student D,  Student M.  4, Student N, Student D, Student D, and Student D.  And 5 - Student: [Inaudible] on paper.
Teacher: So plus two. Multiple Students: Yes! Teacher: Come over here.  [TARGET]Teacher: You have to move.[/TARGET] Multiple Students: [Crosstalk]. Teacher: Okay. Teacher: Student C, come on up.
Teacher: So remember guys, we've been talking a lot lately about the idea that I've taught you guys more than one way to solve every problem, right? Teacher: Student K, what did I just say? Student: [Inaudible].  [TARGET]Teacher: Okay, so what you need to do is stop goofing around and start paying attention, okay?[/TARGET] Teacher: Because this is about five times that I've noticed you talking to Student S and you know what? Teacher: She probably didn't hear what I said either because you were disturbing her. Teacher: So it doesn't just affect you.
Teacher: So right now we're focusing on what Student M saying. Teacher: You're showing props to him, okay. Teacher: You're listening to him.  [TARGET]Teacher: You're not playing with this.[/TARGET] Teacher: So Student M, what can you tell me about using multiplication to solve division? Student: Say you have 12 divided by 3, and you know that it equals 4 because 4 times 3 equals 12. Teacher: Hm, I like that.
Teacher: So seventeen minus four gives me thirteen. Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three.  [TARGET]Teacher: Shh.[/TARGET] Teacher: I'll wait. Teacher: Do we need to wait like we did, yesterday? Multiple Students: No.
Teacher: So seventy-two point two five. Teacher: You need to multiply seven, two, two, five, times three one four. Teacher: If you have not already multiplied it - although you should have - number four.  [TARGET]Teacher: Get busy.[/TARGET] Teacher: There's your problem. Teacher: Seven thousand two hundred twenty-five times three hundred fourteen. Teacher: Take the decimal point out while you multiply.
Teacher: So she started off with - have a seat. Teacher: I'd appreciate it, Student T, when I give you opportunity to learn that you take it. Teacher: Okay, did you see how many hands went up?  [TARGET]Teacher: Student M, is the only one that didn't put his hand up, besides you.[/TARGET] Teacher: It tells me that you sat there while your neighbor, Student L, did this correctly. Teacher: Didn't understand what you were doing. Teacher: You have it right there.
Teacher: So some of that is also not just estimating but common sense about how much money you need, right? Teacher: Okay, we're going to get started. Teacher: So I'm going to need your help with this.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: If you cannot handle it, if you cannot handle just letting the fly be, we'll find another seat. Teacher: So Student A, go back to your desk where you belong because there's a fly over here and you can't handle it. Teacher: Go back to your desk where you belong so that we're all ready to move on.
Teacher: So take out your dry erase markers, those of you that have them. Teacher: Student E, go to Ms. M's room. Teacher: Bye.  [TARGET]Teacher: Student J, you have to go to Ms. J's room.[/TARGET] Teacher: I forgot. Teacher: You're not taking part in the study, so you've got to go. Teacher: You go ahead and do page 163.
Teacher: So tell us the rule. Teacher: I'm not quite sure why you're doing that. Teacher: You can tell us.  [TARGET]Teacher: You don't need to write it.[/TARGET] Student: [Inaudible]. Teacher: Student S.  Hold on a second. Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated.
Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it? Teacher: It's not a matter of you telling her.  [TARGET]Teacher: She needs to know for herself.[/TARGET] Teacher: Okay. Teacher: We have to go on. Teacher: You get partial credit.
Teacher: So that tells us the American League had more homeruns during those years, so you should have written American League. Teacher: The next one, in which year did the National League champion hit more homeruns than the American League champion? Teacher: Which year did that occur in?  [TARGET]Teacher: Student E, you need to focus.[/TARGET] Student: Okay. Teacher: Which year did the National League champion hit more? Teacher: Student T?
Teacher: So that whole thing. Teacher: This - this - this is one. Teacher: Get up.  [TARGET]Teacher: Get up.[/TARGET] Teacher: Take a seat away from the [Inaudible] please. Teacher: Step away please. Teacher: Right there.
Teacher: So that's a great example. Teacher: Okay? Teacher: Student A, do you need something?  [TARGET]Teacher: Please sit down.[/TARGET] Teacher: Leave the fly alone. Teacher: Student A? Student: What if you don't know how much money you need, right?
Teacher: So that's one fourth. Teacher: Make sure they're exact. Teacher: Go back and make them exact.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Let's put this aside for right now. Teacher: Two fourths, three fourths. Teacher: Now what's this one?
Teacher: So that's Student L, Student V and Student E. Teacher: [Crosstalk]  Teacher: Yes.  [TARGET]Teacher: Student L, will you put this back up on the board?[/TARGET] Teacher: Thank you. Teacher: Student V, we're waiting for you. Teacher: No, you don't need your journals.
Teacher: So that's one. Teacher: How many of those [inaudible] out of those circles? Teacher: [Crosstalk - excessive background noise]  [TARGET]Teacher: How we doing?[/TARGET] Teacher: You can start with the math if you want to. Teacher: You can start with the pictures. Teacher: Everybody has a picture?
Teacher: So the answer is five eighths. Teacher: Would you raise your hand if you got five eighths? Teacher: Hands down.  [TARGET]Teacher: Raise your hand if you think he's a little bit off.[/TARGET] Teacher: How many of you are not sure how he came up with five eighths? Teacher: Good. Teacher: Will you explain to us how you got five eighths?
Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even. Teacher: So hold on.  [TARGET]Teacher: Let's go back.[/TARGET] Teacher: You don't actually know. Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6.
Teacher: So the correct answer is 271. Student: Yes. Teacher: All right.  [TARGET]Teacher: Please pack up this center.[/TARGET] Teacher: Everybody pack up this center. Teacher: Everybody pack up this center. Teacher: Seat work.
Teacher: So the denominator is eight. Teacher: So how many is shaded? Teacher: One eighth.  [TARGET]Teacher: All right, now, let's look at another person that is really good at it.[/TARGET] Teacher: Somebody. Teacher: Now, I see hands up. Teacher: Good job.
Teacher: So the first person - excuse me. Teacher: The first person that comes up with the answer wins, and that person would get that point. Teacher: We need one person, two people with the dry erase boards, okay?  [TARGET]Teacher: One person calling out.[/TARGET] Teacher: The other person gets to judge who comes up with the answer first, all right? Teacher: So does everybody understand what to do? Teacher: What if in the event that you have two people that finish, and the person that finished first didn't have the correct answer?
Teacher: So the last thing I wanted to take a look at is page 152. Teacher: Let's go over what we've learned so far about our graphs. Teacher: Page 152 in our hardback book.  [TARGET]Teacher: Page 152 we see in our hardback, Student A, you may go down to Miss J's room and relax.[/TARGET] Teacher: Take a cool-out. Teacher: So let's take a look at page 152. Teacher: Raise your hand if you're not on page 152.
Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that? Teacher: So here is step one, we did that one.  [TARGET]Teacher: Now we're on step two.[/TARGET] Teacher: Do it again. Teacher: Divide, okay. Teacher: So five will go into 49 how many times?
Teacher: So the pattern repeats itself and it goes on and on. Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Pay attention. Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set.
Teacher: So the problem is Tommy has a set of 8 pillows. Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square?  [TARGET]Teacher: I'm going to give you guys one minute.[/TARGET] Teacher: Excellent. Teacher: So the things that are different, number one, although I'm keeping score, we are not going to have a winner per se. Teacher: Number two, the other change is I'm going to call the person to come up and explain rather than the group doing it.
Teacher: So the timer is set for 10 work your hardest you're working by yourself first I don't wanna hear any noises and then we'll start sharing okay? Teacher: What's your question Student A? Teacher: Yes.  [TARGET]Teacher: Quietly not talking to your neighbor yet.[/TARGET] Student: Do we work down here? Teacher: Yep you can show your work down here or if you wanna put it on the back of your paper you can do that too. Student: I just didn't know where to put it.
Teacher: So then make sure you take that off once you do that. Student: I did this. Student: I just put it right there.  [TARGET]Teacher: You didn't follow my directions.[/TARGET] Student: [Inaudible]. Teacher: You did. Teacher: You just did it - yeah, I see what you did.
Teacher: So then you don't have to write anything. Teacher: [Crosstalk] Teacher: [Inaudible].  [TARGET]Teacher: Last chance.[/TARGET] Teacher: I hate to be ugly, but that's the last chance. Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control.
Teacher: So then, Student K, everything that they say, you have to list on your paper too. Teacher: Then when everybody's done doing that, then you measure and you see if you're right or not. Teacher: Why didn't you write her item down?  [TARGET]Teacher: Okay, you need to stop because you didn't follow directions, again.[/TARGET] Teacher: I only see three things listed. Teacher: How many people are at this table? Student: Five.
Teacher: So there are enough buckets here so each person can work at their own pace, okay? Teacher: So, Student K, I am gonna have you join Table 3, okay? Student: [Inaudible].  [TARGET]Teacher: No one should be talking at Tables 1 and 4.[/TARGET] Teacher: We're going to be working on mean, median, mode, range, okay? Teacher: So you're gonna read the directions carefully and do what's asked. Teacher: The other thing I'm gonna leave out in case anyone finishes early.
Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class. Teacher: Stop crying. Teacher: Okay.  [TARGET]Teacher: All right, very good.[/TARGET] Teacher: Let's all work through this together. Teacher: Remember, it is a learning experience. Teacher: This is something new.
Teacher: So there's my final answer, right, one sixth. Teacher: Grab another sheet of paper. Teacher: I put some white paper in the middle of your tables.  [TARGET]Teacher: Grab another one.[/TARGET] Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds. Teacher: Sh.
Teacher: So they're going to be working with us today. Teacher: We are going to have a 4 and 5 combination class until 12:00. Teacher: We're doing 4th grade math.  [TARGET]Teacher: You want to sit over here.[/TARGET] Teacher: That's fine. Teacher: However you want to do it. Teacher: I'm going to let you guys sit down and [inaudible].
Teacher: So they're like a parallelogram, but they're split in half. Teacher: But what about the sides? Teacher: I want to talk about the sides.  [TARGET]Teacher: Student E, help please.[/TARGET] Student: The sides [inaudible]. Teacher: Well they have two sets of parallel sides. Teacher: That's what makes them a parallelogram.
Teacher: So this is going to become three and a half times five and a half. Student: You should multiply 7 over 3 times 3 over 2. Teacher: Can you please move back to the floor, Student M, and bring your notebook?  [TARGET]Teacher: I'm not sure why you went back to your seat.[/TARGET] Teacher: All right. Teacher: Tell me, is this wider or not? Multiple Students: Yes.
Teacher: So this is the rule. Teacher: Remember, sometimes one operation may not get it. Teacher: You may have to use more than one operation, like I used times and I used plus.  [TARGET]Teacher: Student D, for the second time I'm telling you, we are watching right now.[/TARGET] Teacher: The last thing we are going to do, we are going to follow. Teacher: Can you all see this chart? Multiple Students: Yes.
Teacher: So this is the whole [Inaudible]. Multiple Students: [Inaudible]. Teacher: Sh!  [TARGET]Teacher: Lower the volume.[/TARGET] Teacher: Lower the volume. Teacher: All right. Teacher: I need - you can only vote if you have a silent vote.
Teacher: So this is what we call one third, and how many pieces is that? Multiple Students: Eight. Teacher: [Inaudible].  [TARGET]Teacher: So, now, how many - look.[/TARGET] Teacher: She is not looking. Teacher: She is not looking. Teacher: She's - thank you.
Teacher: So this shaded piece, that's one box of candy that we've boxed up. Teacher: Pretend we're a shipping company. Teacher: We make candy.  [TARGET]Teacher: Student A, the point was to have your eyes up here.[/TARGET] Teacher: Turn it around. Teacher: So our three-quarters of a pound, we put it in a box. Teacher: We set it aside.
Teacher: So those people who put them in the wrong order - Student I, can we stop that? Teacher: What ... what do you need? Teacher: No, no, no, no.  [TARGET]Teacher: Student I, I want you to stop that, which means stop what you're doing.[/TARGET] Teacher: You're - Student I, you did it in this order. Teacher: This order's wrong. Teacher: Most of the people did it in the right - I need you to see this, so you don't do this wrong next time, okay?
Teacher: So three is positive 7 and what? Teacher: Who got 7,8 for number three? Teacher: Very good.  [TARGET]Teacher: Not going to yell out.[/TARGET] Teacher: He got it, sweetheart. Teacher: We already did it over here. Teacher: Let's look at number four.
Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. Teacher: We're gonna try something a little bit trickier. Teacher: I'm gonna give you a paper like this.  [TARGET]Teacher: Can somebody turn off one light?[/TARGET] Student: I'll do it. Teacher: Somebody close to the door. Teacher: Come on.