stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Notice, Student A, I labeled both the left and the right sides, so I remembered it's 10 on top and 4 on the bottom. Teacher: If you would like to make yours exactly like mine, I suggest you do it. Teacher: What's the problem?  [TARGET]Teacher: Don't waste my time.[/TARGET] Teacher: Get a pencil or ask me for one. Teacher: If I've cut up the 10 and the 4, I know I also need to cut up the 23. Teacher: Student J, before I let you go anywhere, will you please tell me, how would you break apart 10 and 3?
Teacher: Now - Multiple Students: [Crosstalk]. Teacher: - Student A, do you know where those big pieces of white paper are back there?  [TARGET]Teacher: Can you get - shh.[/TARGET] Teacher: Shh. Teacher: Shh. Student: Teacher A?
Teacher: Now I am going to pass out your papers. Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game.  [TARGET]Teacher: If you need any help, you raise up your hand and I will help you.[/TARGET] Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here.
Teacher: Now I love how everybody is paying attention right now. Teacher: I'm gonna write something here. Teacher: We have been finding different fractions on these.  [TARGET]Teacher: Student K, you're looking at me.[/TARGET] Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now. Teacher: Student J, that goes for everybody in this group.
Teacher: Now I need everybody looking at me. Teacher: All right. Teacher: There's a little bit too much talking.  [TARGET]Teacher: Student K.  Anybody who's talking now will get a mark and they will not have free time Friday.[/TARGET] Teacher: I don't want anything on your laps, now. Student: There's nothing on my lap. Teacher: Student K, I asked you to throw away the gum.
Teacher: Now I really would like to see the formula. Teacher: Yes. Student: [Inaudible].  [TARGET]Teacher: I need for you to go outside.[/TARGET] Teacher: Take two minutes, get yourself together and then come back. Student: I did it the same way as Student M, but I did the formula. Student: I took this part.
Teacher: Now I want to show you how to multiply double digit numbers. Teacher: We say two digit numbers. Teacher: I don't want you to shout out until I call for it.  [TARGET]Teacher: Is that clear, Student S?[/TARGET] Teacher: Remember, the most important rule in multiplication is that each piece is multiplied. Teacher: I am going to use the same strategy. Teacher: I'm going to draw a 12 by 21 array.
Teacher: Now I want you to make up a data. Teacher: I want you to get up. Teacher: Collaborate.  [TARGET]Teacher: Work with your team.[/TARGET] Teacher: I'm going to make the same. Teacher: Work with your team. Teacher: One person has to gather what?
Teacher: Now I want you to open up your book to page - your math book to page 462 and 463. Teacher: Page 462 and 463. Teacher: Let me remind you of what I expect today.  [TARGET]Teacher: I expect you, when I'm talking, not to talk out, okay?[/TARGET] Teacher: All right. Teacher: We're going to be working. Teacher: Our key concept is we're going to learn how to find volume.
Teacher: Now I want you to show me three fourths. Teacher: Where is that? Teacher: Take this crayon.  [TARGET]Teacher: Student S, were you after school?[/TARGET] Teacher: You should have been here. Teacher: That's three fourths. Teacher: Now you've got to show what?
Teacher: Now I'm calling one-sixth. Teacher: If I called one-fourth, I will call it next, but right now one-sixth. Teacher: [Crosstalk]  [TARGET]Teacher: Stop talking.[/TARGET] Student: One-sixth? Teacher: One-sixth. Teacher: [Crosstalk]
Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths.  [TARGET]Teacher: Put that away, Student K.  Four-fifths plus five-eighths equals one.[/TARGET] Teacher: Three-sixths plus two-fourths equals one. Teacher: Okay, now let's take out our math books. Teacher: Take out your math books.
Teacher: Now I'm gonna write five problems down. Teacher: Just sit down. Teacher: I will take care of the wasp.  [TARGET]Teacher: I want you all to stop looking at that.[/TARGET] Teacher: Oh, hold on a minute. Teacher: What was that problem that we just did? Teacher: Three fourths plus?
Teacher: Now I'm going to continue. Teacher: Move over here please, over here. Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps.  [TARGET]Teacher: We start from question one right now.[/TARGET] Teacher: [Crosstalk] Teacher: Do not destroy that. Teacher: We've been using that now for more than five years.
Teacher: Now I'm watching you. Teacher: What do you do with that information? Teacher: Are you rewriting those?  [TARGET]Teacher: I'm not talking to you.[/TARGET] Teacher: All right. Teacher: Now can I see your other one? Teacher: The way you did it, is that it?
Teacher: Now I've got all this candy left over because I've only boxed up four of my pounds of candy so far. Student: You need an extra box. Student: [Crosstalk]  [TARGET]Teacher: I know you know how to act.[/TARGET] Teacher: So now we take our leftover quarters. Teacher: We need 1, 2, 3, and those are all gonna combine to make our sixth box of candy. Teacher: 1, 2, 3 combined to make our seventh box of candy, 7, 8.
Teacher: Now Student E, how many digits are in our top number? Student: [Inaudible]. Teacher: I'll wait.  [TARGET]Teacher: Shh.[/TARGET] Teacher: I'm looking to see if my back table's ready. Teacher: Turn around, please. Teacher: Put your thumb up if you're ready to move on.
Teacher: Now Student M is not listening. Teacher: I'm losing you. Teacher: See, I'm losing them.  [TARGET]Teacher: Yes, that's the way.[/TARGET] Teacher: All right, listen. Teacher: Good job. Teacher: Now, that's how I need it.
Teacher: Now add it up together. Teacher: Write it where you have - write it here. Teacher: Excellent.  [TARGET]Teacher: Now let's do number two.[/TARGET] Student: Oh, I get it. Student: I get it. Student: Like 40 times 4 and then plus 3 times 5.
Teacher: Now add it up. Teacher: [Crosstalk] Teacher: I like what you did here.  [TARGET]Teacher: Let me see.[/TARGET] Student: He just copied that. Teacher: No, he didn't copy you. Student: Shut up.
Teacher: Now add this and this together. Teacher: Let me see the people that are really working now. Teacher: [Crosstalk]  [TARGET]Teacher: Let me see people that are really working.[/TARGET] Teacher: Student K is doing a good job being on task. Teacher: Student X being on task. Teacher: Student C being on task.
Teacher: Now all you all are going to do - that's my data. Teacher: I just told you one. Teacher: Now I want you to make up a data.  [TARGET]Teacher: I want you to get up.[/TARGET] Teacher: Collaborate. Teacher: Work with your team. Teacher: I'm going to make the same.
Teacher: Now before - we're going to gather information. Teacher: How to make your data. Teacher: You have a book.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: One person. Teacher: Give me a paper towel. Teacher: One person is going - excuse me.
Teacher: Now can everybody take a look at the board? Teacher: Student K. Student: Yes?  [TARGET]Teacher: Please take a look.[/TARGET] Teacher: Student A. Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit.
Teacher: Now complete this statement with what is going on, on your page 1 and right up here on the board. Teacher: We talked about the - you're not writing anything on your paper. Teacher: You're not writing anything.  [TARGET]Teacher: You're talking at your table, coming up with this statement.[/TARGET] Teacher: You're not writing anything on your paper. Teacher: Listen. Teacher: You're coming up with a statement.
Teacher: Now do it. Teacher: And add up. Teacher: I don't know what you're doing there, Student D.  Sit down.  [TARGET]Teacher: Teacher S is still helping you.[/TARGET] Student: Is this times? Teacher: Add. Teacher: Plus.
Teacher: Now does this have anything to do with math, Student K? Student: Yeah. Teacher: No.  [TARGET]Teacher: Now what we're gonna do right now is I'll have a paper for you.[/TARGET] Teacher: This is something we are gonna work on a lot next week. Teacher: Next week you will have some cubes so that you can really figure this out. Teacher: [Crosstalk]
Teacher: Now everybody write the exit question. Teacher: Exit question, everybody wrote it? Teacher: This time it's exit questions, plural, because one is going to be on addition and one is going to be on subtraction.  [TARGET]Teacher: Stay over there, please.[/TARGET] Teacher: We are not finished. Teacher: Question one. Teacher: These are the two questions, one on subtraction and one on addition.
Teacher: Now how do I find my median? Teacher: The median is what number? Teacher: The middle number.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student S, sit up so you can pay attention. Teacher: Okay. Teacher: So that's my what?
Teacher: Now how many lines do you see before you get to the number one? Student: One. Student: Zero.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Stop yelling out. Teacher: I've got people who are not even thinking, or not even counting. Teacher: I need to see hands.
Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. Teacher: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me.  [TARGET]Teacher: Student L, Student J, Student J, good job.[/TARGET] Teacher: I need people quiet. Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it.
Teacher: Now if I round up, what should I do to the 7? Student: Make it an 8. Teacher: Anything behind, Student A?  [TARGET]Teacher: Student A please.[/TARGET] Teacher: Excuse me. Teacher: Thanks. Teacher: So there's one example.
Teacher: Now if I wanted to write this problem out, how would I write this problem in math? Teacher: Go ahead, buddy. Teacher: I hope you feel better, Student Z.  [TARGET]Teacher: Go home and get rest.[/TARGET] Teacher: Is your mom going to be okay with you going home? Teacher: You sure? Teacher: All right.
Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K.  Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one.  [TARGET]Teacher: Okay, now let's take out our math books.[/TARGET] Teacher: Take out your math books. Teacher: [Crosstalk] Teacher: Not quite.
Teacher: Now in the first circle I want you to shade three pieces of it, or three parts of it. Teacher: Excuse me. Teacher: Can you let me take care of my class, please?  [TARGET]Teacher: Now we have a few that did not hear me.[/TARGET] Teacher: Color three pieces or three parts from that first pair. Teacher: After you're done with that, I want you to write the fraction that represents the number of parts that you have colored. Teacher: Now for the second pair I want you to color four parts of it.
Teacher: Now it says on number one, "One-half plus one-eighth plus blank equals one." Teacher: What would be the first thing you might want to do to help you solve this problem? Teacher: What might you want to do?  [TARGET]Teacher: Can you share with Student J, since you've lost your book?[/TARGET] Teacher: What might you want to do? Teacher: Anybody? Teacher: Okay.
Teacher: Now it's 21 groups of 7. Teacher: That cup needs to be put away, now. Teacher: Then I want to trace.  [TARGET]Teacher: Student N, thank you for staying quiet while my back was turned to you.[/TARGET] Teacher: You know, that's my favorite rule in the classroom. Teacher: I'm going to label this as 21 groups of 7. Teacher: We talked about 21 groups of 7 sometimes being a difficult problem to solve.
Teacher: Now let me go into one of the problems on page nine - oh, no. Teacher: No, let's go - Student: Page six.  [TARGET]Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with.[/TARGET] Teacher: One of the problems. Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six.
Teacher: Now let me think. Teacher: [Crosstalk] Teacher: No, guys, I'm giving you the problems.  [TARGET]Teacher: I'm giving you the problems.[/TARGET] Student: Can I use my pencil to do it? Teacher: Yes. Teacher: 18 times 27 is the first problem.
Teacher: Now let's decide. Teacher: Excuse me. Teacher: Everything is not an argument.  [TARGET]Teacher: Let's decide - you all decided for Student B to draw the graph, correct?[/TARGET] Student: [Inaudible]. Teacher: Student D, what are you doing? Student: [Inaudible].
Teacher: Now let's do question six, question seven and question eight together. Teacher: I want to hear some discussion, some sharing of ideas. Teacher: A, we read over the steps; A reads the steps now.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: A reads the steps before we proceed. Teacher: [Crosstalk] Teacher: A reads all the steps.
Teacher: Now let's go ahead. Teacher: It looks like you guys did a lot of work. Teacher: Let's go ahead and check yours with mine.  [TARGET]Teacher: Please do not let this be where you made your mistake.[/TARGET] Teacher: That would be so silly. Teacher: Help me out now. Teacher: Nine times 4, everybody?
Teacher: Now listen, because you're going to be on your own in a minute. Teacher: There's twelve squares like this. Student: [Inaudible] pizza.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Teacher: This square is one whole thing, okay? Teacher: So I want you to build a model, which means cutting out, gluing, labeling, to show this number.
Teacher: Now look at this. Teacher: One. Teacher: Two.  [TARGET]Teacher: Watch this.[/TARGET] 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.
Teacher: Now once the design is made- Student: You can use three blocks? Teacher: Three, yes, because that's the directions.  [TARGET]Teacher: You're watching.[/TARGET] Teacher: Questions are later. Teacher: It's your job to explain it and describe it to your partner to build it without them seeing it. Teacher: So you make sure the design you build, you're able to describe it to your partner using geometry building words.
Teacher: Now put plus here. Teacher: One sixty - this is how you got 172, 160 plus 12 is this. Teacher: So you're going to put this.  [TARGET]Teacher: Let me see where you are.[/TARGET] Student: Teacher, can I have this? Teacher: I said I will give it to you, but not now. Teacher: When you finish with your math.
Teacher: Now so you want to get in your mind - Student: Teacher, this one's the wheat or wheat toast? Teacher: Yes.  [TARGET]Teacher: No, this is - and group three is not talking.[/TARGET] Teacher: This is the wheat. Teacher: It's in the order on the board. Teacher: We already put it in order: the wheat, the original, the toast, the little squigglies, and the pretzels.
Teacher: Now step two says: count the number of shapes in the set. Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set.  [TARGET]Teacher: Student C, we're watching right now.[/TARGET] Teacher: Student L, we're watching. Teacher: Put the pencil down. Teacher: So we've got the number in the set.
Teacher: Now that I've done girls. Student: You set up that [inaudible] Teacher: Where do I put it?  [TARGET]Teacher: You want to come up here and show me?[/TARGET] Teacher: Student D, you need to be on the carpet. Student: What is it? Teacher: [inaudible] what's that answer?
Teacher: Now they need the fraction and the percent, okay. Teacher: You can sharpen that after. Teacher: That one's okay.  [TARGET]Teacher: Here, put that away.[/TARGET] Teacher: So, on the first one it says, "Shade in point 75 on the square." Teacher: So how many are you going to shade in, in that very first square? Multiple Students: [Crosstalk]
Teacher: Now they're going to yell at me because I made it too fast. Multiple Students: [Inaudible] measures of weight. Teacher: Write your own answer.  [TARGET]Teacher: Stop talking.[/TARGET] Teacher: Stop talking. Teacher: [End of Audio]
Teacher: Now this is a grid that has what on it? Teacher: Everybody put your crayons down. Teacher: [Crosstalk]  [TARGET]Teacher: Just a minute.[/TARGET] Teacher: Put your crayons down. Teacher: Look up here. Teacher: What do you notice is different about this grid than the other one?
Teacher: Now this is a mathematical tool. Teacher: It's not a toy. Teacher: It's a tool.  [TARGET]Teacher: Be very careful with it.[/TARGET] Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next. Teacher: Where you have drawn, I'm just going to use the semi-circle part.
Teacher: Now this is where the magic comes in. Teacher: I'm still hearing side conversations. Teacher: [Crosstalk]  [TARGET]Teacher: Did I or did I not say that if you're distracting us from learning that you could leave?[/TARGET] Teacher: Student A has been following my directions when I've asked him to move. Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now.
Teacher: Now this one - shade in 46 hundredths. Teacher: Are you working with Student B? Teacher: Because I'm pretty sure Student B understands this.  [TARGET]Teacher: Wait.[/TARGET] Teacher: Wait. Teacher: Stop. Teacher: I put the two of you together for a reason, okay?
Teacher: Now this says 15, but don't let that bug you. Teacher: Now watch what I do. Teacher: Remember what I touched, Student P?  [TARGET]Teacher: Student P, focus.[/TARGET] Teacher: 6 times - Multiple Students: 2. Teacher: 2 equals -
Teacher: Now this time we're going to change it up a little bit. Teacher: The fine tax payers of [inaudible] - sit up please, Student A. Teacher: You okay?  [TARGET]Teacher: You're not okay?[/TARGET] Teacher: What's that? Teacher: You okay? Teacher: You want to go to the clinic?
Teacher: Now today what we're gonna start to do is to look at fractions again. Teacher: There's no talking. Teacher: Put that away now.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: We're looking at fractions to see what equals one, one whole. Teacher: Who can give me a fraction right now that equals one whole? Teacher: Who can give me a fraction that equals one whole right now?
Teacher: Now turn it over on the back. Teacher: You have two sides on the back. Teacher: Turn it over on the back.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Turn it over on the back. Teacher: Write your name on the back side and the front side that's turned over. Teacher: On the back I want you to write a number line.
Teacher: Now watch this. Teacher: There's your graph. Teacher: [Inaudible] a line under here.  [TARGET]Teacher: Watch.[/TARGET] Teacher: Watch. Teacher: Zero. Teacher: One.
Teacher: Now we gotta do the last part. Teacher: 48 times 6. Teacher: Student E, you can put the pen down, please.  [TARGET]Teacher: Getting up out of your seat without permission.[/TARGET] Teacher: Student M, where do I start here? Student: 8 times 6. Teacher: Is?
Teacher: Now we have two goals. Teacher: Now we're trying to solve these problems using division, and we're also trying to distinguish or determine which ones are grouping and which ones are sharing. Teacher: Student T, stop and walk around.  [TARGET]Teacher: If you're going to be silly around that, you'll leave the classroom.[/TARGET] Teacher: Question? Teacher: We do not need to skip people. Teacher: It's very simple.
Teacher: Now we're going to do the exit question right now. Teacher: Before we do the exit question, Student J, you share with us one of the questions that we did. Teacher: Excuse me.  [TARGET]Teacher: Everybody pay attention.[/TARGET] Teacher: You can erase the board. Student: The question I'm going to do right now is subtraction. Teacher: Can we pay attention and see what Student J is doing?
Teacher: Now we've got a double 9. Teacher: If you have 9, you need to double, or you need to match this one and one of those needs to double. Teacher: Stop throwing please.  [TARGET]Teacher: Student C, no fraternizing with another team.[/TARGET] Teacher: You can't give away your answers. Student: I need 9 more. Teacher: 9 more what?
Teacher: Now we're going to compare 36 percent to one half. Teacher: 53 percent to one half. Teacher: Then we're going to compare seventy-one thousandths.  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Excuse me. Teacher: I'm not asking you to compare them to each other. Teacher: Look.
Teacher: Now we're going to wrap up our lesson - shh. Teacher: We're going to wrap up. Teacher: I'm going to ask you some questions, going around the room.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, let's see who can answer this question. Teacher: I need you to be able to answer the essential question so we can close, and move onto reading. Teacher: I'm - I like the way Student A is sitting.
Teacher: Now what we're gonna do, you're gonna find that a lot more of these - some of the terms that I was wanting us to look at - I don't think you thought to mention. Teacher: Look at the angles and now let's start thinking about - leave your shapes. Teacher: Please do not change your shapes.  [TARGET]Teacher: Some of you are not following directions, and I will mark that down 'cause you're still not listening.[/TARGET] Teacher: The shape that you had - think about what we've learned about acute angles, obtuse angles. Student: I have a right angle. Teacher: Thinking about that, raise your hand in group one if you see acute angles.
Teacher: Now you all are getting the place value. Teacher: Write data and then what you think its definition might be. Teacher: You're doing it right now.  [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Student B, I want you sitting here next to Student D since you're both using the place value chart. Student: We don't need the lined paper? Teacher: You still need the lined paper.
Teacher: Now you and your partners may not be on the same chapter, and that's okay. Teacher: It's okay. Teacher: But if you have a question, you can ask your partner or put a star next to it, and I'll go over it when we come out of group.  [TARGET]Teacher: So the first group is gonna be Student J, Student B, and Student F.  And you can sit here.[/TARGET] Teacher: I know Student F won't be able to participate. Teacher: Group 2 will meet here. Teacher: Student K, Student M, and Student D, you guys are gonna do the same thing that that table's doing.
Teacher: Now you can look. Teacher: How you follow this data is this. Teacher: You go all the way over here.  [TARGET]Teacher: You [inaudible] - Student R, you really need to pay attention.[/TARGET] Teacher: You do not know everything. Teacher: Over here. Teacher: You can read this data.
Teacher: Now you check those ones you miss. Teacher: And now you have to go back and figure out how to come up with the answer with an explanation. Student: Number 9 is already in order.  [TARGET]Teacher: Pardon me.[/TARGET] Student: [Inaudible]. Student: 14 minus 11. Teacher: What is it?
Teacher: Now you follow all the steps. Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer. Teacher: So let's move on with the steps.  [TARGET]Teacher: You were doing question 6, 7 and 8.[/TARGET] Teacher: [Crosstalk] Teacher: What did you all do here? Teacher: Who read the steps?
Teacher: Now you gotta lay 'em together like this. Teacher: A and B. Student: Did I get it?  [TARGET]Teacher: Let's take those away.[/TARGET] Teacher: Help each other around you if you haven't gotten it. Teacher: Where's your A? Teacher: If you actually did this - oh, this is your corner, isn't it?