stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Yep. Teacher: [Crosstalk] Teacher: Excellent.  [TARGET]Teacher: Move on to this one, okay.[/TARGET] Teacher: Okay, there's one-half. Teacher: So label it one-half. Student: [Inaudible]
Teacher: Yep? Student: Are we being recorded right now? Teacher: Yes we are.  [TARGET]Teacher: It's okay relax just do your math, scoot yourself in.[/TARGET] Teacher: Nice job I love your picture. Teacher: Who's, who's talking? Student: I wasn't talking.
Teacher: Yes I am. Student: I know why you're not. Student: [Laughter].  [TARGET]Teacher: Why are you being so mean to me, today?[/TARGET] Teacher: Because my face is all messed up, you think you can be mean to me? Student: What happened to you? Teacher: Student M, [inaudible] in the face.
Teacher: Yes or no honey? Teacher: Student L please put your hand down and tell me yes or no? Teacher: Nothing yet?  [TARGET]Teacher: That's why you're back here.[/TARGET] Teacher: Number one you're not following directions, number two I'm gonna help you with it alright? Teacher: It says if one block weighs 10 pounds what's the weight in pounds of one ball. Teacher: 10 pounds for this block right?
Teacher: Yes sir? Teacher: What are you going to do? Teacher: You are the managers.  [TARGET]Teacher: Let me see.[/TARGET] Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at. Teacher: Okay. Teacher: What number are you going to start at?
Teacher: Yes, 1 and 15 hundredths. Teacher: Honey, you're gonna need to sit down because you walk in front of that every time. Student: I was [inaudible].  [TARGET]Teacher: I know, but you're gonna have to not walk in front of it.[/TARGET] Teacher: We don't wanna be videoed again because something went wrong with it. Teacher: All right. Teacher: Then we're moving on.
Teacher: Yes, 72 degrees. Teacher: I'll be right there to show you. Teacher: Student M, would you like to show her?  [TARGET]Teacher: Would you like me to show her?[/TARGET] Teacher: Yes. Teacher: That's the other 20 percent. Teacher: Good for you.
Teacher: Yes, Student A? Student: [Inaudible]. Teacher: Stop.  [TARGET]Teacher: Sit down.[/TARGET] Student: I lost it. Teacher: You lost what? Student: My math notebook.
Teacher: Yes, Student J? Student: He thinks it's correct because he knows that - because 7 times - oh. Student: [Inaudible].  [TARGET]Teacher: Put your hand down and give her a chance.[/TARGET] Student: He has to find a common denominator between 12 and 8, and since he did 8 times 3 equals 24, he decided 5 times 3 equals 15 and since he did 12 times 2, which equals 24, he decided to do 7 times 2 which equals 14. Student: He should have left the numerators alone. Student: All he had to do was find the common denominator and add, and that would have - he would have the right answer.
Teacher: Yes, Student J? Student: [Inaudible]. Teacher: You're working on this in your group.  [TARGET]Teacher: Before we begin - Student M, your first step, Student G - Student J, sit down.[/TARGET] Teacher: Student G, your first step is to read the question. Teacher: What I would like everyone to do is you're going to start right here where it says number 27. Teacher: This top part is all about if this was an actual MCASS question in an MCASS booklet.
Teacher: Yes, Student N? Teacher: You put the money back. Teacher: She didn't take it with her.  [TARGET]Teacher: Why didn't you take it with you?[/TARGET] Teacher: You left it on the table. Teacher: Do not tear the bag up. Teacher: You don't open it like that.
Teacher: Yes, Student S? Teacher: Yes. Teacher: You know what?  [TARGET]Teacher: That needs to stop.[/TARGET] Teacher: [Crosstalk among students] Student: Which way is it? Teacher: What do you mean which way?
Teacher: Yes, Student T? Teacher: Counting by tenths? Teacher: Very good.  [TARGET]Teacher: Now I need you to sit up and get your spinner out.[/TARGET] Teacher: If you don't have a spinner, you need to raise your hand. Teacher: Look at your spinner. Teacher: Share with someone your spinner, Student D.  We're working with tenths.
Teacher: Yes, Teacher L. Teacher: Oh. Teacher: I -  [TARGET]Teacher: How are you?[/TARGET] Teacher: I'm being taped by Harvard right now. Teacher: Okay. Teacher: Uh.
Teacher: Yes, because I can't make it any smaller. Teacher: All right, let's look at number five. Teacher: Everybody look at five.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Look at number five. Student: Okay, [inaudible]. Teacher: Student H, what is the fraction in number five?
Teacher: Yes, but plus 3. Teacher: Don't jump ahead. Teacher: Equals what?  [TARGET]Teacher: Now slow down.[/TARGET] Teacher: You're behind us. Teacher: Let me see your hands. Teacher: Start here, then go down to the middle, and start to speed up.
Teacher: Yes, but wait. Teacher: We're not that far yet. Student: 12 inches by -  [TARGET]Teacher: Slow down.[/TARGET] Teacher: We're trying to rush. Teacher: And that's why we're having trouble. Student: But I don't get those four -
Teacher: Yes, but we're not worried about that. Teacher: We're doing halves. Teacher: What would be your next even number after threes?  [TARGET]Teacher: Student D, have a seat and do your work.[/TARGET] Teacher: I said after 3. Teacher: We already said 3 and a half. Teacher: What's your next even number?
Teacher: Yes, but what information did you have to have? Teacher: You know what? Teacher: He's collecting calculators.  [TARGET]Teacher: You really don't need to be speaking.[/TARGET] Teacher: Move your desk up. Teacher: He's saying excuse me. Teacher: I heard it four times.
Teacher: Yes, good job. Teacher: Student E, six. Teacher: Very good.  [TARGET]Teacher: How about Student C, six?[/TARGET] Teacher: All right. Teacher: He is gonna read the problem for us. Student: Ethan has 24 marbles.
Teacher: Yes, it does kind of look like a square, but it's not. Teacher: Nope, it's not. Teacher: [Crosstalk]  [TARGET]Teacher: Everybody look up here.[/TARGET] Teacher: All right. Teacher: So is this a square or not? Multiple Students: No.
Teacher: Yes, let's think about it. Student: Is that a marker? Student: [Inaudible].  [TARGET]Teacher: You have to use it.[/TARGET] Teacher: Oh, you got it here. Teacher: Student A, I'm waiting for you. Student: I got mine.
Teacher: Yes, ma'am? Student: We only get one of these, right? Teacher: You only need one per set of you.  [TARGET]Teacher: Excuse me, Student D.[/TARGET] Teacher: [Crosstalk] Student: Do we need an extra marker then? Teacher: You don't need an extra marker because you're doing it in your journal.
Teacher: Yes, no? Student: [Inaudible]. Teacher: Teacher P is not in there?  [TARGET]Teacher: Okay, go ahead and go to Teacher G.  Close the door.[/TARGET] Teacher: Student I, honey, can you please put your reading book away? Teacher: I don't know why that is out right now. Teacher: Come on, you can do it.
Teacher: Yes, nobody down here? Teacher: Nope. Teacher: [Crosstalk]  [TARGET]Teacher: All right, so make sure you have your grade.[/TARGET] Teacher: Go ahead and keep - bring me your tests right now. Teacher: [Crosstalk] Teacher: What I'm gonna do next week is I'm gonna start decreasing the time.
Teacher: Yes, or no. Teacher: Okay, great to hear. Teacher: Okay, who is my timekeeper?  [TARGET]Teacher: Then keep an eye on that clock.[/TARGET] Teacher: Okay. Teacher: And then my other job is supply monitor. Teacher: Okay, very good.
Teacher: Yes, please. Teacher: Make sure you use this information for number seven. Teacher: And make sure you look at the symbols that's in between in all the answer choices.  [TARGET]Teacher: Hold on Student A, I'm with Student M and Student L right now.[/TARGET] Teacher: May I use your pencil. Student: My eraser broke off. Teacher: I would like you - I don't need it - to revisit number one.
Teacher: Yes, that's half. Teacher: What else has 1 and 1 of half? Teacher: Okay.  [TARGET]Teacher: Student R did - listen.[/TARGET] Teacher: Student R did equivalent fractions of a half. Teacher: All right. Teacher: Put your coins back in your bucket.
Teacher: Yes, that's the way. Teacher: All right, listen. Teacher: Good job.  [TARGET]Teacher: Now, that's how I need it.[/TARGET] Teacher: Now, I'm gonna have these three people - listen to what you're gonna do. Teacher: [Inaudible]. Teacher: [Crosstalk]
Teacher: Yes, the last one would be 70. Student: Can we do traditional? Teacher: Yeah.  [TARGET]Teacher: Do anything you want to check it and make sure that your answer, that that two answers match.[/TARGET] Student: Okay. Teacher: You can use traditional or Lattice. Teacher: This is not 100 though because that only goes down - wait.
Teacher: Yes, they will be able to see you clearly, full size if they want to. Teacher: All right. Teacher: Here we go.  [TARGET]Teacher: We're filming right now.[/TARGET] Teacher: The camera is on. Teacher: All right. Teacher: What do you call this rectangular box with all the blocks in it?
Teacher: Yes, two halves. Teacher: All right, see? Teacher: All right, next one.  [TARGET]Teacher: If we want to divide it, the whole thing, in - let me wait for Student O and Student N and Student M, and Student M.  Yes, and Student M.  So if I want to divide by whole into halves, or if I want to divide my whole in four people -[/TARGET] Student: Your whole - [inaudible]. Teacher: Yeah. Teacher: So this is my whole.
Teacher: Yes, yes, yes. Teacher: One second. Multiple Students: [Inaudible].  [TARGET]Teacher: Sh![/TARGET] Teacher: I hear some good math talk but lower the volume. Teacher: What? Multiple Students: [Inaudible].
Teacher: Yes, you can. Student: [Inaudible]? Teacher: Yes.  [TARGET]Teacher: You don't need to be using that ruler.[/TARGET] Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way? Teacher: It's you and your partner.
Teacher: Yes, you can. Teacher: Student R, remind me after specials. Teacher: I'll give you a protractor.  [TARGET]Teacher: Looking for the table I'm going to dismiss first.[/TARGET] Teacher: Student A is writing your homework down. Teacher: Your instructions were to go back to your seat and write your math assignment down. Teacher: Just do it in your math journal.
Teacher: Yes, you do. Teacher: I didn't call you. Teacher: Raise your hand if you have a question.  [TARGET]Teacher: Can you raise your hand?[/TARGET] Teacher: [Inaudible]. Teacher: Student L, do you want to try it? Teacher: So tell us the rule.
Teacher: Yes, you have to simplify. Teacher: Okay, you should be on three, one third times three eighths. Teacher: I'm collecting this paper.  [TARGET]Teacher: Remember, I'm collecting it.[/TARGET] Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions.
Teacher: Yes, you may take a - Teacher: [Crosstalk] Teacher: Guys that are waving fans, please stop.  [TARGET]Teacher: Okay, please stop because, Student C, I don't see any work on your paper.[/TARGET] Teacher: You're busy waving a fan. Student: We're hot. Teacher: What?
Teacher: Yes, you're gonna have something on this. Student: We can take this [home]? Teacher: Yes.  [TARGET]Teacher: Take a seat now.[/TARGET] Teacher: But another reason I chose Cuisenaire rods is because you can use them to divide this up a lot. Teacher: I want you to find the rod that is one third. Teacher: One third.
Teacher: Yes, you're working as a group. Student: What are you doing? Teacher: Student J, you're working at the table, so why don't you tell what you're doing?  [TARGET]Teacher: You're not copying off the board.[/TARGET] Teacher: That's not showing me you understand. Teacher: [Crosstalk - students doing project] Teacher: You're talking about doubling and halving.
Teacher: Yes, you're going to add up the number of students total. Teacher: That's the first part of the warm-up. Teacher: The number of students total, you're gonna count all the boys and all the girls - add 'em up.  [TARGET]Teacher: That's why I gave you a calculator.[/TARGET] Teacher: Then you're just gonna count the boys. Teacher: Then you're just gonna count the girls. Teacher: And you have a calculator.
Teacher: Yes. Multiple Students: [Inaudible] Teacher: Excuse me.  [TARGET]Teacher: We're not talking.[/TARGET] Teacher: We're not talking. Multiple Students: [Inaudible] Teacher: All right.
Teacher: Yes. Student: I forgot about the same thing. Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay?  [TARGET]Teacher: I love it, but today we're a little too chatty.[/TARGET] Teacher: Here we go. Teacher: So we have three right here. Teacher: Can I get five out of that three?
Teacher: Yes. Student: What about Student T? Student: Student T.  [TARGET]Teacher: Student T needs to sit and finish what he's doing.[/TARGET] Student: I did. Teacher: We're doing this. Teacher: What you doing?
Teacher: Yes. Student: [Inaudible]. Teacher: But that would cause you to get out of your seat or have to shout.  [TARGET]Teacher: Remember, I said no movement today, which is different than normal.[/TARGET] Teacher: No. Teacher: Student C, I know you know how to do this. Teacher: I want to see you do it by yourself today.
Teacher: Yes. Teacher: 18 times 27 is the first problem. Teacher: Remember, 18 is the rows and the 27 goes across.  [TARGET]Teacher: You can just set them on my desk.[/TARGET] Teacher: That's problem number one. Teacher: The second problem is - let me think. Teacher: I'll think of one.
Teacher: Yes. Teacher: 502. Teacher: So anything after 5 -   [TARGET]Teacher: I'm gonna wait again.[/TARGET] Teacher: If I look at the time, we're running out of time to play and I'm running out of time to interview. Teacher: I'm going to be interviewing three students today, just three, 'cause I only have time for three. Teacher: And you're gonna be playing independently, so I need you to understand the game before I let you go.
Teacher: Yes. Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go. Teacher: So all the crayons back in the bowl, all the pencils back in the baskets.  [TARGET]Teacher: Student E is gonna collect the papers.[/TARGET] Teacher: Stand by your chair. Teacher: [Crosstalk] Teacher: So everybody in your seat.
Teacher: Yes. Teacher: All right, Student V.   Okay, give me one second. Teacher: Oh, I almost fell on this board.  [TARGET]Teacher: Excuse me, sweetie.[/TARGET] Teacher: [End of Audio]
Teacher: Yes. Teacher: All right. Teacher: Handful of tiles.  [TARGET]Teacher: Student A, watch those beams and don't knock it over, please.[/TARGET] Teacher: You might want to get a few more. Teacher: You have little hands. Teacher: Okay, go, Student P.
Teacher: Yes. Teacher: And then draw the line and write one half. Teacher: Shhh.  [TARGET]Teacher: And I need everybody's attention.[/TARGET] Teacher: Stop. Teacher: Stop. Teacher: If this is one half and we're still thinking about halves, how much is this, Student K?
Teacher: Yes. Teacher: Focus. Teacher: All right.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Three, two, one, zero. Teacher: All right. Teacher: Checking up here to what Student T did.
Teacher: Yes. Teacher: Good. Teacher: What we're going to do now is I'm going to give you five problems that you are going to draw models for.  [TARGET]Teacher: You're gonna draw them on a separate sheet of paper because I'm gonna collect this.[/TARGET] Student: Is it gonna be a grade? Teacher: It's gonna be I'm gonna look at it to see if you understand. Teacher: [Side discussion]
Teacher: Yes. Teacher: I'm proud of you. Teacher: It shows you how to measure it off.  [TARGET]Teacher: Have you done it yet?[/TARGET] Teacher: That's okay. Teacher: Go back 72 degrees. Teacher: Where's your protractor?
Teacher: Yes. Teacher: If you finish, make sure you used the right operation for Number 2. Teacher: Don't just sit there.  [TARGET]Teacher: You need to be thinking.[/TARGET] Teacher: All right. Teacher: Let's look at Number 1. Teacher: "Use front-end estimation to figure out about how much money Jack needs to purchase 9 toy cars if each car costs $14.50."  Okay?
Teacher: Yes. Teacher: Last one. Student: Oh, Mr. -  [TARGET]Teacher: What I need you to do is this.[/TARGET] Teacher: Shh. Teacher: Okay? Teacher: Are you with me?
Teacher: Yes. Teacher: Listen to them. Teacher: Listen to what they're saying.  [TARGET]Teacher: When I raise my hand - I'm gonna raise my hand in a minute.[/TARGET] Teacher: One third, how many pieces? Teacher: One third. Teacher: Yeah, a third of my sandwich.
Teacher: Yes. Teacher: Make sure you make those blocks. Teacher: Yeah, write the numbers like the 100s and the 10s, the groups in crayon or I won't be able to see it 'cause there's so many lines on the paper.  [TARGET]Teacher: You can do a pencil for some of it, but then write the 100s.[/TARGET] Student: [Inaudible] those markers? Teacher: No. Teacher: It's a lot easier to see if you use a crayon.
Teacher: Yes. Teacher: Okay. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Don't be impolite. Teacher: Stop making noises. Teacher: Okay.
Teacher: Yes. Teacher: Okay. Teacher: You can go ahead and start taking them out.  [TARGET]Teacher: Please do not fuss and fight over them.[/TARGET] Teacher: Small bag. Student: [Inaudible]. Teacher: Yeah, you're going to need - grab a couple of the skinny sticks and a couple of the little cubes, and we're going to talk about what these are called in just a moment.
Teacher: Yes. Teacher: Remember, prism, it's a triangular prism because two faces are triangles and they're connected with rectangles. Teacher: Student O come with your partner.  [TARGET]Teacher: You guys can sit.[/TARGET] Teacher: Thank you. Teacher: Student O has this round thing, and Student J says sphere. Teacher: Do they match?
Teacher: Yes. Teacher: Sit down, please. Student: Who me?  [TARGET]Teacher: No, not you.[/TARGET] Teacher: [Room noise] Teacher: All eyes here please. Teacher: Student C, stop.
Teacher: Yes. Teacher: Sounds good to me, let's do it. Teacher: Ready, set, go.  [TARGET]Teacher: Student J, put that away.[/TARGET] Teacher: So Student T said add these two numbers together, so let's do it. Teacher: Let's, meaning you and me, meaning not just me. Teacher: It means that I also want you to do this with me.
Teacher: Yes. Teacher: Student C, sit down please. Student: Is that the answer?  [TARGET]Teacher: Don't erase.[/TARGET] Teacher: Do it here. Student: Ain't the answer 240? Teacher: No, it's 600.
Teacher: Yes. Teacher: Yes, that would be great. Teacher: Thank you.  [TARGET]Teacher: Student T, excuse me.[/TARGET] Teacher: You're okay. Teacher: You can go to the nurse, honey. Teacher: Okay.
Teacher: Yes. Teacher: You choose three things to choose from. Teacher: [Students talking with each other].  [TARGET]Teacher: All, you all are working together.[/TARGET] Teacher: What are you doing? Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody.
Teacher: Yes. Teacher: You have a very good start. Teacher: Did you finish?  [TARGET]Teacher: Let's finish this one first.[/TARGET] Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from? Teacher: Get away from there.
Teacher: Yes. Teacher: [Crosstalk] Student: I don't understand.  [TARGET]Teacher: Okay, let's take a look, Student L.[/TARGET] Teacher: Student L, are you looking? Teacher: So if I take - I want to make this just a rectangle, because I know how to find the area for that. Teacher: In order for me to make this a rectangle, I've got to take a piece off and add that same piece right back in another spot where it would fit perfectly.
Teacher: Yes. Teacher: [Crosstalk] Student: What are we supposed to do?  [TARGET]Teacher: No, not you.[/TARGET] Teacher: It's okay. Teacher: Solve this math. Teacher: Let me give you your papers.
Teacher: Yes. Teacher: [Crosstalk] Teacher: Done?  [TARGET]Teacher: So did you write a sentence?[/TARGET] Teacher: Did you write - oh, I'm glad I told you. Teacher: See. Teacher: [Crosstalk]
Teacher: Yes. Teacher: [Inaudible] in a [inaudible]. Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay?  [TARGET]Teacher: You're on your own?[/TARGET] Teacher: You ready to go? Teacher: Okay. Teacher: Boys and girls, how much is that first square?
Teacher: Yes? Student: Go back, there's one thing I wanted to show you. Teacher: Miss P, could you please go back?  [TARGET]Teacher: You like demanded that I went back.[/TARGET] Student: Would you please go back? Student: This one right here, it could be a rhombus or a diamond. Teacher: Okay, excellent.
Teacher: Yes? Student: I notice that the 3, 6, 9, 2, 5, 8, 7, 0 pattern. Teacher: Student P, final warning.  [TARGET]Teacher: Next time I have to speak to you, you're going on a chair.[/TARGET] Teacher: Now I want you to think about the multiples of 30. Teacher: And when we're done with that, we're going to see the relationship between the two numbers. Teacher: So what's the first number I'm starting with?
Teacher: Yes? Student: I noticed something. Student: [Crosstalk]   [TARGET]Teacher: I'm sorry, Student M raised her hand very nicely and she said I noticed something.[/TARGET] Teacher: Now we should be giving her our attention. Student: [Inaudible]. Teacher: What about it?
Teacher: Yes? Student: What time does recess start? Teacher: We're not worrying about recess, right now.  [TARGET]Teacher: This is our goal right now, to get our math finished.[/TARGET] Student: [Inaudible]. Teacher: Is it what? Student: Is it the motivator's time?
Teacher: Yes? Student: Yes. Teacher: Okay, let's move on.  [TARGET]Teacher: I need everyone to take out that steps to problem-solving, that little half sheet.[/TARGET] Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing. Teacher: I've already read it to you, once.
Teacher: Yes? Student: [Inaudible] at the end of the day? Teacher: Why does it matter?  [TARGET]Teacher: Can you have a seat?[/TARGET] Teacher: All right, so that wraps it up for math today. Teacher: Does anyone have any questions? Teacher: Yes?
Teacher: Yes? Student: [Inaudible]. Teacher: Markers and boards.  [TARGET]Teacher: We've already gone over do not call me if you want to tattle tale.[/TARGET] Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do.
Teacher: Yes? Student: [Inaudible]. Teacher: Once you figure out the heights you got to divide it.  [TARGET]Teacher: Remember, if they give you a big number you have to divide by the [inaudible] - did I just give you that [inaudible] to put it away?[/TARGET] Teacher: I did? Student: Yeah. Teacher: Okay.
Teacher: Yes? Student: [Inaudible]. Teacher: So okay.  [TARGET]Teacher: Excuse me, boys and girls.[/TARGET] Teacher: I'm going to have you - Student C - write down a couple of things about the pattern here, Student A.  I'm going to have you write a couple of patterns that you notice, and I think that's number two, right? Teacher: Make sure you have those patterns. Teacher: So there's one pattern here in the angle sum, right?
Teacher: Yes? Student: [Inaudible]. Teacher: Wherever you're sitting, yes you can.  [TARGET]Teacher: Please don't do that.[/TARGET] Teacher: Sorry. Teacher: Okay. Teacher: Thanks for your patience.
Teacher: Yes? Student: [Inaudible]. Teacher: You are not.  [TARGET]Teacher: Right now I just want you to watch, all right?[/TARGET] 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: We multiplied this number, okay?