stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: 10, 9, 8 - [inaudible] - 7, 6, 5, 4, 3, 2 - Student G, and Student J, sit down. Teacher: I know. Teacher: Student J, if I were you, I would ignore Student K, because you're going to get yourself in trouble.  [TARGET]Teacher: Your mother will not be happy.[/TARGET] Teacher: I know you don't want that. Teacher: Before you did this you practiced. Teacher: [Inaudible].
Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you. Teacher: You're not going to need your whiteboard for this.  [TARGET]Teacher: Can you remember - you can just put it on the side.[/TARGET] Teacher: You don't need to put it away. Teacher: Do you remember the case we were talking about Mc Donald's? Multiple Students: Yes.
Teacher: 100 ants were signing and marching in a row. Teacher: We're going to a picnic, oh hay, a hidee ho. Teacher: "Stop."  [TARGET]Teacher: Said the littlest ant.[/TARGET] Teacher: "We're moving way too slow. Teacher: The food will be long gone unless we hurry up. Teacher: With 2 lines of 50, we'll get there soon, I know."
Teacher: 100 ants were singing, and marching in two rows. Teacher: "We're going to a picnic, a hey a hidee ho." Teacher: "Stop."  [TARGET]Teacher: Yelled the littlest ant.[/TARGET] Teacher: "We're moving way too slow. Teacher: More food will be gone unless we hurry up, so this time with 4 lines." Teacher: So our dividend is still 100 because we haven't lost any ants, right?
Teacher: 100 degrees Celsius. Teacher: If you got them both right, take them off, take all three pictures away. Teacher: Next.  [TARGET]Teacher: Hot tub - let's skip hot bath.[/TARGET] Teacher: That's your body temperature. Teacher: 37 degrees Celsius and 98.6 degrees Fahrenheit. Teacher: If you got them both right, take them off.
Teacher: 100 hungry ants were singing and marching in 10 rows. Teacher: "At last, we're at the picnic, a hey a hidee ho." Teacher: "Stop."  [TARGET]Teacher: Yelled the littlest ant.[/TARGET] Teacher: "We've traveled way too slow. Teacher: There's no food for us to eat. Teacher: Who took so long with the rows?"
Teacher: 100 hungry ants were singing and marching in 5 rows. Teacher: "We're going to a picnic, a hey a hidee ho." Teacher: These animals look like they're chowing down.  [TARGET]Teacher: "Stop."[/TARGET] Teacher: Shrieked the littlest ant. Teacher: "We're moving way too slow. Teacher: All the food is going to be gone unless we hurry up.
Teacher: 100 plus 2 tens is what? Student: 120 Teacher: That is why we are going to write this.  [TARGET]Teacher: Since we have 120 - Student T, can you sit down please?[/TARGET] Teacher: Please move. Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here.
Teacher: 104 degrees Fahrenheit. Teacher: You want the bath hot. Teacher: If you get them both right, take them off.  [TARGET]Teacher: You aren't doing a lot of moving around.[/TARGET] Teacher: I asked you to take them both off if you got them right. Teacher: You all are turning them upside down. Teacher: What was my direction?
Teacher: 11 is got by adding. Teacher: The [inaudible] question. Teacher: Solution two was - it says here - look here.  [TARGET]Teacher: How do you explain - stop.[/TARGET] Teacher: You don't just sit down and look at them. Teacher: Let them stop fighting, please. Student: All I do is that.
Teacher: 11. Teacher: So it does match the rest of them. Teacher: Good.  [TARGET]Teacher: People that have pencil boxes with markers need to be put away.[/TARGET] Teacher: Student H, if you don't have a pencil, take one out or borrow one quickly and put that stuff away. Teacher: So we're all set with number three. Teacher: So let's go on to number four.
Teacher: 1100 Teacher: I'm listening to you. Teacher: I'm going to tell your mom.  [TARGET]Teacher: You're yelling at me.[/TARGET] Teacher: You've been fooling around. Student: I need you to write me a pass. Student: I need to go see Mr. S.
Teacher: 12 boys? Teacher: 6 out of how many? Teacher: So you set it up as a division problem.  [TARGET]Teacher: Okay, so do H.  You did H already?[/TARGET] Teacher: Okay. Student: You want me to do the [inaudible] Teacher: I'm gonna start doing G -
Teacher: 12 chocolates divided by 3 and you're going to get 4. Teacher: Well, that should make a lot of sense then with zero. Teacher: Please scroll this [inaudible].  [TARGET]Teacher: Please set that down, Student J, thank you.[/TARGET] Teacher: So, they get 4 each, because 12 divided by 3 is 4. Teacher: And do you see how that's an improper fraction? Teacher: It automatically tells you that you're gonna divide the 3 into the 12 and you'll get 4.
Teacher: 12 what, Student D? Student: 12 over 37. Student: 12 times -  [TARGET]Teacher: I'm gonna give you, actually [inaudible]  Guys, guys.[/TARGET] Teacher: Like this. Teacher: So, don't come up to me - all right, I'm working on H.  I'm working on H.  Come to the carpet. Teacher: [inaudible] carpet.
Teacher: 12, 7 So if I was playing against Student D I would hope that I would say do you have a battle ship on 12, 5? Teacher: And if he did he would have to cross that out to say that's a strike. Teacher: And on my next turn I might say okay well he - - what are you doing right now?  [TARGET]Teacher: Sit down you don't need a pencil right now sit down.[/TARGET] Teacher: On my next turn I might say oh do you have 13, 5 cause I might think his battleship might be going this way right? Teacher: But if he says no then I'll know it's either going this way or down here or up here. Teacher: Who could make the next battleship?
Teacher: 125, right. Teacher: So you do 125. Teacher: [Crosstalk]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Stop with the sounds. Teacher: Student J, are you doing the math right now? Student: Yeah.
Teacher: 13 times 21. Teacher: You're not labeling and I think that's going to cause you problems. Teacher: I see you mislabeled.  [TARGET]Teacher: You're not paying attention.[/TARGET] Teacher: That's why I said label top, label bottom. Teacher: Label left, label right. Teacher: This is 3 by what?
Teacher: 14 Teacher: Zero. Student: Can we do another one?  [TARGET]Teacher: We'll do one more, then we've got to switch groups.[/TARGET] Teacher: [Crosstalk] Teacher: Please stop saying that. Teacher: Good.
Teacher: 14 divided by 2 equals 7. Teacher: 7 drawings in each binder. Teacher: You need to be looking up here.  [TARGET]Teacher: Student A, or somebody else, is this a grouping or a sharing problem?[/TARGET] Teacher: You're not yelling out, please. Teacher: 14 pictures, 2 different art binders. Teacher: Grouping or sharing, Student R?
Teacher: 14 thank you. Teacher: Plus 6 more? Multiple Students: 21.  [TARGET]Teacher: Hush, you raise your hand don't yell out cause when you yell out they gonna yell out.[/TARGET] Student: 20. Teacher: 20 plus 8 more? Student: 28.
Teacher: 14, 15, 16. Student: We need to papers to do this. Teacher: You need to sit down with your partner, I'm not giving any papers until I see you seated.  [TARGET]Teacher: 17, 18, Student R and Student J find a spot.[/TARGET] Teacher: 19. Student: Shit Teacher: Here boys sit right here.
Teacher: 15 goes into 99. Teacher: So, this is what I'm gonna do. Teacher: Once I put 99 right now.  [TARGET]Teacher: So, let's do this out loud, okay?[/TARGET] Teacher: Thank you, Student N.  Let's do this out loud, ready? Multiple Students: Thank you, Student D. Teacher: Thank you, Student D.  Thank you.
Teacher: 15? Teacher: How many times? Student: 2.  [TARGET]Teacher: Group four, you just lost all of recess.[/TARGET] Teacher: 15 minus 12? Student: 3. Teacher: Bring down the-
Teacher: 176 equals what? Teacher: Do your math. Teacher: Come over here.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: We'll just close it this way. Teacher: Do your math. Teacher: Write your name.
Teacher: 2 Teacher: Now let's add it up. Student: 22  [TARGET]Teacher: Just a minute.[/TARGET] Student: That's 22. Teacher: Okay, just a second. Teacher: There's 600.
Teacher: 2 times 12. Teacher: Okay. Teacher: So that's the deal.  [TARGET]Teacher: Put it away, please.[/TARGET] Teacher: Okay. Teacher: I'm trying to think of what I want you to work on. Teacher: First off, I want to do a little review from yesterday.
Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor.  [TARGET]Teacher: I have given you one sheet of white paper.[/TARGET] Teacher: I just want you to figure out how you should draw a circle using a protractor. Teacher: How would you draw a circle using a protractor? Teacher: How would you do it?
Teacher: 2. Teacher: What is 6 divided by 2? Teacher: 3.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: What do we do next, Student S? Teacher: We're going to divide 6 by 2, so what do we do next? Student: 8 by 2.
Teacher: 20 balloons between him and his brother. Teacher: How many balloons will each person get? Teacher: Student A, I need your eyes up here, please.  [TARGET]Teacher: Can you repeat Student J's question, Student A?[/TARGET] Teacher: Look at me, please. Teacher: Here we go. Teacher: 20 balloons.
Teacher: 20 divided by 5 equals 4. Teacher: 4 children will get a balloon. Teacher: Who can give me another example of a grouping, where you take the group and divide it into a certain number of groups?  [TARGET]Teacher: It's really important that you pay attention now, because you missed this.[/TARGET] Teacher: Student T, you're talking about grouping versus sharing. Teacher: Sharing is when we have a group and we make bunches. Teacher: Grouping is where we have a group and we have a certain number of people to distribute them to.
Teacher: 20 percent, and that's what we used for souvenirs. Teacher: Do you see that? Multiple Students: Yes.  [TARGET]Teacher: Let's take a look for just a minute.[/TARGET] Teacher: I actually want you to try it on yours. Teacher: Mark off 108 percent, and label - I'm sorry, not 108 percent, then label just like in the book, the amount of money spent on gas. Teacher: Please label just like right here.
Teacher: 200 plus 600 is going to be what? Teacher: 800 Teacher: That is how we got 821.  [TARGET]Teacher: Now I am going to pass out your papers.[/TARGET] 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. Teacher: If you need any help, you raise up your hand and I will help you.
Teacher: 200, 360. Teacher: Yeah, 486. Teacher: [Crosstalk]  [TARGET]Teacher: All right, guys, let's go ahead and check these.[/TARGET] Student: No, I'm not done. Teacher: Listen. Teacher: Student A, Student J.
Teacher: 21.1. Teacher: Okay, good. Teacher: Okay, Okay, Student A, okay, put that away and get your math materials out.  [TARGET]Teacher: Student N, you will need to turn around and put your feet under your desk.[/TARGET] Teacher: You are going to need to get the homework and do it tonight, so you keep up to date with us. Teacher: Have all of it? Teacher: You don't have all of it?
Teacher: 22 times 31. Teacher: [Crosstalk] Teacher: Guys, just a minute.  [TARGET]Teacher: I can't hear the question.[/TARGET] Teacher: Student S. Student: How could the last one be 80? Teacher: The last one in the right corner at the bottom is 56 'cause it's 8 rows of 7.
Teacher: 24, so the 24 becomes the what? Student: The whole. Teacher: The whole number so the whole number divided in the whole.  [TARGET]Teacher: And Student J stop.[/TARGET] Teacher: Student J I'm gonna send you out. Student: I got the next question, got it! Teacher: And what does the numerator tell?
Teacher: 27 in your scoop, and how many does that mean you have in the jar? Teacher: Remember, it's 5 scoops. Teacher: You need to turn around, you two.  [TARGET]Teacher: Just leave them.[/TARGET] Teacher: Go ahead. Teacher: Student S, they're not doing this for you. Teacher: They're doing this with you.
Teacher: 28 times 5, right. Teacher: So 28 times 5, 5 times 8- Multiple Students: 40.  [TARGET]Teacher: Would you all sit up for me please?[/TARGET] Teacher: 2 times 5 is 10, plus 4 is 14. Teacher: Now we have to add another $140.00 to this. Teacher: $1,640 dollars to take care of the flooring in Ms. B's class, just this class.
Teacher: 2:30. Teacher: Very good. Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning.  [TARGET]Teacher: Say, "Hey guys, we have five minutes left."  That's the only voice I might here is that timer.[/TARGET] Teacher: Everyone else, you're doing it by yourself. Teacher: Go ahead. Teacher: You're answering all three parts.
Teacher: 3 Teacher: So we divide 15 by 3. Teacher: I will divide 12 by 3.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student M, what is 15 divided by 3? Student: 5 Teacher: 5
Teacher: 3 centimeters. Teacher: Any question about that other than the mass confusion of going straight down in a column instead of the row? Teacher: All right.  [TARGET]Teacher: Let's put this away.[/TARGET] Teacher: Now what we're going to talk about today is still dealing with volume. Teacher: I told you to make sure you bring scissors. Teacher: If you don't have scissors, you're going to have to borrow scissors, share with someone, et cetera, okay?
Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square? Teacher: I'm going to give you guys one minute.  [TARGET]Teacher: Excellent.[/TARGET] 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: You guys are ready and let's have Student T come up for the group.
Teacher: 3 times 8 is 24. Teacher: 8 into 60 goes -  Student: Nine.  [TARGET]Teacher: Excuse me?[/TARGET] Student: Seven times. Teacher: Thank you. Teacher: Seven times.
Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now.  [TARGET]Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Markers and boards.
Teacher: 3, 4, 5, 6, 7. Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7.  [TARGET]Teacher: Are you done with this?[/TARGET] Teacher: You can use a wild card. Teacher: You can turn it into another number you like. Teacher: Leave that deck alone.
Teacher: 30 Student: That would be two. Multiple Students: [inaudible chatter]  [TARGET]Teacher: All right, when you're done copying, pencil's down.[/TARGET] Teacher: Because, you're gonna be using those fingers again. Student: [inaudible] 30 over here? Teacher: Do you see what I did?
Teacher: 30 seconds. Teacher: 20 seconds. Teacher: 10 seconds.  [TARGET]Teacher: Three, two, one, drop your pencil.[/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: [Crosstalk]
Teacher: 305 - no, 315 plus 685. Teacher: Let's see. Teacher: Which other card do you have?  [TARGET]Teacher: Pick up the cards you have on the floor.[/TARGET] Student: I didn't do that. Teacher: Pick it up for me. Teacher: This is a 10.
Teacher: 35 - Student: Hundred. Teacher: Hundred or 3,500.  [TARGET]Teacher: Student H, stay here for a minute.[/TARGET] Teacher: [End of Audio]
Teacher: 364 Teacher: [Crosstalk - excessive background noise] Teacher: Student J, go to your seat please.  [TARGET]Teacher: I've asked all of you [inaudible] three times already.[/TARGET] Teacher: Go to your seat please. Teacher: So what number is the fifth? Teacher: What number is the fifth one?
Teacher: 365 and how many if it's - - if you have 365 days in a year what's the probability that it's gonna rain every single day? Multiple Students: 365 out of 365. Teacher: 365 out of 365 right we don't know.  [TARGET]Teacher: Hold on I gotta turn the sound down before it makes us deaf.[/TARGET] Teacher: Okay now let's try it, come on. Teacher: [Computer Sounds] and if it is certain to happen we give it a one right? Teacher: Cause what is 2 out of 2 equal to?
Teacher: 38. Student: I thought you said [inaudible]. Teacher: It's because you're not paying attention.  [TARGET]Teacher: You're sitting there with your head down.[/TARGET] Teacher: All right. Teacher: Then what do I do next in my pattern? Multiple Students: Plus 1.
Teacher: 4 times 2 times 14. Teacher: Did you figure that one out in your head? Teacher: Good.  [TARGET]Teacher: Student E, put that away, please.[/TARGET] Teacher: Yeah, once you finish number three, you can go on to number four. Teacher: Student A, your voice is too loud. Student: Like this?
Teacher: 4 times 9. Teacher: That will work. Teacher: What is 4 times 9?  [TARGET]Teacher: I'm asking one person.[/TARGET] Teacher: What was that? Teacher: 4 times 9. Teacher: Student M?
Teacher: 4 times 9. Teacher: What is it, Student M? Student: 32  [TARGET]Teacher: I'm glad you guys are all - I love your enthusiasm.[/TARGET] Teacher: We just have to make sure we're working within the rules. Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8?
Teacher: 4 times what will get us close to 38? Teacher: Try it again. Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over?  [TARGET]Teacher: Hold on for a second.[/TARGET] Teacher: What I am a little disappointed in is that you have to call on someone for your math facts. Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them. Teacher: You should know 4 times what is going to get you close to 38?
Teacher: 4 times what, which we're going to put right over the 8, because that's what we just brought down, is going to get you close to 38 without going over? Teacher: Hold on for a second. Teacher: What I am a little disappointed in is that you have to call on someone for your math facts.  [TARGET]Teacher: That's why I put on your weekly newsletter to study these every night if you don't know them.[/TARGET] Teacher: You should know 4 times what is going to get you close to 38? Teacher: Student G, am I correct? Teacher: So you're calling on someone.
Teacher: 4, 8, 12, 16, 20, up to 200. Teacher: Yes sir? Teacher: What are you going to do?  [TARGET]Teacher: You are the managers.[/TARGET] Teacher: Let me see. 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: 4,140. Teacher: Student E, it's right here. Teacher: So 4140.  [TARGET]Teacher: Extra lap for you.[/TARGET] Teacher: Yes? Student: What if you accidentally put a number that's not there? Teacher: Then erase it and put a number that's not there.
Teacher: 4. Teacher: Eyes on me. Teacher: 3.  [TARGET]Teacher: You're making yourselves look bad on camera.[/TARGET] Teacher: It's all you. Teacher: Raise your hand if you said that 8 worked. Teacher: Good job.
Teacher: 4. Teacher: So what would be the half with a denominator of 4? Teacher: All right.  [TARGET]Teacher: Put it down.[/TARGET] Teacher: Is 5 an even number? Student: 5. Teacher: Is 5 even?
Teacher: 400? Student: 300. Teacher: Quiet.  [TARGET]Teacher: I can't hear.[/TARGET] Teacher: There's too much talking. Student: Quadrilateral for 300. Teacher: Who knows this?
Teacher: 401. Teacher: Number 2 is the beginning, as you can see. Teacher: Now we're going to continue through the rest of the page please.  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: That wouldn't be very polite, would it? Teacher: Okay. Teacher: If you have the ability to go on without me and work on these problems, I'm okay with that, but I am going - it's page 401 as you can see.
Teacher: 41, 14. Teacher: 32, 23. Teacher: Do you see how the numbers are flipped?  [TARGET]Teacher: You need to put your head up.[/TARGET] Teacher: Do you see that? Teacher: There's another one that I see something that's similar about each set of numbers if you look at them closely. Teacher: Student M?
Teacher: 42 what? Student: [Inaudible] Teacher: Yeah, but you have to give me a fraction of what's left.  [TARGET]Teacher: Get that off.[/TARGET] Teacher: You don't need that on right now. Teacher: [Crosstalk] Teacher: No, we have to wait till this is over.
Teacher: 44 even? Teacher: Were there any little - let me see again. Teacher: Student E, you've got to stand up honey.  [TARGET]Teacher: You can't be sitting down for this.[/TARGET] Teacher: Student Y, stand up and get busy. Teacher: Okay. Teacher: Come here, Student E.  You've got to see.
Teacher: 48. Teacher: Now we gotta do the last part. Teacher: 48 times 6.  [TARGET]Teacher: Student E, you can put the pen down, please.[/TARGET] Teacher: Getting up out of your seat without permission. Teacher: Student M, where do I start here? Student: 8 times 6.
Teacher: 488. Teacher: Please put that away. Teacher: Please put that away.  [TARGET]Teacher: Please put that away.[/TARGET] Teacher: That's three times. Teacher: And the last one, the number line, love the number line. Student: [Inaudible].
Teacher: 488. Teacher: That's where I'm getting that 88. Teacher: 488.  [TARGET]Teacher: Please put that away.[/TARGET] Teacher: Please put that away. Teacher: Please put that away. Teacher: That's three times.
Teacher: 5 cards. Teacher: Can you sit down please? Teacher: I want you to finish.  [TARGET]Teacher: Just help me with the cards please.[/TARGET] Teacher: Are you done? Teacher: Bring out the card. Teacher: You play with me.
Teacher: 5, do you have a partner Student S? Teacher: 6, do you have a partner? Teacher: Okay go sit down then.  [TARGET]Teacher: I have to wait and see that you're all set up.[/TARGET] Teacher: 7, 8, I said quiet teams ready for boards. Teacher: 9, Student S can you put that candy away, oh, well still put it away give it to me after. Teacher: 10, 11, so Student S and Student G why don't you work together alright work with him.
Teacher: 5. Teacher: 5 plus 23 is 28. Teacher: Okay, are there any questions?  [TARGET]Teacher: Okay, my boys need to be moved.[/TARGET] Teacher: Okay. Teacher: Any questions on this? Teacher: Okay, just hold onto it and we are going to come to, bring your focus up to the front.
Teacher: 5. Teacher: Good, thank you, Student G.  Now next, let's do the width. Teacher: Student E, come on up and show us how to find the width of this box.  [TARGET]Teacher: Student A, I called on Student E.  If you raise your hand quietly then maybe I would call on you.[/TARGET] Student: This is here, and this is here. Teacher: Exactly. Teacher: This is the length.
Teacher: 50 percent. Teacher: Two-fourths. Teacher: A half.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Thank you. Teacher: So what I want you to do is just get the hang of the game. Teacher: We'll play it probably every - whenever we do it, I'll pick a group to call up.
Teacher: 53 percent to one half. Teacher: Then we're going to compare seventy-one thousandths. Teacher: Pay attention.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I'm not asking you to compare them to each other. Teacher: Look. Teacher: Stop.
Teacher: 6 Teacher: This is [Inaudible] Student J can you please come and sit. Teacher: Sit down Student J.  [TARGET]Teacher: Student J please come and sit down here.[/TARGET] Teacher: Student J please. Student: 7 and 1. Other Adult: Alright do the next one, do the next one.
Teacher: 6 times 2 is - no. Teacher: Okay. Teacher: You all ready?  [TARGET]Teacher: I need to see you work.[/TARGET] Teacher: You're not just going to quit here. Teacher: I'm not going to have you just sitting here. Teacher: This is what happened yesterday.
Teacher: 6 times 7. Teacher: 7 times 7's 49. Teacher: Fix it.  [TARGET]Teacher: Can we quit arguing with each other?[/TARGET] Teacher: Then do it anyway, Student Z. Teacher: Just do one. Teacher: But get straight.