stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Twelve division, twelve multiplication every day. Teacher: For Monday you need one lattice, one expanded, one expanded-in-the-box, and then three division the way we've been doing them. Teacher: Sit down please.  [TARGET]Teacher: I'm not done.[/TARGET] Teacher: I've asked you to sit down. Teacher: Tuesday you have to have three ... three multiplication. Teacher: One expanded, one expanded-in-the-box, one lattice.
Teacher: Twelve times four. Student: Oh, I gotcha. Student: Okay.  [TARGET]Teacher: Shh.[/TARGET] Teacher: What is your length? Teacher: Put your length of your figure. Student: How do you do length?
Teacher: Twelve, and two. Student: And six. Teacher: And six.  [TARGET]Teacher: The more you listen, the more you'll learn.[/TARGET] Teacher: If you talk [inaudible], not going to learn. Teacher: What are the factors of fifteen? Student: Five.
Teacher: Twenty-four is the number of items that I purchased. Teacher: Twenty-four is the number of items I purchased. Teacher: 69 cents is the amount that I'm paying; that each one of them costs.  [TARGET]Teacher: I need you to pay attention sweetheart.[/TARGET] Teacher: Sixty-nine cents is what each one of the candies - or the boxes of candies cost. Teacher: They were on sale, so now they deflated in price - it means the price went down - and I now have these for 30 cents cheaper than they were last week. Teacher: They were 99 cents.
Teacher: Twenty-three point six five what? Teacher: Five zero? Student: Never mind.  [TARGET]Teacher: No, you can't back on this.[/TARGET] Teacher: [Crosstalk] Teacher: Student S? Teacher: Student S.  Student S.
Teacher: Two different colored crayons. Teacher: Why do I need two colors instead of more? Student: So you don't get messed up.  [TARGET]Teacher: Student L, you know what?[/TARGET] Teacher: Student T is telling me the answer. Teacher: Thank you. Student: You have two players.
Teacher: Two fourths. Teacher: One, two, three, four. Student: Three fourths.  [TARGET]Teacher: Did you just not see me do that?[/TARGET] Teacher: I'm holding it up for you to see. Teacher: You have a number, Student G? Teacher: Why are you numbering this first?
Teacher: Two go into here? Student: Two times. Teacher: Excuse me.  [TARGET]Teacher: You need to get busy.[/TARGET] Teacher: All right. Teacher: That's correct? Multiple Students: Yeah.
Teacher: Two halves equivalent to one whole. Teacher: Fix it. Teacher: Thank you.  [TARGET]Teacher: If you can hear me, clap your hands.[/TARGET] Teacher: If you can hear me, clap twice. Teacher: Three times. Teacher: You are not only looking at your paper - and right now I have somebody that's not paying attention - but you're looking up here, too.
Teacher: Two sixths. Teacher: One third is equivalent to two sixths, two pieces out of six pieces. Student: You got me back.  [TARGET]Teacher: All right, I get you back.[/TARGET] Teacher: All right. Teacher: Now, listen carefully. Teacher: Listen.
Teacher: Two subtracting. Student: Yay! Teacher: This is a grade to see if you've been paying attention the last three days.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Go back to your seat, Student H.  Student M, go back to your seat with that. Teacher: Student L, you can go back to your seat. Teacher: Student L, that's not what you're supposed to be doing.
Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod.  [TARGET]Teacher: You all understand that?[/TARGET] Teacher: Okay. Teacher: Make an arrangement to figure out who is going to buy - I'm sorry, the iPhone. Teacher: Student S brought up a question.
Teacher: Two thirds, and this? Student: 24. Student: [Inaudible].  [TARGET]Teacher: Let me stop you.[/TARGET] Teacher: You basically are not listening. Teacher: She wants to know why you did that. Teacher: She doesn't even know what you're doing.
Teacher: Two thirds. Teacher: Thank you. Teacher: Stay with me.  [TARGET]Teacher: I need a brave person.[/TARGET] Teacher: What goes over the number one? Teacher: Student R? Student: 3 over 3.
Teacher: Two times eight is sixteen. Teacher: So you're saying to put eight on the top and you're telling me why. Student: You put eight on top because [Inaudible] 'cause eight plus two-  [TARGET]Teacher: Help him out, Student I.[/TARGET] Student: You put the eight on the top because whatever you do to the bottom, you have to do to the top. Teacher: So whatever we do to the bottom, we do to the top. Teacher: We multiply two times on eight on the bottom so we have to multiply it times?
Teacher: Two times three is - Multiple Students: 10. Student: Two times five.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Thank you, two times five is 10. Teacher: I gave it away, huh? Student: Remainder three?
Teacher: Two to the second power [inaudible]. Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible].  [TARGET]Teacher: Quiet.[/TARGET] Teacher: I'll wait, Student A. Teacher: Student J, which one should we be [inaudible] boys, and girls? Multiple Students: [Multiple answers].
Teacher: Two, excellent. Teacher: Now we're interested in two nines. Teacher: So how many are in two groups of the nine?  [TARGET]Teacher: Why are you looking up here?[/TARGET] Teacher: How many is in his one group, his two groups of the nine? Student: Four. Teacher: Four.
Teacher: Two, okay. Teacher: Keep going. Teacher: All right.  [TARGET]Teacher: Sh.[/TARGET] Student: [Inaudible]. Student: That's what I did. Teacher: All right, why did you do that, Student M?
Teacher: Two, so I move that 1, 2, now I'm done. Multiple Students: No. Teacher: Take it easy on me, okay.  [TARGET]Teacher: I'm sensitive.[/TARGET] Teacher: Help me out. Teacher: What am I forgetting to do? Teacher: Student F?
Teacher: Two, so I only got two divided in half, and I have 28. Teacher: And again, put your multiplication sign on the corner, so it reminds you that these numbers are going to be multiplied against these numbers. Teacher: Now only if you have a highlighter at your desk are you permitted to use it.  [TARGET]Teacher: If you don't, please don't get up to get one.[/TARGET] Teacher: But I recommend if you do this at home, you have a highlighter. Teacher: Who can recall the directions I told you how to divide your squares? Teacher: Go ahead, Student J?
Teacher: Two-fifths. Teacher: Two-fifths have braided hair. Teacher: Not the rule of the part, but it's three-fifths.  [TARGET]Teacher: Student A, turn around.[/TARGET] Teacher: She had braids too. Teacher: It is - I'll give you a hint. Teacher: It's only person.
Teacher: Two. Teacher: One. Teacher: You know how I expect you to work.  [TARGET]Teacher: You're independent.[/TARGET] Teacher: You're working on your homework. Teacher: Shh. Teacher: Student J, tell me when it's 12:45.
Teacher: Two. Teacher: So it's going to be 33 times 2 two. Teacher: To so you know how to do it, you can do 33 plus 33.  [TARGET]Teacher: Then continue.[/TARGET] Teacher: Where are you? Teacher: You did? Teacher: I don't get what you did here.
Teacher: Two. Teacher: Three. Teacher: Crayons up.  [TARGET]Teacher: First group come up, please.[/TARGET] Teacher: Over here. Student: Okay. Teacher: [Inaudible] crayons.
Teacher: Two. Teacher: Three. Teacher: Let's see who's listening.  [TARGET]Teacher: I hear people talking, and you should not be.[/TARGET] Teacher: I handed you a piece of notebook paper. Teacher: What we're going to do - I know some of you played two games. Teacher: Some of you played more games than that.
Teacher: Two. Teacher: Watch this. Teacher: The title is going to go on this line.  [TARGET]Teacher: Now you - are you looking?[/TARGET] Teacher: Because you don't know what you're doing. Teacher: You really don't. Teacher: You're not learning because [inaudible] just want to do.
Teacher: Typical division problem. Teacher: It's a little trickier. Teacher: Please do not play with the colored tiles.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You need you have your desk the way I have it. Teacher: You don't need to be facing my desk. Teacher: If you have your hand up, Student A is coming around with the pink paper.
Teacher: Uh, no, I'll help you. Student: Somebody wrote w-w-w that [inaudible]. Teacher: All right, everybody get a worksheet.  [TARGET]Teacher: I will give you time to make yours, also.[/TARGET] Student: Ooh, yes. Student: Ooh. Teacher: Don't use the same numbers from yesterday - it's a different graph.
Teacher: Uh-huh 'cause that's how you write out expanded form. Teacher: It's showing that you took it all apart, and if you put it all back together like adding it back together, it would be the original number. Teacher: Stop whispering.  [TARGET]Teacher: I can hear you.[/TARGET] Student: What? Teacher: 50 wholes plus three-tenths plus seven hundredths plus five thousandths - 375 thousandths. Teacher: This needs to be like this.
Teacher: Uh-huh. Student: Where'd you get that marker? Student: Mine, oh, Student E.  [TARGET]Teacher: Student E, did you ask?[/TARGET] Student: [Inaudible]. Student: I walked by the camera and I [inaudible]. Student: I know something was wrong, but I [inaudible].
Teacher: Uh-huh. Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: I don't see you interacting, Student K.[/TARGET] Student: 50. Teacher: Are there 58 pies or 58 pieces of pie? Student: Pies.
Teacher: Uh-huh. Teacher: Continue. Teacher: Are you done with this?  [TARGET]Teacher: Get to your next workshop please.[/TARGET] Teacher: Continue, Student C.  We have five more minutes. Student: [Inaudible]. Teacher: I don't know.
Teacher: Uh-huh. Teacher: Where should you put the 18? Teacher: Right here.  [TARGET]Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something.[/TARGET] Teacher: When was the last time I ever yelled at you for not knowing something? Student: Never. Teacher: When?
Teacher: Uh-uh. Teacher: In solving it, I don't want words. Teacher: Erase this please.  [TARGET]Teacher: In solving it - Miss N was standing right here.[/TARGET] Teacher: She said, "Use number sentence to solve it."  Look at your picture, ok, and use a number sentence to solve it. Teacher: Where did you get the two from? Student: Because there's strawberry - oh.
Teacher: Uh. Teacher: I don't know if I want to put that. Teacher: I really need to talk to her too.  [TARGET]Teacher: Ouch.[/TARGET] Teacher: I really need to talk to her. Teacher: I need to talk to you. Teacher: Are you busy?
Teacher: Under Teacher? Teacher: Where are you from? Student: [Inaudible].  [TARGET]Teacher: We don't [talk] that way.[/TARGET] Teacher: You go to - then you go to math with science, you go to math with science and then you will see - Student: Oh. Teacher: Oh.
Teacher: Underline important information. Teacher: So, let's go. Teacher: Pencil ready.  [TARGET]Teacher: Okay, let's look at part A.[/TARGET] Teacher: "If one block weighs ten pounds, what is the weight in pounds, of one ball?"  So, what's important in that sentence? Teacher: Was there any information they gave us that's important? Teacher: Student C?
Teacher: Unit six, page five. Teacher: Good job. Teacher: He is not on that - in that unit.  [TARGET]Teacher: Page five, unit six.[/TARGET] Teacher: Okay, Student E, number two, please. Teacher: Student E.  What fraction is that? Student: One fourth.
Teacher: Unless you - well, if you ladies want to go, go ahead. Student: It's not me [Inaudible] Teacher: Oh, it's not you.  [TARGET]Teacher: Student S.M, Student M, why don't you go see if Mrs. M wants you guys today.[/TARGET] Teacher: Okay, so what was you answer again, 8, 7? Teacher: Okay. Teacher: Who's going to go up and do T for us?
Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7.  [TARGET]Teacher: Put it away.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this? Teacher: You can use a wild card.
Teacher: Upon completion, your group will place, solve, and stack. Teacher: That's what we showed you when you used the cups and you solved the problem and then stacked them as a group, okay? Teacher: Please don't let it get so tall, that when it falls it will be a big, huge, spill.  [TARGET]Teacher: If it spills, let's not have screaming.[/TARGET] Teacher: Let's pick them up and start again. Student: okay. Teacher: The second - at table two, you're going to be doing division Triominos.
Teacher: Use a calculator. Teacher: That can't possibly be right. Student: Mr. H - see, look.  [TARGET]Teacher: All right, let me just see what you have.[/TARGET] Teacher: Let's see what you guys have. Teacher: [End of Audio]
Teacher: Use an input/output table to find what comes out when 45 is put into the machine. Teacher: Hint, look for a pattern to help you find a rule. Teacher: Look at - what you need to do when you're finding rules - Student T, where is your book?  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: When you are looking for a pattern in finding a rule, you need to test a couple of numbers, two to three numbers to make sure that is indeed the rule that it follows. Teacher: So if I look at the input of 25 and the output of 5, input of 30, output of 6, what do you notice about that? Teacher: Student S?
Teacher: Use estimation skills in contextual situations where an exact answer is not needed to make an informed decision. Teacher: Yes, Student A? Student: Say you're trying to find-  [TARGET]Teacher: Speak up, please.[/TARGET] Student: Say there is a pair of jeans that costs $19.95. Student: [Inaudible]. Teacher: You just make the decision that it's like - what did you say?
Teacher: Use the marker to help you. Student: I stink at this. Teacher: Here.  [TARGET]Teacher: We're here.[/TARGET] Student: Yeah, we're here. Teacher: Student J, we're here. Teacher: You're going to multiply - no, erase this.
Teacher: Use the marker. Teacher: Use the marker to help you. Student: I stink at this.  [TARGET]Teacher: Here.[/TARGET] Teacher: We're here. Student: Yeah, we're here. Teacher: Student J, we're here.
Teacher: Use the trash. Teacher: Are you done with this? Student: Yeah.  [TARGET]Teacher: Turn it in.[/TARGET] Teacher: Good. Teacher: Pair of scissors, and help cut these, please. Teacher: We don't have all week.
Teacher: Use this chart [inaudible]. Teacher: Do step one, then go to step two. Teacher: [Crosstalk]  [TARGET]Teacher: Follow the steps.[/TARGET] Teacher: Student W, the chart right there, copy it down. Teacher: [Crosstalk] Teacher: You use this chart to solve it, these steps to solve it.
Teacher: Use this chart to figure it out. Teacher: [Inaudible]. Teacher: [Crosstalk - excessive noise]  [TARGET]Teacher: Write the problem down.[/TARGET] Teacher: Write the problem down. Teacher: Student M, I'm talking. Teacher: [Crosstalk]
Teacher: Use what you know to help you learn what you don't know. Teacher: So today we are going to understand the effect of multiplying multiples of 30. Teacher: We are going to look at the relationship of multiples of 3 and multiples of 30.  [TARGET]Teacher: In addition to that - Student C, take a seat, please.[/TARGET] Student: [Inaudible]. Teacher: Okay, either way. Teacher: In addition to that, we are going to find multiples of two-digit numbers.
Teacher: Use your notebook, honey, okay? Student: I did it two ways. Student: The way that -  [TARGET]Teacher: Sh.[/TARGET] Teacher: Show me your ways. Teacher: Show me your ways. Student: I want to tell you.
Teacher: Using my finger, I want you guys to use your finger, too, okay? Teacher: And, repeat it after me. Teacher: I'll wait a second.  [TARGET]Teacher: I'm going a little too fast.[/TARGET] Teacher: Let me wait. Student: Let everybody copy. Teacher: Yeah, let everybody copy.
Teacher: Using your fraction bar pieces - thank you, Student T, for being on point. Teacher: Thank you, Student T.  I enjoy that. Teacher: Student O, she's already started.  [TARGET]Teacher: You don't have time to talk.[/TARGET] Teacher: Student D, using your fraction pieces - come on, Student D.  If you don't have a book, get beside someone that does. Teacher: Thank you. Teacher: You don't have [inaudible] right?
Teacher: Using your fraction bars, if you don't have one in your set, turn to page 353 and use those bars. Teacher: Student O, would you help someone that needs a little help? Teacher: Come on, gentlemen.  [TARGET]Teacher: Less talk, more work.[/TARGET] Teacher: Which is bigger? Teacher: You already see. Teacher: Let's go.
Teacher: Vertical line. Teacher: And let me see, all right, here, here and then here. Teacher: At the top, you put your name and your partner's name there.  [TARGET]Teacher: Okay, this was not a good idea.[/TARGET] Teacher: Tomorrow, remind me not to let you all sit there, 'cause I need that board. Student: Okay. Teacher: Okay.
Teacher: Very good, Student S.  Still waiting. Teacher: Wait a minute. Teacher: Can you wait Student S for one minute?  [TARGET]Teacher: Still waiting.[/TARGET] Teacher: Group two is at the computer. Teacher: Group three, you're at the back table. Teacher: You'll get the worksheets at the back table.
Teacher: Very good. Teacher: 12 inches in one foot. Teacher: So how many groups of 12 are in that yardstick?  [TARGET]Teacher: Shhh.[/TARGET] Student: How many 12's? Teacher: How many groups of 12? Teacher: How many 12s?
Teacher: Very good. Teacher: And what is this word quotient telling you, Student K? Teacher: Hmm.  [TARGET]Teacher: Student F, I'm not sure what you're doing, but hurry it up, please.[/TARGET] Teacher: [Pencil sharpening]. Teacher: We have to divide. Teacher: Very good.
Teacher: Very good. Teacher: Circle your solution. Teacher: I'm proud of you.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Did we figure it out? Teacher: Let's see. Teacher: Okay, so we got 4.
Teacher: Very good. Teacher: How about Student C, six? Teacher: All right.  [TARGET]Teacher: He is gonna read the problem for us.[/TARGET] Student: Ethan has 24 marbles. Teacher: Thank you, that's the set. Teacher: That's the set we're talking about.
Teacher: Very good. Teacher: Nice job. Teacher: Okay, an I have everyone sitting in their seats with their pencils down, and take the [inaudible].  [TARGET]Teacher: Put it away.[/TARGET] Teacher: So we have our three different equations up here. Teacher: Student N doubled our length, Student L doubled our width, and Student E doubled our height. Student: Height.
Teacher: Very good. Teacher: Now I should remember - be able to remember that better by doing that that way having a picture of it and figuring it out. Student: Teacher?  [TARGET]Teacher: I'm not talking to people who are just calling out at me.[/TARGET] Teacher: Thank you. Teacher: Two yards is equivalent to six feet. Teacher: Student K, why is that?
Teacher: Very good. Teacher: Now we're going to go through our first guided practice activity, and let me pull that up. Teacher: This has to do with this particular skill.  [TARGET]Teacher: If you have something to say, please wait.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Wherever you're sitting, yes you can.
Teacher: Very good. Teacher: Okay. Student: [Inaudible] got zero.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student T will be next. Teacher: All right Student A, come on up. Teacher: All right Student A, you'll be up next, too.
Teacher: Very good. Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins. Teacher: So now we're just going to worry about getting the questions correct and explaining them.  [TARGET]Teacher: We're not going to make it into a winner, loser situation.[/TARGET] Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers. Student: I have a question. Student: [Inaudible].
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. 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.[/TARGET] Teacher: Go ahead. Teacher: You're answering all three parts. Student: Are we supposed to do it all on the back?
Teacher: Very good. Teacher: You did a good job with that. Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood.  [TARGET]Teacher: You should be quiet.[/TARGET] Teacher: For you, Student T, that means a call is going home. Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line.
Teacher: Very smooth. Teacher: Nice. Teacher: Pay attention to the operation.  [TARGET]Teacher: Student B, pay attention to the operation.[/TARGET] Teacher: There you go. Teacher: [Inaudible]. Teacher: All right.
Teacher: Wait a minute. Teacher: Excuse - I'll wait, Student D.   Student: [Inaudible].  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Listen. Teacher: You already - student R and Student B, stop. Teacher: Everybody stop.
Teacher: Wait a minute. Teacher: Hold on a minute. Teacher: I'm seeing something going on here.  [TARGET]Teacher: Stop your thoughts.[/TARGET] Teacher: When you have the one half, right, plus - if you're using a green, what fractional part of a whole is the green? Teacher: One sixth. Teacher: So it's one half plus-
Teacher: Wait a minute. Teacher: I need all eyes up here. Teacher: Some of you have it.  [TARGET]Teacher: Some of you are on your way, but you need to still pay attention up here.[/TARGET] Teacher: What do you do first? Student: Since 3 is not 9, I multiply the one third, 3 over 3, [inaudible], 3 over 9, [inaudible]. Teacher: How did you know to multiply one third by three thirds in order to get the equivalent fraction?
Teacher: Wait a minute. Teacher: Let me see this again. Teacher: Okay.  [TARGET]Teacher: Turn and face me.[/TARGET] Teacher: You don't have any decimals in there. Teacher: Student C, look right here. Teacher: There's his chin.
Teacher: Wait a minute. Teacher: Slow down. Teacher: Slow down.  [TARGET]Teacher: Slow down.[/TARGET] Teacher: You said that there are 12 inches in a yard. Student: I don't get it. Student: I don't get it.
Teacher: Wait a minute. Teacher: Wait a minute. Teacher: Slow down.  [TARGET]Teacher: Slow down.[/TARGET] Teacher: Slow down. Teacher: You said that there are 12 inches in a yard. Student: I don't get it.
Teacher: Wait a minute. Teacher: Wait a minute. Teacher: Wait a minute.  [TARGET]Teacher: Slow down.[/TARGET] Teacher: Slow down. Teacher: Slow down. Teacher: You said that there are 12 inches in a yard.
Teacher: Wait a minute. Teacher: We did page one. Teacher: Excuse me.  [TARGET]Teacher: You did page one.[/TARGET] Teacher: So I want you to go on to page - hold on, he's not listening. Teacher: Page - part of a rectangle. Student: What page?
Teacher: Wait a minute. Teacher: We're not done. Teacher: Shh.  [TARGET]Teacher: We're not done.[/TARGET] Teacher: Shh. Teacher: Listen. Teacher: We have a big box, that the - the volume of it is 72 what?
Teacher: Wait a minute. Teacher: What do I see? Teacher: When I'm looking at one fourth and one eighth, what do I see?  [TARGET]Teacher: People are not looking.[/TARGET] Student: Wait. Teacher: Yeah. Teacher: One fourth and two eighths.
Teacher: Wait for me to give the directions. Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay?  [TARGET]Teacher: Yes?[/TARGET] Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now.
Teacher: Wait until it's done. Teacher: Let me see what you are doing over here. Teacher: [Crosstalk]  [TARGET]Teacher: I'll be right over there, Student D.[/TARGET] Teacher: [Crosstalk] Student: Six-twelfths and two-fourths is one whole. Teacher: Student J, what are you doing?