stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: We just worked on problem solving. Teacher: You're writing out math thinking. Teacher: Now apply it.  [TARGET]Teacher: You're not even trying.[/TARGET] Teacher: Does it meet? Teacher: Yes or no? Teacher: Is it larger than the other one now?
Teacher: We know it means that they all have line segments as their sides, that those line segments meet in the corners, which are vertices, and that's it's a closed shape. Student: I got one. Teacher: Hold on.  [TARGET]Teacher: No, hold on.[/TARGET] Teacher: I want to show you something with this, okay. Teacher: Tell me - let's look at this. Teacher: Is this a closed figure?
Teacher: We know one eighth is three pieces. Teacher: See, one eighth is three pieces. Teacher: Now, listen to me.  [TARGET]Teacher: Listen.[/TARGET] Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third? Teacher: Why do you say one eighth?
Teacher: We know the mode. Teacher: What's the mode? Teacher: Go ahead and write it down.  [TARGET]Teacher: Mmm, mmm, mmm, don't say it.[/TARGET] Teacher: Just make sure we got it written down. Teacher: Mode. Teacher: What did you get with your mode?
Teacher: We learned one eighth. Teacher: Let's go back. Teacher: We are revising a little bit.  [TARGET]Teacher: Let's go back, one more fraction we learned.[/TARGET] Teacher: With the whole set, the whole set. Teacher: Student C, what is one more fraction we learned besides one eighth? Student: One fourth.
Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow.  [TARGET]Teacher: You need your math journal and you need a pencil.[/TARGET] Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board?
Teacher: We multiplied this number, okay? Teacher: Take a look now at step three. Teacher: This is the coolest part to me, because this is when we can actually take a visual look at how this data came together so this family can see, wow, this is how we're planning on spending our money.  [TARGET]Teacher: Take a look.[/TARGET] Teacher: It says begin by marking off 108 degrees on the circle. Teacher: Please watch. Teacher: I'm going to set my protractor back where it was, and I'm going to see that right between each one, they're counted off by tens.
Teacher: We need to move on. Teacher: So I am going to quickly cut this up. Teacher: I'm going to wait until I have row one facing forward.  [TARGET]Teacher: Student T, step out of the room and go to the bathroom, now.[/TARGET] Teacher: Sit. Teacher: Face forward. Teacher: Turn.
Teacher: We need to start figuring out what we need. Teacher: Student A, is shut up respectful? Teacher: You're not sorry to me.  [TARGET]Teacher: You're sorry to the person you said it to.[/TARGET] Teacher: I gave extra paper for everyone. Teacher: I don't currently see your group talking to each other. Teacher: I see you drawing coins on your table.
Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number. Teacher: All right.  [TARGET]Teacher: Now, I'm asking you a question and I'm going to give you a chance to talk, talk to your friend and say I want one third of my - one third of my mm pieces.[/TARGET] Teacher: All right, excuse me. Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute.
Teacher: We said, we said, we talked about. Teacher: Yeah. Student: We talked about -  [TARGET]Teacher: Listen, listen.[/TARGET] Teacher: Girls, girls. Teacher: Yeah. Student: We said 12 of 24 -
Teacher: We should have your name on the mad minute. Teacher: Right to your seat. Teacher: Mad minute please.  [TARGET]Teacher: Don't stop, Student A.[/TARGET] Teacher: You're walking around. Teacher: Mad minute is coming to your desk. Teacher: You need to come in and you need to sit down.
Teacher: We start from question one right now. Teacher: [Crosstalk] Teacher: Do not destroy that.  [TARGET]Teacher: We've been using that now for more than five years.[/TARGET] 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.
Teacher: We started. Teacher: It's really repetitive. Teacher: Once you get these three steps down, you're going to be repeating them until you get 0 down here or a remainder.  [TARGET]Teacher: Student N, question about this?[/TARGET] Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding? Teacher: That has nothing to do right now particularly with how we got this.
Teacher: We talked about the - you're not writing anything on your paper. Teacher: You're not writing anything. Teacher: You're talking at your table, coming up with this statement.  [TARGET]Teacher: You're not writing anything on your paper.[/TARGET] Teacher: Listen. Teacher: You're coming up with a statement. Teacher: [Crosstalk]
Teacher: We want the number to be very close to 1,000. Teacher: Try again. Teacher: 7 cards.  [TARGET]Teacher: What are you doing with the table when we are doing math?[/TARGET] Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere. Teacher: Put that one away.
Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen. Teacher: I'm not seeing anything productive.  [TARGET]Teacher: You know how to play this game.[/TARGET] Teacher: I've played it with you before. Teacher: [Inaudible]. Teacher: You're not fighting with it.
Teacher: We want to know how many 4 equals. Teacher: [Crosstalk - excessive noise] Teacher: So you may be asking, "When would you ever -?"  Student M, are you interested?  [TARGET]Teacher: Because if you're not interested I can just put this away.[/TARGET] Teacher: You may be asking yourself, "When would I ever be doing this in real life" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday. Teacher: They chose a bag of candy.
Teacher: We want to look at some things. Teacher: Okay, so how are you feeling? Student: [Inaudible] I have to put the -  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Have a seat. Teacher: We'll talk about it. Teacher: Have - where's your dollar sign?
Teacher: We want to start with it unbalanced, don't we? Student: I got my gender book out. Teacher: I'm going to look at this one again.  [TARGET]Teacher: Would you please not touch the table for just a moment?[/TARGET] Teacher: Let me see if I can balance this back out for you. Student: She meant binder. Teacher: You meant an empty binder?
Teacher: We went into a different set. Teacher: We went into one third for this set. Teacher: One - two thirds for this set.  [TARGET]Teacher: People that are looking with me.[/TARGET] Teacher: See? Teacher: One third of this set is - let me see one third. Teacher: Let me make it one third.
Teacher: We went over these two, so that means you weren't paying attention. Teacher: Boys at the back, I hear a lot of non-math talk. Teacher: Expectation is that you're working on this pink paper.  [TARGET]Teacher: This can go away, please.[/TARGET] Teacher: I'll take this because it's only becoming a distraction. Teacher: Away, please. Teacher: Listen to my directions and follow them, please.
Teacher: We will be practicing some of that in some of our centers. Teacher: Okay? Teacher: Let me have, very carefully let me have this group, I need you to come over here for our calendar.  [TARGET]Teacher: You all need to turn around.[/TARGET] Teacher: Do not hit. Teacher: So you all need to turn all the way around. Teacher: Okay, come up, everybody else come around this way.
Teacher: We will continue it - Student: Tomorrow. Student: [Crosstalk]  [TARGET]Teacher: I'll be there in a minute.[/TARGET] Teacher: Okay. Teacher: What page was that? Student: 29
Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance.  [TARGET]Teacher: I'm not gonna go over it again.[/TARGET] Teacher: What is the last problem? Student: Six divided by 204. Teacher: Okay, 204?
Teacher: We'll be labeling everything we do today. Student: Can we do it the long way? Teacher: It doesn't matter.  [TARGET]Teacher: If you have a problem you know to raise your hand and speak to me instead of just sitting there.[/TARGET] Teacher: Remember when you label, try to label it wide. Teacher: Label it far away, because you know you'll be re-labeling it soon. Teacher: Just extend this one.
Teacher: We'll just close it this way. Teacher: Do your math. Teacher: Write your name.  [TARGET]Teacher: Write your name first.[/TARGET] Teacher: Write your date. Teacher: So 1,000 minus 159 is what? Teacher: What is 1,059 take away 1,000?
Teacher: We'll stop then. Teacher: Go to group two if you're in the multiplication group. Teacher: You'll go to this group.  [TARGET]Teacher: I know I didn't call Student C's name.[/TARGET] Teacher: You have to go multiply. Teacher: Go ahead and get boards and markers. Teacher: Okay.
Teacher: We're about to start.  [TARGET]Teacher: Over here, Student A, Student K, Student O.[/TARGET] Teacher: Put everything away now. Student: We're not even in the video. Teacher: I'm teaching math.
Teacher: We're about to start. Teacher: Over here, Student A, Student K, Student O.  [TARGET]Teacher: Put everything away now.[/TARGET] Student: We're not even in the video. Teacher: I'm teaching math. Teacher: [Crosstalk]
Teacher: We're finishing this lesson before we can do anything. Teacher: All right, let's take a look, everybody. Teacher: [Crosstalk]  [TARGET]Teacher: Turn around.[/TARGET] Teacher: Turn all the way around and stay that way. Teacher: Okay. Teacher: Let's take a look, page 9, everybody.
Teacher: We're going to arrange them in order. Teacher: Instead of comparing two, you're going to compare three fractions tomorrow, and number them from the largest to the greatest. Teacher: What I need you to do is place your fraction bars back inside of their bags at this time.  [TARGET]Teacher: Do not get out of your seat.[/TARGET] Teacher: Put your bars in your bags, and Student S is going to come by and collect your bags. Teacher: Student K is collecting your paper, and I'm looking for the first group that's ready. Teacher: I'm looking for the group that's ready first, and quiet.
Teacher: We're going to do 196 plus 625. Teacher: Okay. Teacher: Get away from there, please.  [TARGET]Teacher: Can you leave the computer please?[/TARGET] Teacher: Pay attention. Teacher: Thank you. Teacher: 6 plus 5 is what?
Teacher: We're going to do more work on this and I do want you to do one on your own, but we just don't have the time right now. Teacher: If you could put your caps on your marker - I shouldn't have to tell anyone three times - erase your paper. Teacher: Just leave it on your - okay.  [TARGET]Teacher: We're not grabbing from each other.[/TARGET] Teacher: That's rude. Teacher: Erase your board - your paper. Teacher: Do it as fast as you can.
Teacher: We're going to do that at our seats because I want you to go to your desks at this point. Teacher: Can you all stand up? Teacher: Be quiet and go back to our desks.  [TARGET]Teacher: 1, 2, 3.[/TARGET] Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions. Teacher: We're going to answer the questions at our table.
Teacher: We're going to do this, and this is not what you got. Teacher: Ready? Teacher: Not this, remember?  [TARGET]Teacher: It's silent.[/TARGET] Teacher: All right. Teacher: Good. Teacher: Really, today boys and girls is going to be a lot of practice.
Teacher: We're going to look at some of Student S's work. Student: Number five. Student: There are -  [TARGET]Teacher: Can you wait right here?[/TARGET] Student: - in the sixth grade. Student: How many teams can they make? Teacher: Okay, Student S, can you explain what your sketch represents there from the problem?
Teacher: We're going to look at where we have the problem here. Teacher: It says in the first week of their trip, the Jones family drove 427. Teacher: What operation did you use in solving this math?  [TARGET]Teacher: Sit down, Student T.  We need to hurry up and go, please.[/TARGET] Student: No. Teacher: What operation do we need to solve this math? Student: [Inaudible].
Teacher: We're going to move on. Teacher: Question about this? Student: Kind of.  [TARGET]Teacher: It has to be about this because I want to move on.[/TARGET] Student: How did you get this? Teacher: We just continued the process. Teacher: Remember, we started all over again.
Teacher: We're going to stop. Teacher: I want you to leave your boards and your erasers right there. Teacher: I'll wait.  [TARGET]Teacher: Don't move.[/TARGET] Teacher: I've got people moving already. Teacher: I want group two to go to the back table. Teacher: Group three will come up with me.
Teacher: We're gonna switch groups. Teacher: And Miss F has already selected the people who are gonna go with her. Teacher: So I'm just gonna [have -] we have Student J, Student B over here.  [TARGET]Teacher: We have Student K, Student M, and Student D sitting here.[/TARGET] Teacher: We have Student J, Student J, Student D, and Student M back - where are they? Teacher: Right here. Teacher: Listen, 1, 2, 3, eyes on me.
Teacher: We're just going to leave it 10. Teacher: One we borrowed from there is one 10 which is this. Teacher: If we take another one from this one 10 and put it in the ones column, it's going to be 10 ones.  [TARGET]Teacher: Student C, look here.[/TARGET] Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve. Teacher: Student C, look here.
Teacher: We're looking at this. Teacher: What do you want to break this into? Teacher: Student J, add up this.  [TARGET]Teacher: Leave your binder please.[/TARGET] Student: Why do they get this and I don't? Teacher: Keep in touch, please. Teacher: Add up these.
Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add. Teacher: You're going to take another 6.  [TARGET]Teacher: I'm waiting for you.[/TARGET] Teacher: Play. Teacher: If you want to use it as a 9, okay. Teacher: If you want to use it as a 6, okay.
Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem?  [TARGET]Teacher: Student S, please do not come into the classroom.[/TARGET] Teacher: Stop talking about it. Teacher: Do not say anything more about Student S. Teacher: [End of Audio]
Teacher: We're not building - it's one fence. Teacher: Are you focusing? Teacher: Are you focusing here?  [TARGET]Teacher: This is what you need to focus on.[/TARGET] Teacher: You just came - math is almost over and you just came back, so you missed a lot of it, so you need to listen. Teacher: Did you hear what Student F said? Student: Yes.
Teacher: We're not doing it separately, so put your quarters together. Teacher: You three ladies, do not be separate from Student J. Teacher: Do not talk to each other.  [TARGET]Teacher: Talk to the table.[/TARGET] Teacher: You can ask. Teacher: You can't just say, "We need your quarters." Teacher: Be together.
Teacher: We're not doing this right now. Teacher: You can't just accuse someone. Teacher: I will talk to him later.  [TARGET]Teacher: He's not in the room right now, so we're going to let it go.[/TARGET] Teacher: I need you to sit down and multiply. Teacher: Student M, you're supposed to be here. Teacher: The two of you need to come here.
Teacher: We're not going to be able to finish today. Teacher: So you need to put your names in the back, and we'll finish this tomorrow. Student: We did another graph on the back because we thought we were going to mess up.  [TARGET]Teacher: Make sure your names are on the back, and go ahead and put your poster, construction paper in the back.[/TARGET] Teacher: [End of Audio]
Teacher: We're only adding from here. Student: That's too easy, Teacher. Teacher: What are you going to add from here?  [TARGET]Teacher: Go ahead.[/TARGET] Student: No, that's two. Teacher: What is it? Student: Seventy-two.
Teacher: We're playing the cards. Teacher: It's okay. Teacher: We have to play.  [TARGET]Teacher: When you play, we go.[/TARGET] Teacher: Why did you hit him? Student: I didn't hit him. Student: Yes you did.
Teacher: We're right. Teacher: Okay. Student: [Inaudible] right here.  [TARGET]Teacher: Show me.[/TARGET] Student: Right here. Teacher: Okay. Student: It asks for both of them.
Teacher: We're still not ready. Teacher: Clap three times. Teacher: All right.  [TARGET]Teacher: You should not have your own paper.[/TARGET] Teacher: Whether you are finished or not, you should not have your own paper. Teacher: Still waiting. Teacher: Number one says - still waiting on a few.
Teacher: We're using three numbers at a time. Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it.  [TARGET]Teacher: I want you to arrange these in a way that's going to be - I can help you to add.[/TARGET] Teacher: You're going to take another 6. Teacher: I'm waiting for you. Teacher: Play.
Teacher: We've already gone over do not call me if you want to tattle tale. 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.  [TARGET]Teacher: Raise your hand if the marker is not doing what you need it to do.[/TARGET] Teacher: Yes? Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]?
Teacher: Well I need you to turn this into a number sentence and solve it. Teacher: [Crosstalk] Teacher: No, no, no, no, sweetie pie.  [TARGET]Teacher: Sorry, I didn't mean to scratch you.[/TARGET] Teacher: Move down, move down. Teacher: Ok, now. Teacher: In solving it, again, we're going to be using a numbers sentence to solve it.
Teacher: Well it is a lot of numbers and you do have to do some thinking, but it is shorter than doing all that extra stuff. Teacher: [Crosstalk] Teacher: [Announcement over loudspeaker]  [TARGET]Teacher: Right here I have an assignment and I'm gonna make this two ways.[/TARGET] Teacher: You're gonna solve 4 divided by two-thirds. Teacher: You can show it with pictures in your circles. Teacher: And then you can solve it in math on the bottom like we did up here.
Teacher: Well just draw one cause you know you have one that hit the floor. Teacher: And you have a yellow one sweetie on this side of your chair too. Teacher: Just throw it in the garbage and draw one.  [TARGET]Teacher: Shh.[/TARGET] Teacher: [Lots of talking about who got what colors.] Teacher: Okay if this is 0 and this is 2 how many more minutes do you need to finish writing down your actual results. Teacher: This is 0 and this is 2 and if you're telling me 0 that means you're sitting quietly.
Teacher: Well that will be your key because you labeled it. Teacher: Let's go, Student N.  You only have eight minutes. Teacher: Student A, pick your notebook up off the floor and put it in your desk.  [TARGET]Teacher: Student M, I don't think you need your math book anymore.[/TARGET] Student: There's all kinds of [inaudible]. Teacher: Clear your desk. Teacher: Student L, sit.
Teacher: Well they're planes or flat figures. 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.  [TARGET]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. Teacher: The shape that you had - think about what we've learned about acute angles, obtuse angles. Student: I have a right angle.
Teacher: Well you are over here. Teacher: Sit there. Teacher: Go with that team.  [TARGET]Teacher: Student B, Student J, Student S, and Student L are still in the media center.[/TARGET] Teacher: Student A, Student M, and Student P.  Student P, you should be over there. Student: Okay. Teacher: Now, we're gonna rotate.
Teacher: Well, I like you to be straight 'cause when you're straight you're paying attention. Student: I really still don't pay attention. Teacher: Okay.  [TARGET]Teacher: But that's not really for me.[/TARGET] Student: I did it, Ms. N. Teacher: Let me see. Teacher: 72.
Teacher: Well, I want it big on the card. Teacher: Not little. Teacher: All right, we're going to do the three tables again, so I need you to sit back where you were sitting, yesterday.  [TARGET]Teacher: Not - no, no.[/TARGET] Teacher: Wait. Teacher: When I'm done. Teacher: When I'm done with directions, so you can hear the directions, okay?
Teacher: Well, I was going to say, "Don't tell [inaudible]."  What's one-tenth of 85? Teacher: You know. Student: One-tenth of -  [TARGET]Teacher: Shh.[/TARGET] Teacher: Don't say it. Teacher: What's one-tenth of 85? Student: Eight point five.
Teacher: Well, I'm going to bring it down hard. Teacher: Yeah!"  [Laughter]. Teacher: And that's how some of your work looks.  [TARGET]Teacher: I'm like, "Why are you so angry?"  [Laughter].[/TARGET] Teacher: I'm like, "Calm down, okay?"  It's just a number. Teacher: We're going to be real nice to it. Teacher: We're going to bring it down nice and easy, okay, Student S?
Teacher: Well, that's what you do - all that you should get. Teacher: You should not [Inaudible]. Teacher: What did you get?  [TARGET]Teacher: Yeah, pay attention.[/TARGET] Teacher: When you do the first one, 0.6 divided by 726, what's your answer? Teacher: 1,210. Teacher: Isn't that what you get?
Teacher: Well, you've been expecting that, haven't you? Student: Yeah. Teacher: I'm so sorry.  [TARGET]Teacher: Were you at home with him when he died?[/TARGET] Student: No. Student: He was at the hospital. Teacher: Oh, so he went to the hospital.
Teacher: Were there any little - let me see again. Teacher: Student E, you've got to stand up honey. Teacher: You can't be sitting down for this.  [TARGET]Teacher: Student Y, stand up and get busy.[/TARGET] Teacher: Okay. Teacher: Come here, Student E.  You've got to see. Teacher: Show me where your belly button is.
Teacher: Were what? Student: Which two transportations... Teacher: This doesn't have to do with transportation.  [TARGET]Teacher: No, we're not doing that.[/TARGET] Teacher: What graph are we doing? Teacher: That says to me you weren't listening because I was very clear what graph we were talking about. Student: [Inaudible] decreased.
Teacher: Were you talking about that? Teacher: [Crosstalk] Teacher: I know.  [TARGET]Teacher: Student A, I know you weren't, so I will need you guys to be quiet.[/TARGET] Student: Teacher, do I do it like this or do I do it a different way? Teacher: Doing good. Teacher: [Crosstalk]
Teacher: We'll actually do the first readings right now. Teacher: Here it is. Teacher: I'll read it to you.  [TARGET]Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on.[/TARGET] Teacher: "The pictures below show how two different groups of shapes balance a scale."  So what is this called? Multiple Students: A scale. Teacher: A scale.
Teacher: We'll come back to that. Teacher: People at - I only have two people at table number five. Teacher: Remember what I told you?  [TARGET]Teacher: Student S, and Student K, why did you go off over there by yourself?[/TARGET] Student: [Inaudible]. Teacher: Turn your eyes so you're looking at them. Teacher: Hold up your shapes.