stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole? Teacher: I want you to come up with different fractional parts to do that. Teacher: [Crosstalk]  [TARGET]Teacher: You know where they are.[/TARGET] Teacher: Student T, you're not supposed to go in front of that. Teacher: No, I'll bring them to you. Teacher: Get up.
Teacher: Do you see how - yeah. Teacher: Why don't - Student K. Student: Yes.  [TARGET]Teacher: I want you to do this right now.[/TARGET] Student: I'm trying to. Teacher: Excellent. Teacher: Thank you, Student D.
Teacher: Do you see what I'm saying? Teacher: Okay. Teacher: So one-eighth would be 1, 2, 3, 4, 5, 6, 7.  [TARGET]Teacher: Do not go there.[/TARGET] Teacher: Go sit down. Teacher: So one-eighth would be this. Teacher: Do you see what I'm saying?
Teacher: Do you think there's any food left? Multiple Students: No. Teacher: Tell your elbow partner.  [TARGET]Teacher: Are you telling your elbow partner?[/TARGET] Teacher: Okay readers. 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: Do you understand? Multiple Students: Yes. Student: Yes, ma'am.  [TARGET]Teacher: Everyone's working together, but you're not shouting.[/TARGET] Teacher: All right. Multiple Students: [Students working on project]. Multiple Students: [Crosstalk].
Teacher: Do you want to give those to me right now? Teacher: Stop. Teacher: Everybody listen.  [TARGET]Teacher: Stop what you're doing.[/TARGET] Teacher: Turn around everybody. Teacher: So if you look at these numbers, while you finish eating them and I pass them out, because we've got to wrap this up, what do you think is about how many are going to be in the jar? Teacher: What do you think?
Teacher: Do you want to switch over to Student C's desk? Teacher: Anybody else? Teacher: Capacity?  [TARGET]Teacher: Sitting up, please.[/TARGET] Teacher: Well, I'm going to tell you what capacity means. Teacher: Today we're going to talk about what capacity is. Teacher: It's the measure.
Teacher: Do you want to work with Student T? Teacher: Student T, come up and work with Student S please. Teacher: [Crosstalk]  [TARGET]Teacher: What are you doing?[/TARGET] Teacher: You're gonna work with somebody to come up with a fractional part that equals one whole. Teacher: So come up with fractions. Teacher: Do you see how I did it here, one-fourth plus one-fourth and a half equals a whole?
Teacher: Do you ... do you think we could - do you think it's simplest form? Student: Yes. Teacher: Okay, then let's just check it just to make sure.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, what are the factors of seven? Student: Seven. Teacher: And one.
Teacher: Do your math. Teacher: Let me have it. Teacher: Give it to me.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Sit down. Teacher: Show me how you can do it. Teacher: Look at this.
Teacher: Do your math. Teacher: Write your name. Teacher: Write your name first.  [TARGET]Teacher: Write your date.[/TARGET] Teacher: So 1,000 minus 159 is what? Teacher: What is 1,059 take away 1,000? Student: 59
Teacher: Do your math. Teacher: You know what to do. Teacher: Leave him.  [TARGET]Teacher: Camera is covering every place in the classroom, everywhere.[/TARGET] Teacher: The camera is seeing everywhere. Teacher: That's not what we're talking about. Teacher: Let's do this.
Teacher: Do your multiplication. Teacher: I don't know why you're staring at the screen. Teacher: Student D?  [TARGET]Teacher: Go up there and look.[/TARGET] Teacher: Student L.  One and one fourth. Teacher: That's what you're multiplying your width by. Teacher: Student J?
Teacher: Do your own work. Student: No, you can't count. Student: You can't count.  [TARGET]Teacher: [Turn] that down.[/TARGET] Student: [What'd you find out]? Teacher: Do your paper. Teacher: This group over here, I don't know what's going on.
Teacher: Do your work here. Teacher: Sit down. Teacher: Sit.  [TARGET]Teacher: Sit down here.[/TARGET] Teacher: I am not playing with you now. Teacher: This is a quiet table. Teacher: If you are working, you are working with me.
Teacher: Does T, P correspond to D, C? Student: No. Teacher: Student C, you're cracking me up.  [TARGET]Teacher: He's laughing at TP, DC.[/TARGET] Teacher: Actually, if I were to take this pentagon and rotate it upright, Student C is correct, T, P and D, C would line up. Student: But if you spin it this way, that would be different. Teacher: If we were to flip it, hold on, if we were to flip it this way, then TP and DC would be on the opposite side.
Teacher: Does anybody remember what else I said that you could call it? Teacher: Not another name for it, but maybe the meaning? Teacher: Somebody who has not had their hand up today.  [TARGET]Teacher: Student K, give it a try.[/TARGET] Student: Out of. Teacher: Out of. Teacher: One out of two.
Teacher: Does everybody agree with the answer so far? Multiple Students: Yes. Teacher: Excuse me.  [TARGET]Teacher: Nope, have a seat.[/TARGET] Teacher: We're trying to give everybody - a few people a change. Teacher: Hey let's look at something. Teacher: I want to show you something.
Teacher: Does everybody see how it's one-fourth? Multiple Students: Yes. Multiple Students: No.  [TARGET]Teacher: Student A, hat off.[/TARGET] Teacher: Because if I divide it here and here I would have fourths. Teacher: How many squares are in this, how many square units? Student: 15
Teacher: Does everyone understand? Multiple Students: Yes. Teacher: Okay.  [TARGET]Teacher: Who can tell us what part four is?[/TARGET] Teacher: Nice and loud. Teacher: Student R? Student: [Inaudible].
Teacher: Does everyone understand? Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric.  [TARGET]Teacher: I think we are ready to look at our question.[/TARGET] Teacher: Here's our question that we are all going to work on today. Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay?
Teacher: Does someone feel like they understand and could repeat it to the class? Teacher: [Crosstalk] Teacher: No snacks for four days.  [TARGET]Teacher: This is day number one.[/TARGET] Teacher: Student D.  Student D is gonna try. Teacher: You don't want to explain it? Teacher: [Crosstalk]
Teacher: Does that make sense? Teacher: So choice A would be - choice B would be - the most simplified version, the simplest version of four eighths. Teacher: If you agree with A, or if you agree with B.  [TARGET]Teacher: Close your eyes.[/TARGET] Teacher: The simplest form. Teacher: If you agree with A, remember, you touch your nose. Teacher: If you agree with B, you touch your head.
Teacher: Does that make sense? Teacher: So how many endpoints does a square have? Student: 4.  [TARGET]Teacher: Thank you, Student K.  Student K knows.[/TARGET] Teacher: Student K is paying attention. Teacher: How many endpoints does a square have? Multiple Students: 4.
Teacher: Doing good. Teacher: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: Now can everybody take a look at the board?[/TARGET] Teacher: Student K. Student: Yes? Teacher: Please take a look.
Teacher: Don't be discouraged if you do not understand it immediately. Teacher: You guys have a chance to steal. Teacher: Yes, you do.  [TARGET]Teacher: I didn't call you.[/TARGET] Teacher: Raise your hand if you have a question. Teacher: Can you raise your hand? Teacher: [Inaudible].
Teacher: Don't do this. Teacher: One. Teacher: Two.  [TARGET]Teacher: That's fine.[/TARGET] Teacher: Three. Teacher: [Crosstalk] Teacher: Sh.
Teacher: Don't forget about me. Teacher: I know what I am. Teacher: You can ask me questions if you're still standing here.  [TARGET]Teacher: I've got to look and see who my partner is though.[/TARGET] Teacher: Turn around. Teacher: Turn around. Teacher: I know who my partner is.
Teacher: Don't go too close to the edge because you've got to label. Teacher: You've got to label, label. Teacher: Nicely done.  [TARGET]Teacher: Remember, don't talk to him while he's standing.[/TARGET] Teacher: Please label this. Teacher: Student K, is there a reason you haven't started? Student: We're supposed to write that?
Teacher: Don't go. Teacher: Go. Teacher: That was letter Q.  [TARGET]Teacher: Get started on letter R.  I'm not mad.[/TARGET] Teacher: I wanted to slow down. Teacher: Do letter R.  Turn your graph paper or find a small corner, and label it letter R, and if you're still really confused, raise your hand. Teacher: Student A, that doesn't sound considerate, does it?
Teacher: Don't look. Teacher: If you're looking, you're cheating. Teacher: It's no fun if you already know the answer.  [TARGET]Teacher: Keep pressing it.[/TARGET] Teacher: You know what? Teacher: Let's try this. Teacher: Have someone who also has one take it off your head and put it on your back.
Teacher: Don't put them on top of each other. Teacher: Right here. Teacher: Right here.  [TARGET]Teacher: Quiet please.[/TARGET] Teacher: [End of Audio] Teacher: [End of Audio]
Teacher: Don't stop, Student A. Teacher: You're walking around. Teacher: Mad minute is coming to your desk.  [TARGET]Teacher: You need to come in and you need to sit down.[/TARGET] Teacher: This you can finish for me later. Teacher: Hurry up, please. Teacher: We need the mad minute.
Teacher: Don't tell her. Teacher: Just think. Teacher: Student C, Student M, Student D, what fraction could I have given Student C?  [TARGET]Teacher: Student C, Student D, don't spill the beans.[/TARGET] Teacher: So when I first looked at it, I learned something new. Teacher: I want to see if anyone caught on to this. Teacher: When I first looked at it, I told Student C, I did not give you the obvious thing.
Teacher: Don't tell me you don't care. Teacher: You told me you were here to work. Teacher: Oh.  [TARGET]Teacher: Look at all this.[/TARGET] Teacher: I hate it when people aren't responsible. Teacher: Okay. Teacher: If you do not have a clock, and you do not know who your partner is, why is there so many people up here today?
Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule. Teacher: Sorry.  [TARGET]Teacher: Go ahead.[/TARGET] Student: You divide. Teacher: When you say to divide, what is being divided? Teacher: What numbers are involved?
Teacher: Don't walk in front, Student L.  You done with that? Teacher: The mad minute. Teacher: We should have your name on the mad minute.  [TARGET]Teacher: Right to your seat.[/TARGET] Teacher: Mad minute please. Teacher: Don't stop, Student A. Teacher: You're walking around.
Teacher: Don't waste my time. Teacher: Get a pencil or ask me for one. Teacher: If I've cut up the 10 and the 4, I know I also need to cut up the 23.  [TARGET]Teacher: Student J, before I let you go anywhere, will you please tell me, how would you break apart 10 and 3?[/TARGET] Student: 20 and 3. Teacher: Student S, tell me again, how would you break up 23? Student: 20 and 3.
Teacher: Don't worry about it right now. Student: Can I ask you a question? Student: I want to do that.  [TARGET]Teacher: Go to [inaudible].[/TARGET] Teacher: Student D.  Okay. Teacher: Student A, I don't like how you're having a conversation over there. Teacher: [Crosstalk]
Teacher: Don't worry about it. Teacher: Do you have a clock? Student: Yeah.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: None of you have a clock or a partner? Teacher: If you have a clock, you should not be up here. Teacher: Your partner.
Teacher: Don't worry about it. Teacher: For now use your [inaudible] paper. Teacher: I will give it to you later on.  [TARGET]Teacher: I don't want you to call out, Student S.  Student A wants to answer.[/TARGET] Teacher: How would you tell a 3rd grader how to do this math? Teacher: Tell me. Teacher: How would you tell somebody how to do this math?
Teacher: Don't yell out. Teacher: Student R? Student: Two.  [TARGET]Teacher: No sir.[/TARGET] Teacher: Student M, three is correct. Teacher: One here, two, three would be the number one. Teacher: Is that correct?
Teacher: Don't do anything any differently. Teacher: Just whatever it is that you normally do in Math, do it. Teacher: Don't stare at the camera.  [TARGET]Teacher: Don't wave, hey Mom.[/TARGET] Teacher: You know, just chill out. Teacher: [Background talking] Teacher: [Inaudible] is going to think I'm silly.
Teacher: Don't fold them. Teacher: Don't fold them. Teacher: Don't write on them.  [TARGET]Teacher: Don't lick them.[/TARGET] Teacher: Don't eat them. Teacher: Don't use them to clean out your ear. Multiple Students: Ewww.
Teacher: Don't fold them. Teacher: Don't write on them. Teacher: Don't lick them.  [TARGET]Teacher: Don't eat them.[/TARGET] Teacher: Don't use them to clean out your ear. Multiple Students: Ewww. Teacher: Uh-oh.
Teacher: Don't give me the answer. Teacher: Show, or explain how you got your answer. Teacher: You can start thinking.  [TARGET]Teacher: We're not doing the work, yet.[/TARGET] Teacher: No writing yet. Teacher: Pencils down. Teacher: Part B says, "What is the total number of blocks needed to balanced six balls?"  So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal?
Teacher: Don't give up. Student: [Inaudible]. Teacher: [Inaudible].  [TARGET]Teacher: I said don't give up.[/TARGET] Teacher: What did you get this time? Student: I haven't finished. Student: I got [inaudible] that's a seven.
Teacher: Don't let me be the second. Teacher: All set? Teacher: Okay.  [TARGET]Teacher: This is a microphone, so they can hear exactly what I'm saying.[/TARGET] Teacher: Thank you. Teacher: Okay. Teacher: Okay, so today in math we are going to work on doing an open-response in accordance to the MCAS's you're going to be taking this year.
Teacher: Don't look at me and say you don't understand. Teacher: I want to see what you're doing. Teacher: [Inaudible].  [TARGET]Teacher: I don't want you touching it.[/TARGET] Teacher: Okay. Teacher: Now what do you do? Teacher: Is that the one  you had before?
Teacher: Don't overlap them. Student: Number one would be just, like, isosceles [Inaudible]? Student: Would this be the [Inaudible]?  [TARGET]Teacher: No, no.[/TARGET] Teacher: I want you to start on the side with the definitions. Teacher: Everybody start on the side with the definitions. Teacher: That one.
Teacher: Don't play with me. Teacher: Okay. Teacher: It's pretty big.  [TARGET]Teacher: Student M, I'm still waiting for you to stop writing.[/TARGET] Teacher: How many people fell into the trap of saying how many groups of 100 are in 2,000 and you wrote 10? Teacher: How many people fell into that trap, 'cause I sprung it? Teacher: I wrote it there to think I would try to get a couple of people who weren't paying attention.
Teacher: Don't stand here. Student: [Inaudible]. Student: [Inaudible] anymore.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Anybody ready to come up and share what they did? Multiple Students: [Inaudible]. Teacher: If not, I'll give you like, a few more seconds.
Teacher: Don't start measuring until you have everybody's down. Teacher: Did everybody get that sentence written? Student: Student J still hasn't.  [TARGET]Teacher: Waiting for you, Student J, don't hold up the whole team.[/TARGET] Teacher: Go ahead and put the ounces in here. Teacher: Thank you. Teacher: Take that one out, Hon, this one you're going to need.
Teacher: Don't stress it. Teacher: Student C, you're gonna need to share this sheet with Student D.  So, if you wanna scoot your chair over. Teacher: Or he could scoot it over to you.  [TARGET]Teacher: Student D, for the third time, go to your seat.[/TARGET] Student: [Inaudible] Teacher: Then, take your stuff, get a board, and sit on the carpet. Teacher: You're not sitting over there.
Teacher: Don't touch. Teacher: Don't smell. Teacher: Don't eat.  [TARGET]Teacher: Don't feel.[/TARGET] Teacher: Look at it. Student: [Inaudible]. Teacher: That's a Hershey bar, huh?
Teacher: Don't wave, hey Mom. Teacher: You know, just chill out. Teacher: [Background talking]  [TARGET]Teacher: [Inaudible] is going to think I'm silly.[/TARGET] Student: Is it watching us right now? Teacher: My nephew goes to Yale. Teacher: I'm not sure how he'd feel about Harvard University.
Teacher: Don't worry. Teacher: Get down from there now. Teacher: Continue.  [TARGET]Teacher: If you cannot concentrate and do your math - it's what we're working on today.[/TARGET] Teacher: Let's do this math, please. Teacher: You know what to do. Teacher: Try and do this math.
Teacher: Don't write 12 on yours, okay? Teacher: I'm gonna write 12. Teacher: All right.  [TARGET]Teacher: Look what I do with my finger, okay?[/TARGET] Teacher: Does 12 go into 1? Multiple Students: No. Teacher: Why not, Student S?
Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book? Teacher: Turn around straight.  [TARGET]Teacher: What are you doing, Student C?[/TARGET] Teacher: I didn't tell anybody what to do. Student: [Inaudible]. Teacher: [Inaudible].
Teacher: Don't-do not do anything. Teacher: Student M, you can take this if you want 'cause-okay. Teacher: You closed your notebook.  [TARGET]Teacher: We're not putting away anything.[/TARGET] Teacher: We're not doing anything except for finishing this. Teacher: What is my common denominator for number 2? Student: Eighths.
Teacher: Down dropping. Teacher: What I want you guys to do is go the hundredths spot. Teacher: Hundredths.  [TARGET]Teacher: We need two more please, guys.[/TARGET] Teacher: To dot. Student: And drop. Teacher: And drop another.
Teacher: Draw a box. Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third.  [TARGET]Teacher: No, sir.[/TARGET] Teacher: Have a seat. Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or?
Teacher: Draw a box. Teacher: Two thirds times one third. Teacher: Draw a box.  [TARGET]Teacher: Student A, do you have that written down in your journal?[/TARGET] Teacher: Let's think about one fourth times one third. Teacher: No, sir. Teacher: Have a seat.
Teacher: Draw a picture to show me what four twelfths means. Teacher: Work together. Teacher: Talk together.  [TARGET]Teacher: Don't be shy.[/TARGET] Teacher: Move your chair if you need to. Teacher: Student R, there's a chair right there, honey. Teacher: I want you to draw a picture on the top of what you think the part of the whole would be, in part of a group.
Teacher: Draw one with black, one red, one green, and one blue. Teacher: How you doing, Student H? Teacher: Change color.  [TARGET]Teacher: Thank you, Student D.  Student A, take a step back.[/TARGET] Teacher: Does that look like if you actually used a pair of scissors and cut that, are they congruent? Teacher: Do you see how picky and precise this has to be? Teacher: Can we do this sloppy?
Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one. Teacher: You have to hold the paper.  [TARGET]Teacher: And Student D, let me look at yours.[/TARGET] Student: [Inaudible] Teacher: Okay. Student: I know that's one whole, but I -
Teacher: Draw -  Student: [Inaudible] a little more. Teacher: Hang on.  [TARGET]Teacher: Don't make fun.[/TARGET] Student: Oh, she's doing good. Student: She actually did great. Teacher: Oh, look at that.
Teacher: Dump your knowledge. Student: [I'm all finished] [inaudible]. Teacher: Now, what is - hey, no one should've started yet.  [TARGET]Teacher: Stop cheating, stop.[/TARGET] Student: [Inaudible] Teacher: All right, now, a good strategy is to not fill in your multiplication chart first, remember? Teacher: Outline it, box it, and then write all the other things you can remember.
Teacher: E, I want you to do E on your own. Teacher: And I'm gonna check it. Teacher: Do E on your own and I'm gonna check it.  [TARGET]Teacher: E.  Do E on your own and I'm gonna check it.[/TARGET] Student: I'm done. Teacher: Just thumbs up if you're done, you don't need to say that. Student: [inaudible]
Teacher: E.  Okay. Teacher: What does E stand for? Student: [Inaudible].  [TARGET]Teacher: [Inaudible] sweetheart, sit down.[/TARGET] Teacher: No, Student E, I'm confused by you're not sitting in your seat. Teacher: Explanation. Teacher: How are you going to solve this problem?
Teacher: ES and YS - what - Student: [Inaudible]. Teacher: What angle is in there?  [TARGET]Teacher: You're not listening.[/TARGET] Student: [Inaudible]. Teacher: To Student K. Student: Angle S.
Teacher: Each of your bars. Teacher: All right. Teacher: Let's figure this out to each other as partners.  [TARGET]Teacher: She's not going to sit here and talk to herself.[/TARGET] Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55.
Teacher: Easy, in that I can compare these easier, because I have the same numerators. Teacher: So those people who put them in the wrong order - Student I, can we stop that? Teacher: What ... what do you need?  [TARGET]Teacher: No, no, no, no.[/TARGET] Teacher: Student I, I want you to stop that, which means stop what you're doing. Teacher: You're - Student I, you did it in this order. Teacher: This order's wrong.
Teacher: Eight and three fourths - three fourths of 24? Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that? Student: Divided by three.  [TARGET]Teacher: We did half - look, look.[/TARGET] Teacher: Look. Teacher: People that are looking. Student: Yes.
Teacher: Eight plus nine. Teacher: Put nine in the head and add seven. Teacher: I'm waiting for you, sir.  [TARGET]Teacher: You do have work to do.[/TARGET] Teacher: Get a book and read. Student: It's almost lunchtime? Teacher: Yeah, it's almost lunchtime.
Teacher: Eight. Teacher: This is you do. Teacher: Everybody right now, everyone, first warning.  [TARGET]Teacher: There should be no talking.[/TARGET] Teacher: This is you do time. Teacher: You take a time out from the class now. Teacher: [Inaudible].
Teacher: Eleven thirds. Teacher: What kind of fraction is that? Teacher: Stop speaking out.  [TARGET]Teacher: Give him a chance.[/TARGET] Teacher: Improper. Teacher: What do we need to do? Student: Make it into a mixed number.
Teacher: Enemy. Teacher: So splish, splosh and jumped up and plunked down his pennies and topped off the pot. Teacher: The troll stamped and stomped, he stormed and he stewed, he snorted and contorted until he was blue in the face.  [TARGET]Teacher: "I want my money you four-legged buttinskis," he shouted, tramping up to the carpool.[/TARGET] Teacher: "Give it to me now. Teacher: Now, Now." Teacher: Momma Bear raised an eyebrow at such behavior.
Teacher: Equals what? Student: 20. Teacher: Keep track of that.  [TARGET]Teacher: That's not what we're doing, sweetie.[/TARGET] Teacher: Thank you. Teacher: Okay. Teacher: Whose turn is it next?
Teacher: Equals what? Student: Yeah. Teacher: This is the honest to God last time I'm going to tell you not to play with them while we're talking.  [TARGET]Teacher: Anybody, put them down.[/TARGET] Teacher: Repeat yourself. Teacher: One half- Student: Plus one sixth plus one third.
Teacher: Erase it, and I need one. Teacher: The last one I want you to do this time - I want you to make a number line and break it down into half. Teacher: This time we're breaking this number line.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: We're breaking this number line into tenths. Teacher: What's half of 10? Teacher: Student N is so busy.
Teacher: Erase it. Teacher: Okay. Teacher: Here we go.  [TARGET]Teacher: Let's say - turn around and get to this math, please.[/TARGET] Teacher: Two and two fifths, and I want you to change it to an improper fraction. Teacher: Good job, Student R.  Now you've got it, Student R.  You're not finished. Teacher: Yes, you have it.