stanford-nlpxed/classroom_management_data huggingface dataset:
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. Teacher: We did half - look, look.  [TARGET]Teacher: Look.[/TARGET] Teacher: People that are looking. Student: Yes. Teacher: I'm glad you're looking.
Teacher: Remember what I told you? Teacher: Student S, and Student K, why did you go off over there by yourself? Student: [Inaudible].  [TARGET]Teacher: Turn your eyes so you're looking at them.[/TARGET] Teacher: Hold up your shapes. Teacher: This table, I believe you said you had two pairs of parallel lines. Teacher: Does their shape have two pairs of parallel lines?
Teacher: Remember what we did here? Teacher: Okay, so let's go back to the set of 24. Teacher: All right.  [TARGET]Teacher: Hold on, look, look, look in here.[/TARGET] Student: Can I go to the bathroom? Student: I feel like throwing up. Teacher: All right, hold on, hold on.
Teacher: Remember you're doing 29 times that. Teacher: So you add on from here. Teacher: Eight plus nine.  [TARGET]Teacher: What is Student C doing?[/TARGET] Student: He check mine just because you didn't check. Teacher: No, we're not doing this. Teacher: We're only adding from here.
Teacher: Remember your number, and then you're going to separate. Teacher: You only need two white boards and two dry erase markers. Teacher: So take out your dry erase markers, those of you that have them.  [TARGET]Teacher: Student E, go to Ms. M's room.[/TARGET] Teacher: Bye. Teacher: Student J, you have to go to Ms. J's room. Teacher: I forgot.
Teacher: Remember your numbers. Teacher: Those of you who are ones, let's meet in this area here. Teacher: Right here.  [TARGET]Teacher: I'm taping.[/TARGET] Teacher: It's part of the Harvard study. Teacher: Your parents didn't want you to be part of it. Student: Oh.
Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth. Teacher: How many of you got two and one fourth as your answer?  [TARGET]Teacher: Raise your hand if you did.[/TARGET] Teacher: How many of you think there is another answer to this problem, that she's wrong? Teacher: We only have one person. Teacher: You think she's wrong?
Teacher: Remember, I'm collecting it. Teacher: Show me three eighths. Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions.  [TARGET]Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions.[/TARGET] Teacher: [Inaudible] see your answers. Teacher: Do you have answers on there? Teacher: Yes.
Teacher: Remember, [inaudible] that's one part. Teacher: One third. Teacher: One sixth must be what?  [TARGET]Teacher: You know, if you shout, if you're talking, then it's not my thing.[/TARGET] Teacher: I'm not [inaudible]. Teacher: Because you're talking. Teacher: See?
Teacher: Remember, do exponents - Student: [Inaudible]. Teacher: The whole number or the bigger number inside.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student A, [inaudible]. Student: What? Student: [Inaudible].
Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer. Teacher: Can we have with this one, Student J come up. Student: Mr. J, [inaudible].  [TARGET]Teacher: If you don't get the correct answer I'll call on someone else.[/TARGET] Teacher: You guys have one minute and if you can you can and if you can't you can't. Teacher: Remember, I want to know why you got it correct. Teacher: You said two and one fourth.
Teacher: Remember, is it distracting your learning? Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: Focus on Student A.[/TARGET] Teacher: Student B, we have a little while left. Teacher: Can you handle it? Teacher: What if I told you to get a wet paper towel?
Teacher: Remember, it's about a set. Teacher: So we did fraction of an area, fraction of a set, fraction of a group. Teacher: These are the things we've been working on.  [TARGET]Teacher: We're going to revise a few minutes, for two minutes.[/TARGET] Teacher: That's why I have you all together here, so we could look at it and explore more and go deeper and then go in the practice. Teacher: In your book, and I'll tell you what page, I'm gonna put them on the board, the page that I would like you to work with a partner when we finish. Teacher: Some people - no, no.
Teacher: Remember, the exponent is the little number so if I had four squared, this two would be my exponent and it would mean that I had to multiply four by itself twice. Student: It's 40. Teacher: All right.  [TARGET]Teacher: Do I have - excuse me.[/TARGET] Teacher: Do I have anything to multiply? Multiple Students: Yes. Teacher: Yes.
Teacher: Remember, the rule was to work for each line. Teacher: So now let's see if the Blue Wolves can come up and help us. Teacher: 3, 2, 1.  [TARGET]Teacher: If you feel like they are not listening to you, respecting you-[/TARGET] Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me. Teacher: It is a group effort.
Teacher: Remember, we said this is considered as a sandwich that I'm eating. Teacher: Now, one fourth, if I decide to eat a fourth of my sandwich, it would be six pieces out of 24. Teacher: Now, if I decide to eat one third of my sandwich, how many pieces would that be?  [TARGET]Teacher: You need to think, and I'm letting people think.[/TARGET] Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk] Teacher: Hold on.
Teacher: Remember, whatever you do to one side you do to the other side. Teacher: That's it. Teacher: Stop.  [TARGET]Teacher: That's it.[/TARGET] Teacher: Whatever you do to one side do to the other side. Teacher: Good. Teacher: Good.
Teacher: Remember, you're looking for a pattern. Teacher: Student I, what's your thoughts? Teacher: Let's go.  [TARGET]Teacher: Student F, then Student W.[/TARGET] Student: She's right. Student: It's 108. Student: Which one are we looking at?
Teacher: Right here. Teacher: I'm taping. Teacher: It's part of the Harvard study.  [TARGET]Teacher: Your parents didn't want you to be part of it.[/TARGET] Student: Oh. Teacher: That's why you have to go to Ms. J's room. Student: I thought I was in trouble or something.
Teacher: Right here. Teacher: Listen, 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you.  [TARGET]Teacher: Student F, you need to go back to Miss.[/TARGET] Student: Teacher, where do we put this? Teacher: 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you.
Teacher: Right here. Teacher: Stop fooling around please. Teacher: I want you to sit here.  [TARGET]Teacher: You can get that chair if you want to.[/TARGET] Teacher: Let's go. Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please?
Teacher: Right in computer lab. Teacher: Student T, you can stay here. Teacher: Student M, sit down.  [TARGET]Teacher: I can call home, too, as well.[/TARGET] Teacher: Computer lab has a phone. Teacher: I'll be more than happy to. Teacher: [Crosstalk]
Teacher: Right now the class, which you are members of, is reviewing the answer on the board. Student: [Inaudible]. Teacher: This is why I need you paying attention.  [TARGET]Teacher: Student S, please bring your eyes to the board.[/TARGET] Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds. Teacher: Agreed?
Teacher: Right now this is just a picture. Teacher: If you take the picture with the numbers, and you're turning that into information that you can use. Teacher: You're interpreting this data.  [TARGET]Teacher: So - so, let's look at the first question.[/TARGET] Teacher: A, everybody - I have the graph up here. Teacher: You should just be looking on your sheet, really. Teacher: A, fraction of students that choose orange.
Teacher: Right now we're listening. Teacher: Student J, so is that correct, should we draw a little boy Pat holding ice cream? Teacher: So what you just said, we're going to erase.  [TARGET]Teacher: Ok, hands down, speak louder please.[/TARGET] Student: I was thinking we could draw the different combinations [Inaudible]. Teacher: For example? Student: Strawberry on plain.
Teacher: Right there. Teacher: Put your hands in your lap. Teacher: Put your hands in your lap.  [TARGET]Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible].[/TARGET] Teacher: And copy Student V.  When I ask for your attention, they get it right away. Teacher: I get it from them. Teacher: You're wasting a lot of time.
Teacher: Right, but everybody's gonna get a chance first. Student: What is that? Student: A diamond.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Turn this over. Student: It's a square. Teacher: I need you looking at this.
Teacher: Right, guys? Teacher: And they were able to do all of that mentally. Teacher: Okay.  [TARGET]Teacher: And it has become a competition.[/TARGET] Teacher: People who are coming in, I should not hear you as you come in. Teacher: And if somebody is sitting in your seat, just wait a moment at the back, please. Teacher: If someone is at your seat as you come in, wait at the back.
Teacher: Right. Teacher: So I'd have 50 oranges. Teacher: Open up to 37.  [TARGET]Teacher: Student S, you just gotta listen.[/TARGET] Teacher: For what, honey? Teacher: For what? Teacher: All right, let's do this question.
Teacher: Right. Teacher: So of course we'll have to figure out the measurement, right. Student: So we have to find the measurement that would equal -  [TARGET]Teacher: Student F, put your chair down and be quiet.[/TARGET] Student: The correct area and the correct perimeter. Teacher: So we need to find the measurements that will give us the correct area and the correct perimeter. Teacher: What was the first thing that you thought about?
Teacher: Right. Teacher: Student N? Student: You could do [Inaudible] -  [TARGET]Teacher: You can sit down.[/TARGET] Teacher: All right, hold on a second. Teacher: Now, I would say that there are four more places on this table where I could put 0.5. Student: [Inaudible]
Teacher: Right. Teacher: That's why we have to do the same thing to both sides. Student: [Inaudible].  [TARGET]Teacher: Student A, I need you to sit down [inaudible].[/TARGET] Student: Can you go back? Teacher: To what? Teacher: And what do you need to do if you had my attention?
Teacher: Right. Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing? Teacher: When I'm looking right here - excuse me, excuse me.  [TARGET]Teacher: When I'm looking right here - look, look, look.[/TARGET] Teacher: I put that fife fifths right here. Teacher: Five fifths and I'm lining it up with the - Multiple Students: Half.
Teacher: Right. Teacher: Your mean should have been 350. Teacher: Now tell me what - I'm going to erase this part.  [TARGET]Teacher: Stop talking, Student T.  The next part is how would I find my mode?[/TARGET] Student: Mode is the middle number, right? Teacher: No. Teacher: Someone explain what mode is.
Teacher: Right? Student: No. Student: [Inaudible]   [TARGET]Teacher: No, I did not hear you, Student T.[/TARGET] Teacher: [Crosstalk] Teacher: If it's not a polygon, P if it is. Teacher: [Crosstalk]
Teacher: Right? Teacher: I know you guys are upset about that, but hopefully we should be able to - Student: Can we call [inaudible]?  [TARGET]Teacher: Excuse me?[/TARGET] Student: Can we call [inaudible]? Teacher: Yeah, I don't think he'll be able to come down that quickly. Student: What's wrong with it?
Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S.  Ruby gets - Teacher: [Crosstalk] Teacher: If you know you can do the second one - yeah, you could use [inaudible].  [TARGET]Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow.[/TARGET] Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it. Teacher: Thank you.
Teacher: S, T, or U? Student: [Inaudible] Teacher: T, okay.  [TARGET]Teacher: He's putting his point.[/TARGET] Teacher: I believe it's at Student A's feet. Teacher: Okay. Teacher: You've got your golf ball, what else do you need to do to finish this off?
Teacher: Same amount in each group? Teacher: You need the same amount in each group. Student: I've done 1-5.  [TARGET]Teacher: Turn it over.[/TARGET] Teacher: Work on 6-10 please. Teacher: I see lots of complete sentences. Teacher: I see lots of equations.
Teacher: Same group. Teacher: Student J. Teacher: You guys are going to work in the back.  [TARGET]Teacher: If you talk you have silent lunch.[/TARGET] Teacher: Student J, you're going to come get the papers from me. Teacher: You're going to work together as a group. Teacher: Sit back in that corner working together, getting the answers.
Teacher: Same size, same shape. Teacher: All right. Teacher: Last one.  [TARGET]Teacher: Who hasn't talked to me much today.[/TARGET] Teacher: Student D, help me out. Teacher: We're on eleven. Teacher: I need a mixed number - let me put it on the board - for 38 over 3.
Teacher: Say exactly what you wrote. Teacher: Start from here. Teacher: Solution two was because - let me see how I can help you.  [TARGET]Teacher: When you finish this page, I'll give you something.[/TARGET] Teacher: Finish your work, then I give it to you. Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can.
Teacher: Say four times five. Teacher: Now do it. Teacher: And add up.  [TARGET]Teacher: I don't know what you're doing there, Student D.  Sit down.[/TARGET] Teacher: Teacher S is still helping you. Student: Is this times? Teacher: Add.
Teacher: Say it out loud so you start learning how to talk about it. Teacher: They want to hear what you're doing instead of staring at you. Teacher: [Crosstalk, several simultaneous student discussions in background]  [TARGET]Teacher: One second, I just want you to talk right now.[/TARGET] Student: So we've got 10, so 10 - Student: [Crosstalk] Teacher: We talked about the exemplars, really word problems, and how to discuss and talk about it, there's more than one way to get the mathematical answer when you're trying to work word problems.
Teacher: Say, "Hey guys, we have five minutes left."  That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself. Teacher: Go ahead.  [TARGET]Teacher: You're answering all three parts.[/TARGET] Student: Are we supposed to do it all on the back? Teacher: Where are we supposed to write our answer? Student: On the answer sheet.
Teacher: Score for the teacher. Teacher: Because I'm like, Julie, do you see that over there? Teacher: Now, she's pointing to me, so which way do I want her to look?  [TARGET]Teacher: And she's like, what?[/TARGET] Teacher: I'm like, oh, that's Julie. Teacher: Whew, it's great. Teacher: They ended up in different math classes.
Teacher: Search for signs. Teacher: Good. Teacher: Can you describe to me how you got that?  [TARGET]Teacher: While he's explaining, you're listening.[/TARGET] Student: I did 6 times 6 which is 36. Student: Then I added 2, which is 38. Teacher: Good job.
Teacher: Seat work. Teacher: I know. Teacher: Everyone get back to a seat.  [TARGET]Teacher: We're about to take our multiplication test.[/TARGET] Multiple Students: Yes. Multiple Students: [Crosstalk] Teacher: Why are you talking, though?
Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this. Teacher: You're part of this.  [TARGET]Teacher: You have graph paper, Student D?[/TARGET] Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it.
Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this.  [TARGET]Teacher: You're part of this.[/TARGET] Teacher: You have graph paper, Student D? Teacher: It was, go to your seat, put your name and the date on the graph paper. Teacher: I'm gonna put a problem on the board.
Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen.  [TARGET]Teacher: First hand I saw was Will.[/TARGET] Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits. Teacher: Wow, okay.
Teacher: See if you can come up with an answer of where the numbers come from. Teacher: You can sit in Student F's seat, Student C, if you want. Teacher: Paper passes, where are you?  [TARGET]Teacher: Student D, move your desk back.[/TARGET] Teacher: Start passing out calculators. Teacher: Give the people around the edges their own. Teacher: Everyone else is going to share.
Teacher: See what I've done? Student: Yeah. Student: [Inaudible] see.  [TARGET]Teacher: Please move where you can see.[/TARGET] Teacher: See how I'm doing it? Teacher: Now fill in your figure - see if you can fill in your figure like this. Teacher: I'm going to fill in the bottom rows.
Teacher: See what they have to say. Teacher: Okay, tell me what you guys did. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Um, I'll get you the [inaudible]. Student: Okay. Student: Yay.
Teacher: See what they think. Teacher: We just did that tog. Teacher: [Crosstalk among students]  [TARGET]Teacher: All right, okay, hold off.[/TARGET] Teacher: So Student A, make sure you have a place to sit. Teacher: Student J. Teacher: [Crosstalk among students]
Teacher: See you. Teacher: [Inaudible]? Student: [Inaudible].  [TARGET]Teacher: Sit up.[/TARGET] Teacher: Okay, what does your graph show? Teacher: Out of 18 people. Student: Out of 18 -
Teacher: See, I always bring down my dollar sign. Teacher: Okay, I need you to sit with Student A, and Student I.  I need Student S over here. Teacher: The rest of you it is time for [dear].  [TARGET]Teacher: I want you to get your books; you may lay anywhere on the floor and read quietly.[/TARGET] Teacher: And your homework... Student: My homework's at home. Teacher: Uh-huh.
Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back. Teacher: I get her back.  [TARGET]Teacher: So now look at that.[/TARGET] Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set. Teacher: Good job.
Teacher: See, I try to put one digit in each box. Student: It looks 3D. Teacher: Yep.  [TARGET]Teacher: Student A, a question about using an array to break apart - excuse me.[/TARGET] Teacher: You are helpful. Teacher: A question about using an array to break apart double-digit multiplication problems? Teacher: What's your question?
Teacher: See, I'm losing them. Teacher: Yes, that's the way. Teacher: All right, listen.  [TARGET]Teacher: Good job.[/TARGET] Teacher: Now, that's how I need it. Teacher: Now, I'm gonna have these three people - listen to what you're gonna do. Teacher: [Inaudible].
Teacher: See, he's really - well - Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him.  [TARGET]Teacher: Yeah, let's go.[/TARGET] Teacher: [Crosstalk] Teacher: Seven half is seven fourteenths, is a - Student: Equal.
Teacher: See, it means you get extra time. Teacher: That's a good thing. Multiple Students: [Crosstalk]  [TARGET]Teacher: All right, shh.[/TARGET] Student: Is it looking at you right now? Teacher: Okay, yes, the camera is on. Teacher: We're gonna try to pretend it's not here please.
Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk] Teacher: [Inaudible] too loud.  [TARGET]Teacher: Now, let's see.[/TARGET] Teacher: He's working. Teacher: She's working. Teacher: She's thinking.
Teacher: See, you know how to do it. Teacher: It doesn't matter. Teacher: You shouldn't copy other people's work.  [TARGET]Teacher: Give your work here.[/TARGET] Teacher: Let me give you the next one. Teacher: Get two math books there. Teacher: No, you don't have to erase it.
Teacher: See, you were able to get it, but some - Student: I said 18. Teacher: Wait a minute.  [TARGET]Teacher: Student L, Student L, yes, your attention is on me.[/TARGET] Teacher: All right, so next one. Student: Yes. Teacher: Student C, the question is for you.
Teacher: See. Teacher: [Crosstalk] Teacher: You all ready?  [TARGET]Teacher: Wait a minute.[/TARGET] 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.
Teacher: See? Teacher: One third of this set is - let me see one third. Teacher: Let me make it one third.  [TARGET]Teacher: Some people, those guys on my left -[/TARGET] Student: Are good. Teacher: Are good? Student: [Inaudible].
Teacher: Set it up as a division problem. Student: I got 10 boys. Student: Mr. H [inaudible]  [TARGET]Teacher: I'm not gonna look at that.[/TARGET] Teacher: I'm not a student. Teacher: I'm not a student, I can't answer. Student: You is a student.
Teacher: Seven rows of eight. Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row. Teacher: We're gonna try something a little bit trickier.  [TARGET]Teacher: I'm gonna give you a paper like this.[/TARGET] Teacher: Can somebody turn off one light? Student: I'll do it. Teacher: Somebody close to the door.
Teacher: Seven? Multiple Students: [Crosstalk]. Teacher: Okay, so we said we needed to stop the game, here.  [TARGET]Teacher: I need voices off, and I need your eyes on the board.[/TARGET] Teacher: We said we were stopping the game, here. Teacher: Now Team One is at seven, and Team Two is at eight, so if you were just looking at this quickly, you might assume that Team Two is the winner, because they're closer to ten. Teacher: Why is Team One the winner?
Teacher: Seventeen minus four equals thirteen. Teacher: And then I have [inaudible], parenthesis times three. Teacher: Shh.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Do we need to wait like we did, yesterday? Multiple Students: No. Student: N-O.
Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems. Teacher: Get started.  [TARGET]Teacher: Once you have the value [inaudible], raise your hand and I'll look at it.[/TARGET] Teacher: Student M, get started. Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two.
Teacher: Seventeen plus a number is 36. Teacher: [Silence]. Teacher: Student W, you're making this harder than you have to.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Seventeen plus a number equals 36. Student: Seventeen plus a number? Teacher: We're using X here as our variable.
Teacher: Seventeen thirty-fourths. Teacher: Is that right? Teacher: Are you sure?  [TARGET]Teacher: Let's sit down.[/TARGET] Teacher: This morning - we have two goals to achieve today by the end of this lesson. Teacher: So investigation 1.2, in bits and pieces [inaudible] says we have to estimate sums. Teacher: Estimation is what we do everyday.
Teacher: Sh! Teacher: I don't care where you put it. Teacher: Just put it now.  [TARGET]Teacher: Student J, you're taking too long doing that.[/TARGET] Teacher: I'm not waiting. Teacher: I need to see everyone with that number in a box. Teacher: Now.
Teacher: Sh! Teacher: Very nice. Teacher: Not bad.  [TARGET]Teacher: Student B, I think you need to [Inaudible].[/TARGET] Student: I am. Teacher: Okay. Teacher: We're gonna do one more fraction activity and I want you to clean up now.