stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Now you need to listen. Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk]  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Student D, listen. Teacher: Listen to another group. Teacher: Thank you.
Teacher: Now you play. Teacher: What are you adding to each? Teacher: Come up right here.  [TARGET]Teacher: What?[/TARGET] Student: I added 2. Teacher: No. Teacher: That's not how to do it.
Teacher: Now you - are you looking? Teacher: Because you don't know what you're doing. Teacher: You really don't.  [TARGET]Teacher: You're not learning because [inaudible] just want to do.[/TARGET] Teacher: How many people on your graph chose cookies? Student: Six. Teacher: Six?
Teacher: Now you've been working with decimals in the thousandths, but we have lots of problems with this. Teacher: Is one and seven hundred ninety-nine thousandths between one and seven tenths, and one and eight tenths? Teacher: Is it there?  [TARGET]Teacher: Student T, spit out your gum for real.[/TARGET] Teacher: Student D, is it there, or is it not there? Student: [Inaudible] because one and seventy-nine - one whole and [inaudible]. Teacher: Thank you.
Teacher: Now you're gonna go back to your seats with your slates. Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps. Teacher: You must follow all the steps.  [TARGET]Teacher: A will read all the steps before you proceed into answering the questions.[/TARGET] Student: I'm working by myself. Student: [Crosstalk] Student: [Crosstalk]
Teacher: Now you're not finished. Teacher: You now need to multiply that times four and five tenths. Teacher: I need that.  [TARGET]Teacher: Don't throw that away.[/TARGET] Teacher: There you go. Teacher: Thank you. Teacher: Yes, you can measure first.
Teacher: Now - Teacher: [Crosstalk] Teacher: Let's see.  [TARGET]Teacher: I've seen a lot.[/TARGET] Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk] Teacher: I hear people talking too loud.
Teacher: Now - this is where it gets tougher. Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Sit down, please. Student: I can't see. Teacher: Waiting on two people.
Teacher: Now, I know this isn't the same size grid, but if I wanted to do one-half and then I wanted to do three sixes, I would do this. Teacher: And how much is left? Teacher: How much is left?  [TARGET]Teacher: I don't see anybody over here looking at this board.[/TARGET] Teacher: I don't see anybody over here looking at this board. Teacher: I told you that this one-half. Teacher: Now I found three sixes.
Teacher: Now, I rolled a three. Student: Oh! Student: Dang!  [TARGET]Teacher: Guys, what are you danging?[/TARGET] Teacher: Do you even know what we're doing? Student: No. Teacher: Look at Student M.  She's just saying, "Okay.
Teacher: Now, I see hands up. Teacher: Good job. Teacher: Hands up.  [TARGET]Teacher: Student C, hands up.[/TARGET] Teacher: [Crosstalk] Teacher: Now, number three is too easy. Teacher: Yeah, number three -
Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible]. Teacher: All right, hold on, hold on. Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain.  [TARGET]Teacher: My favorite, Student N, good job.[/TARGET] Teacher: So one third - see, this is a third, another third, which is right there. Teacher: [Crosstalk] Teacher: So that's three.
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. Teacher: All right, excuse me. Teacher: One third of my 24 pieces.  [TARGET]Teacher: You can talk to your friend for a minute.[/TARGET] Teacher: [Inaudible] not talking. Teacher: Three are talking. Teacher: Good job.
Teacher: Now, I'm going to ask a simple question, a simple question to Student D.  Student D, [inaudible] give me your attention. Teacher: Do I have you back? Teacher: Student C, do I have you back?  [TARGET]Teacher: Yes.[/TARGET] Teacher: Yes, Student M, I have you back. Teacher: Student F, I have you back? Student: Yes.
Teacher: Now, I'm gonna have these three people - listen to what you're gonna do. Teacher: [Inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: Now, see - see, people are not really listening.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you. Teacher: Student C, thank you.
Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. Teacher: Now, three fourths must be how many pieces, Student C? Student: 12  [TARGET]Teacher: Yeah, now I have you back.[/TARGET] Teacher: Three fourths must be how many pieces, Student L.  Student L, look up there. Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces?
Teacher: Now, Student L, I'm always calling your name, and I know you're very - yes, yes. Teacher: All right, now, what was the answer? Teacher: How many pieces would it be and what fraction - numerator and denominator.  [TARGET]Teacher: Now, let me wait for Student C.  Student C, how many pieces?[/TARGET] Student: [Inaudible]. Teacher: We said one third of this set. Teacher: How many pieces would it be?
Teacher: Now, another student got this answer -  Teacher: All right, give me five. Teacher: Give me five.  [TARGET]Teacher: Way too loud.[/TARGET] Teacher: And why are we out of our seats? Teacher: Sit down. Student: Okay.
Teacher: Now, everybody, we go back now to the first question that I put on the board. Teacher: I know some of you got it right and we'll just quickly do that. Teacher: Excuse me.  [TARGET]Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody.[/TARGET] Teacher: [Crosstalk] Teacher: Erase the board and do the question that some of us could not do at the beginning of the lesson, to see if you can get it right now. Teacher: [Crosstalk]
Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. Teacher: We start from question one right now. Teacher: [Crosstalk]  [TARGET]Teacher: Do not destroy that.[/TARGET] Teacher: We've been using that now for more than five years. 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: Now, if we're gonna do a triangle, who remembers the formula? Teacher: Student J? Student: [Inaudible].  [TARGET]Teacher: Well, yes, or - wait, wait don't say anything.[/TARGET] Teacher: He says base times height divided by 2 or one half base times height. Teacher: It's the same thing, same thing. Teacher: Okay.
Teacher: Now, if you're at the computer center, look what it says. Teacher: Where must you go? Multiple Students: [Inaudible].  [TARGET]Teacher: And what was the game you had to play?[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: You have the pages right now what you're supposed to do.
Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six. Teacher: On page six.  [TARGET]Teacher: Six.[/TARGET] Student: [Inaudible]. Teacher: Student L, six. Teacher: Student M, six.
Teacher: Now, it was the same process but I need you to understand when you move your decimal your decimal has to move the same amount of the numbers behind it. Teacher: What is four times nine? Student: Four times nine -  [TARGET]Teacher: Excuse me, one moment.[/TARGET] Teacher: Yes Student D? Student: Four times nine is [inaudible]. Teacher: I can't hear you.
Teacher: Now, let me go to another group. Teacher: Let me go to another group. Teacher: Excuse me.  [TARGET]Teacher: Now you need to listen.[/TARGET] Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk] Teacher: Hold on.
Teacher: Now, let me just do one. Teacher: Let's just do one for the sample. Teacher: Could we put the die down?  [TARGET]Teacher: Leave it alone.[/TARGET] Teacher: Look at me. Teacher: All right. Teacher: I rolled a five.
Teacher: Now, let's go to page five. Teacher: Student N, number one, please. Student: One -  [TARGET]Teacher: Page five.[/TARGET] Teacher: Student F, Student F, five, five. Teacher: Unit six, page five. Teacher: Good job.
Teacher: Now, let's look at the group. Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. Teacher: Now, look at me, look at me.  [TARGET]Teacher: You may go [inaudible], please.[/TARGET] Student: What? Student: [Crosstalk] Teacher: Thank you, thank you.
Teacher: Now, let's see. Teacher: He's working. Teacher: She's working.  [TARGET]Teacher: She's thinking.[/TARGET] Teacher: He's doing it. Teacher: He's already done. Teacher: Maybe he's not good.
Teacher: Now, let's see. Teacher: Some people - page five. Teacher: Yes, six.  [TARGET]Teacher: Now, let's look at page five, page five together.[/TARGET] Teacher: Student O, yes, page five. Teacher: And some people have done it and it's easy, right? Multiple Students: Yes.
Teacher: Now, let's take out all of the papers that are in there. Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet.  [TARGET]Teacher: Wait for me to give the directions.[/TARGET] 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? Teacher: Yes?
Teacher: Now, listen carefully. Teacher: Listen. Teacher: Listen.  [TARGET]Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me.[/TARGET] Teacher: She said, oh, I can do the rest. Teacher: Can I do more? Teacher: Now, I'm gonna give you about one minute - now, wait a minute, one minute to work on the problem, but this is the end of our lesson for today.
Teacher: Now, listen up. Teacher: Individuals are working independently. Teacher: When you switch, you switch.  [TARGET]Teacher: You sit down and you work on your problem.[/TARGET] Teacher: This is not your time to chit-chat with your friends about what went on yesterday. Teacher: You're specifically working on math. Teacher: Got it?
Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right? Teacher: Now, if it's - listen.  [TARGET]Teacher: I'm going to show you one thing.[/TARGET] Teacher: Student D.  Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk] Teacher: Yes.
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? Teacher: You need to think, and I'm letting people think.  [TARGET]Teacher: I'm letting people think, and then [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Hold on. Teacher: Excuse me.
Teacher: Now, see - see, people are not really listening. Teacher: [Crosstalk] Teacher: Thank you.  [TARGET]Teacher: Student C, thank you.[/TARGET] Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk] Teacher: Listen.
Teacher: Now, tell me what the difference is? Teacher: Figure out what the difference is. Teacher: What do you have to - excuse me.  [TARGET]Teacher: Stop, stop, stop.[/TARGET] Teacher: If I hear another die being rolled - Student K got how much? Student: 2,480. Teacher: 2,480.
Teacher: Now, the goal by the end of fifteen minutes is for your recorder to have finished A, B, and C for your group. Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in.  [TARGET]Teacher: Timers, this is where you come in.[/TARGET] Teacher: Yes? Student: What time does recess start? Teacher: We're not worrying about recess, right now.
Teacher: Now, the radius is? Multiple Students: [Crosstalk] point five. Teacher: I'm sorry.  [TARGET]Teacher: I'm sorry.[/TARGET] Student: Times 85. Teacher: Listen, guys. Teacher: Please listen.
Teacher: Now, there are some steps that we are going to start training ourselves to do. Teacher: Please take one. Teacher: That help people get a better score on these open responses.  [TARGET]Teacher: Please put your name on this paper, also.[/TARGET] Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever. Teacher: Shh.
Teacher: Now, these are some division problems. Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right.  [TARGET]Teacher: We're going to work them together as part of our whole group this morning.[/TARGET] Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught.
Teacher: Now, three fourths must be how many pieces, Student C? Student: 12 Teacher: Yeah, now I have you back.  [TARGET]Teacher: Three fourths must be how many pieces, Student L.  Student L, look up there.[/TARGET] Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces? Teacher: Thank you.
Teacher: Now, three fourths must be how many pieces, Student C? Student: 12. Teacher: Yeah, now I have you back.  [TARGET]Teacher: Three fourths must be how many pieces, Student L.  Student L, look up there.[/TARGET] Teacher: I have one fourth - look, one fourth is six pieces of the whole set. Teacher: Three fourths must be how many pieces? Teacher: Thank you.
Teacher: Now, we're asking how many times can three go into? Multiple Students: Zero. Teacher: Zero.  [TARGET]Teacher: Sit up, please.[/TARGET] Teacher: Do you need a nap? Teacher: How many times can three go into zero, Student O? Student: Zero.
Teacher: Now, we're going to [inaudible]. Teacher: Pay attention [inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: Please go back to your seat.[/TARGET] Teacher: [Inaudible]. Teacher: Multiply by 3, then add 1. Teacher: So I'm gonna do this to the 4.
Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role. Teacher: These are going to be your role cards that tell you what your job is, today. Teacher: Take out one.  [TARGET]Teacher: You only have one job, okay?[/TARGET] Teacher: Put it on your desk. Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same.
Teacher: Now, you can either - excuse me, what? Student: I had another strategy. Teacher: All right, here's another strategy.  [TARGET]Teacher: Listen up, please.[/TARGET] Teacher: Stop. Student: If your total was 280 and you rolled a 2, you could times it by 20 and you would have 300 exactly. Teacher: Okay, all right.
Teacher: Now, you have two dice. Teacher: And you have a partner at your seat. Teacher: Everyone should have a partner.  [TARGET]Teacher: If you're a partner of three - I'm gonna wait until you're paying attention.[/TARGET] Teacher: You're gonna play against the person whoever you want. Teacher: Or you can do this. Teacher: You two can team up together and you two could team up.
Teacher: Now, you see where my fingers are? Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. Teacher: So look where my finger is.  [TARGET]Teacher: And repeat after me.[/TARGET] Teacher: To turn a fraction - Multiple Students: To turn a fraction - Teacher: Into a percentage.
Teacher: Now. Teacher: Get that paper off the corner of my desk. Teacher: Would you pass this out for me?  [TARGET]Teacher: I thought I just heart the words shut up.[/TARGET] Teacher: Thank you. Teacher: Unbelievable. Teacher: Come on, Student R.  We're doing this together.
Teacher: Number 2 is the beginning, as you can see. Teacher: Now we're going to continue through the rest of the page please. Teacher: Excuse me?  [TARGET]Teacher: That wouldn't be very polite, would it?[/TARGET] Teacher: Okay. Teacher: If you have the ability to go on without me and work on these problems, I'm okay with that, but I am going - it's page 401 as you can see. Student: I thought it was 400.
Teacher: Number 5, how many 7s in 42? Teacher: How many 7s in 42? Student: [Inaudible].  [TARGET]Teacher: I will take questions at the end.[/TARGET] Teacher: How many 7s in 42? Teacher: Just join us for the [inaudible]. Teacher: Number 8 - excuse me, number 6, how many 3s in 21?
Teacher: Number 730, take three. Teacher: [Just kidding]. Teacher: Okay.  [TARGET]Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division.[/TARGET] Teacher: Now, these are some division problems. Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right.
Teacher: Number 8, how many 4s in 32? Multiple Students: 8 Teacher: Brilliant.  [TARGET]Teacher: My marker is running out.[/TARGET] Teacher: I'll have to get another one. Teacher: Number 9 - Teacher: [Crosstalk]
Teacher: Number 9 - Teacher: [Crosstalk] Teacher: This is not the signal.  [TARGET]Teacher: This is the signal for - please.[/TARGET] Teacher: How many 9s in 81? Multiple Students: 9 Teacher: This is a tricky one.
Teacher: Number one is two thirds time one half. Teacher: Everybody should be working on two thirds time one half. Teacher: You can use the blank paper I put in the middle of your table.  [TARGET]Teacher: You have to draw it.[/TARGET] Teacher: You have to make a model. Teacher: [Side discussion] Teacher: Two thirds times one half is what you should be modeling.
Teacher: Number one is wrong. Teacher: Read it out loud to me, please. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Nine less than the product of 15 in a number is X. Teacher: [Pencil sharpening].
Teacher: Number six, Student J? Student: 112 cubic centimeters. Teacher: Oh, excuse me, 112 cubic meters.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're telling me no, it's 57? Student: I'm saying no, it's meters. Teacher: Oh, sorry.
Teacher: Number six. Teacher: Student C, what's the fraction for number six? Student: You skipped me.  [TARGET]Teacher: Seven - you called out, and I don't think I like that.[/TARGET] Student: When did I call out? Teacher: Just now. Student: Oh.
Teacher: Number three, please. Teacher: Student A, read me number three. Teacher: Stop.  [TARGET]Teacher: I'm going to wait for all attention.[/TARGET] Teacher: Playing with pencils is not appropriate. Teacher: If it continues, name will go in the book. Teacher: First read me the question.
Teacher: Number two, Student D? Student: $1.75. Teacher: That is correct, $1.75.  [TARGET]Teacher: Make sure you're grading the paper in front of you and not staring at your own paper for me, please, okay?[/TARGET] Student: Teacher? Teacher: Yes. Student: What if they don't have the decimal?
Teacher: Number two, Student M, go. Teacher: Really quick. Teacher: When Student M's done, Student J, you're going to do number three.  [TARGET]Teacher: Student N, have a seat, please.[/TARGET] Teacher: Student L, four. Teacher: Five, six, Student C.  Make sure you write them down because if I grade this - Student L is doing five. Teacher: Student K is doing six.
Teacher: Number two, how many 3s are there in 24? Teacher: How many 3s are there in 24? Teacher: Do I need to take it or can you put it away?  [TARGET]Teacher: Join us.[/TARGET] Teacher: How many 3s are there in 24? Teacher: Just write down your answer. Teacher: Number 3, how many 6s are in 24?
Teacher: Number two. Student: It's not my fault. Student: Yes, you did.  [TARGET]Teacher: Second.[/TARGET] Teacher: Your response to someone punching you should be to tell me. Student: He punched me. Teacher: There's a study.
Teacher: Number two. Teacher: In order to score a two, the explanation is not clear, or there is little writing. Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted.  [TARGET]Teacher: We'll wait for you to be ready.[/TARGET] Teacher: There is no math vocabulary for a two. Teacher: "Does not show work, or the work is difficult to follow."  Meaning, you didn't show how you figured it out. Teacher: Or, all of your work might be there, but it doesn't really make sense.
Teacher: Obviously that's in our set here, but like I told you, there is no sevenths, and no elevenths either. Teacher: You might want to take and move your body over here so you're not in the middle of this, but leave what you've got setup because you want to be able to take a look at this and you need to have your stuff done and in front of you. Teacher: So move yourself or move some of your piles a little bit so you can sort out those.  [TARGET]Teacher: I'll give you until a quarter 'til to sort out the groups you have.[/TARGET] Teacher: Why don't you come in my group over here, especially since you are all the same color? Teacher: Come over here and set them up. Teacher: Get up and move so you all can sort them.
Teacher: Of course you can. Teacher: You got to get this one done? Student: What if you're done?  [TARGET]Teacher: You're not done, honey.[/TARGET] Teacher: You want to do the same thing I just asked you to do here for here and here. Teacher: Look at the groups with the darker blue. Teacher: Count those groups too, okay?
Teacher: Of the whole set, the whole set, what do I read this fraction? Teacher: It's half of one fourth. Teacher: It's three pieces.  [TARGET]Teacher: You people are not really paying attention.[/TARGET] Teacher: The same word or numbers, but they're not really looking. Teacher: Like, Student G is not really - yeah. Teacher: Okay, Student J.  I know it's one and -
Teacher: Of this one, yeah. Teacher: [Crosstalk] Teacher: We need people to think first.  [TARGET]Teacher: See, if you start shouting, it's not good.[/TARGET] Teacher: See, now he is talking. Teacher: One sixth - now, see, we have one third. Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter.
Teacher: Oh my gosh. Teacher: So I wouldn't be able to buy enough soccer balls if I was supposed to buy five soccer balls. Teacher: I want to be able to buy basketballs for everyone.  [TARGET]Teacher: If everybody gets a soccer ball here and everybody gets a basketball here, that's really not fair.[/TARGET] Teacher: I have $22.00. Teacher: If I go half- and $22.00 in half is about $11.00 each, but that would mean I'd get five soccer balls and only two basketballs, but more students like basketballs. Teacher: So now I'm thinking that I need to make it more fair, so maybe I need to spend -
Teacher: Oh my gosh. Teacher: [Side Conversation]  Okay. Teacher: Hold on.  [TARGET]Teacher: Be patient with me.[/TARGET] Teacher: Let me find what I'm looking for. Teacher: Hold on. Teacher: Don't flick your tongue at me.