stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: One person does the graph. Teacher: You all get together and give him information of the graph. Teacher: [Inaudible] how many people chose cookies?  [TARGET]Teacher: So you all give him information.[/TARGET] Student: She wants to do what she wants to do. Student: [Students talking with each other]. Teacher: Who is doing the graph here?
Teacher: One person is doing the graph. Teacher: Now you didn't - you all are keep showing me, "I did it. Teacher: I did it."  I don't see anything.  [TARGET]Teacher: I don't need six graphs.[/TARGET] Teacher: One graph and write down your constructive response underneath it as it's stated in the graph. Teacher: As it's stated in the graph. Student: I don't know what you're talking about because [inaudible].
Teacher: One person is going to do it. Teacher: That's where the crayons come in. Teacher: Excuse me.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Just stay focused. Teacher: Now what kind of - look through your book. Teacher: What kind of graph should we do?
Teacher: One person is going - excuse me. Teacher: Your data is not correct. Teacher: What are you doing?  [TARGET]Teacher: One person is going to do it.[/TARGET] Teacher: That's where the crayons come in. Teacher: Excuse me. Teacher: Excuse me.
Teacher: One person needs to do it. Teacher: The other people are listening and watching. Teacher: We are no longer eating.  [TARGET]Teacher: Put the candy away.[/TARGET] Teacher: If you have it out, you're going to just continue eating if it's a lollipop, but if it's a bracelet, or it's in a package, put the package away, because we're too focused on candy right now, and we only have 15 minutes left of this lesson. Teacher: Raise your hand if you already started drawing your pizza slices. Teacher: I don't see that yet and I'm worried.
Teacher: One person. Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it.  [TARGET]Teacher: You need your book.[/TARGET] Teacher: Turn around. Teacher: Student L, your board fell apart. Student: [Inaudible].
Teacher: One person. Teacher: [Side comment about crayons]. Teacher: One person is doing the graph.  [TARGET]Teacher: Now you didn't - you all are keep showing me, "I did it.[/TARGET] Teacher: I did it."  I don't see anything. Teacher: I don't need six graphs. Teacher: One graph and write down your constructive response underneath it as it's stated in the graph.
Teacher: One person's going to write the temperature. Teacher: Stop. Teacher: Listen to my directions.  [TARGET]Teacher: Don't write.[/TARGET] Teacher: Do not write. Teacher: One person in the group will write the temperature in the corner, and then they'll turn it over, don't do anything yet, and pass it to the other person, and that person will mark too hot and too cold based on what that person says. Teacher: Does that make sense?
Teacher: One plus five is what? Student: Six. Teacher: Write it.  [TARGET]Teacher: Write it.[/TARGET] Teacher: Sh. Teacher: [Room noise] Teacher: Now use your - where is your math.
Teacher: One second. Multiple Students: [Inaudible]. Teacher: Sh!  [TARGET]Teacher: I hear some good math talk but lower the volume.[/TARGET] Teacher: What? Multiple Students: [Inaudible]. Teacher: [Inaudible].
Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing. Teacher: I'm not [inaudible].  [TARGET]Teacher: Because you're talking.[/TARGET] Teacher: See? Teacher: [Inaudible]. Teacher: Now, how many people agree with this group over here?
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: [Inaudible].  [TARGET]Teacher: Let me see.[/TARGET] Teacher: They're talking together. Teacher: Student C, Student L and Student N. Teacher: [Crosstalk]
Teacher: One sixth. Teacher: Luck of the draw. Teacher: Two sixths.  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: I know it's in here. Teacher: Somebody's got two sixths. Teacher: Three sixths we have.
Teacher: One sixth. Teacher: So there's my final answer, right, one sixth. Teacher: Grab another sheet of paper.  [TARGET]Teacher: I put some white paper in the middle of your tables.[/TARGET] Teacher: Grab another one. Teacher: Sh. Teacher: Make sure on your math journal you did your final drawing, one fourth times two thirds.
Teacher: One third of my 24 pieces. Teacher: You can talk to your friend for a minute. Teacher: [Inaudible] not talking.  [TARGET]Teacher: Three are talking.[/TARGET] Teacher: Good job. Teacher: Let me see. Teacher: Let me see.
Teacher: One third plus one third plus one third plus one half is the same as three sixths plus one half, isn't it? Teacher: Wait a minute. Teacher: Hold on a minute.  [TARGET]Teacher: I'm seeing something going on here.[/TARGET] Teacher: Stop your thoughts. Teacher: When you have the one half, right, plus - if you're using a green, what fractional part of a whole is the green? Teacher: One sixth.
Teacher: One third. Teacher: One eighth. Teacher: Draw the number line with one third on it.  [TARGET]Teacher: Student Z, put that away.[/TARGET] Teacher: Do not look at that yet. Teacher: Okay. Teacher: So to start off with you have what thirds?
Teacher: One third. Teacher: One sixth must be what? Teacher: You know, if you shout, if you're talking, then it's not my thing.  [TARGET]Teacher: I'm not [inaudible].[/TARGET] Teacher: Because you're talking. Teacher: See? Teacher: [Inaudible].
Teacher: One thousand six hundred and fifty. Teacher: All right. Teacher: Do you guys understand how to do a problem like 17?  [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Let's look at a problem like 16 and 17, and help me explain it, okay?
Teacher: One time. Teacher: Another way to do it is using this. Teacher: 12 multiplied by what number is equal to, close to, but not past 13?  [TARGET]Teacher: Look at your - yeah, you can write it really lightly.[/TARGET] Teacher: Write it really lightly. Student: Times one. Teacher: 12 times 1?
Teacher: One times six is - Multiple Students: Six. Teacher: What do I do with it?  [TARGET]Teacher: Throw it away?[/TARGET] Multiple Students: No. Student: You put the six down on the bottom of 11. Teacher: Okay, subtract six from 11.
Teacher: One twelfth, two twelfths. Teacher: Six twelfths is a half. Teacher: Three twelfths and four twelfths.  [TARGET]Teacher: Student C, have a seat.[/TARGET] Teacher: I need four twelfths. Teacher: Let's go. Teacher: You're too busy talking and not paying attention.
Teacher: One was divided into four equal parts. Teacher: The second was divided into six equal pars. Teacher: The third pizza was divided into eight equal parts.  [TARGET]Teacher: I need to stop.[/TARGET] Teacher: I need to draw that out. Teacher: No. Teacher: I drew it out.
Teacher: One way to mentally check this is you know this number times this number equals our dividend. Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is-  [TARGET]Teacher: That's okay.[/TARGET] Teacher: Go ahead. Teacher: Finish. Student: You could only have two past the decimal point for the prices.
Teacher: One what? Teacher: One part of the four. Teacher: So this is a fourth.  [TARGET]Teacher: Okay, you didn't follow directions.[/TARGET] Teacher: You've got to fold it horizontally. Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper.
Teacher: One, how would you tell a 3rd grader about what to do in this math? Teacher: All eyes here. Teacher: Sit down.  [TARGET]Teacher: Student D, sit down.[/TARGET] Teacher: How would you tell a 3rd grader how to do this math? Teacher: Yes, Student A? Student: [Inaudible].
Teacher: One, one times four is? Student: 4. Teacher: Okay.  [TARGET]Teacher: Stop.[/TARGET] Teacher: 7 minus 4 is? Student: 3. Teacher: And bring down my 5.
Teacher: One, one - Student: Eight. Student: No.  [TARGET]Teacher: Some people are not really - some people weren't listening.[/TARGET] Teacher: I heard some people who were talking. Student: Me. Teacher: Excuse me, Student N, do not do that.
Teacher: One, two, and then I did the third one, over here. Teacher: Go ahead. Teacher: [Students working on problem].  [TARGET]Teacher: Guys, too much ... too much extra talking.[/TARGET] Teacher: I'll give you about another minute. Teacher: Remember when you line these up to make sure you line them up on the black, all right? Student: Okay.
Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. Teacher: We're not going to be able to finish today.  [TARGET]Teacher: So you need to put your names in the back, and we'll finish this tomorrow.[/TARGET] Student: We did another graph on the back because we thought we were going to mess up. Teacher: Make sure your names are on the back, and go ahead and put your poster, construction paper in the back. Teacher: [End of Audio]
Teacher: One, two, three, eyes on me. Multiple Students: One, two, eyes on you. Teacher: You can continue working.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: But who can tell me what did we learn about today in math? Teacher: What did we learn about? Teacher: What did we learn about?
Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know.  [TARGET]Teacher: Just put A.[/TARGET] Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand. Teacher: Oh, Student J.  That's awesome.
Teacher: One, two, three. Teacher: And [inaudible] is six pieces. Teacher: Now, we are looking for one third, and using the same strategy - now, listen, Student M, Student M, cut it out.  [TARGET]Teacher: All right, listen.[/TARGET] Teacher: Why it's one eighth, somebody was telling me yesterday eight times three is 24. Multiple Students: 24 - Teacher: Hold on.
Teacher: One-fourth and one-fourth is one-half. Student: [Inaudible] Teacher: That's one, but we're trying to find ones with two different fractions, not the same.  [TARGET]Teacher: Student J, come on up and draw yours right here.[/TARGET] Student: [Inaudible] Teacher: Yep, whichever one you want. Teacher: Let me see what you've got.
Teacher: One-half. Teacher: So what I want you to do and then I'm gonna have the people who do it come up here, is I'm gonna give you a 5 by 12 paper. Student: Why so long?  [TARGET]Teacher: Because they didn't have any little paper.[/TARGET] Teacher: They ran out. Teacher: So you are going to try - you can work with a neighbor and I want you to try on one of these to come up with - I want you to find a different fractional path to the 5 by 12. Teacher: I want you to be able to do it like I did, but not with the same numbers.
Teacher: One-twentieth and ten-twentieth. Student: [Inaudible] tomorrow. Teacher: We will have plenty of time to talk about it tomorrow.  [TARGET]Teacher: My groups, I need you guys to have - excuse me, Student O, Student K, Student O, Student J.[/TARGET] Teacher: We're ready to start group one. Teacher: I see Student C is ready and I've got eye contact. Teacher: He's ready.
Teacher: One. Teacher: All right, good. Teacher: Now I'm gonna write five problems down.  [TARGET]Teacher: Just sit down.[/TARGET] Teacher: I will take care of the wasp. Teacher: I want you all to stop looking at that. Teacher: Oh, hold on a minute.
Teacher: One. Teacher: If you want to use these in the future, we better play nicely with them this time. Teacher: I've counted to one.  [TARGET]Teacher: I shouldn't hear anything.[/TARGET] Teacher: I shouldn't hear cubes rattling, either. Teacher: I should not hear a thing. Teacher: You have cubes.
Teacher: One. Teacher: Now - they're not working great. Teacher: Here, use this one.  [TARGET]Teacher: Use this blue and then we'll do red.[/TARGET] Teacher: Okay, so we have one fourth times one third. Teacher: That's modeling what? Teacher: Student G, what does that model that we just did?
Teacher: One. Teacher: Two. Student: Can I do my way next?  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Yes. Teacher: Sit down, please. Student: Who me?
Teacher: One. Teacher: Two. Teacher: Everybody should be finished.  [TARGET]Teacher: Student D, are you through?[/TARGET] Student: [Inaudible]. Teacher: [Inaudible] telling the story. Teacher: Put the crayons up.
Teacher: One. Teacher: Two. Teacher: That's fine.  [TARGET]Teacher: Three.[/TARGET] Teacher: [Crosstalk] Teacher: Sh. Teacher: We're watching Student T, right?
Teacher: One. Teacher: Two. Teacher: Three.  [TARGET]Teacher: Clap [inaudible].[/TARGET] Teacher: [Clapping]. Teacher: Oh, but that was [inaudible]. Teacher: Go back to your seat.
Teacher: One. Teacher: Two. Teacher: Three.  [TARGET]Teacher: Crayons up.[/TARGET] Teacher: First group come up, please. Teacher: Over here. Student: Okay.
Teacher: One. Teacher: You know how I expect you to work. Teacher: You're independent.  [TARGET]Teacher: You're working on your homework.[/TARGET] Teacher: Shh. Teacher: Student J, tell me when it's 12:45. Teacher: All right.
Teacher: One. Teacher: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: Watch what I do.[/TARGET] Teacher: Student R, you need to watch. Teacher: [Inaudible]. Teacher: Five.
Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph.  [TARGET]Teacher: One person.[/TARGET] Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it. Teacher: You need your book.
Teacher: Open it to Page 197. Teacher: Student K, now you may move near Student B.  I said be quiet. Teacher: Student T, you are gonna go put your seat [Inaudible].  [TARGET]Teacher: No, no, Student K, right here.[/TARGET] Teacher: Quickly. Teacher: Sh! Teacher: And Student J, you work with [Inaudible] and Student I.
Teacher: Open it to a blank page. Teacher: Student T, you're talking. Student: [Inaudible] math book.  [TARGET]Teacher: Student S, we don't have to say things like that when we're doing it.[/TARGET] Teacher: Just get our math book out, and we open it to a blank page, and when we're quiet then we get started. Multiple Students: [Inaudible]. Student: [Inaudible].
Teacher: Or a half. Teacher: Good. Teacher: Anything else?  [TARGET]Teacher: See right back there, you all are not listening to me.[/TARGET] Teacher: Anything else? Teacher: Something popped in my head and then it just kinda flew away. Student: [Inaudible]
Teacher: Or equals four? Teacher: [Silence]. Teacher: This is a good one.  [TARGET]Teacher: Student W, eyes up here.[/TARGET] Teacher: Student L? Student: Five X equals 20. Teacher: Five X equals 20.
Teacher: Or he could scoot it over to you. Teacher: Student D, for the third time, go to your seat. Student: [Inaudible]  [TARGET]Teacher: Then, take your stuff, get a board, and sit on the carpet.[/TARGET] Teacher: You're not sitting over there. Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat.
Teacher: Or we can close it, that's fine. Teacher: All right. Teacher: You shouldn't have a board - no one should have a board.  [TARGET]Teacher: I didn't give boards out.[/TARGET] Teacher: If you need help with H, come to the carpet. Teacher: Student D, do you need help with H? Teacher: All right.
Teacher: Or you can eat those. Student: Teacher, didn't the bag that you bought, didn't it say the name? Teacher: No, and that's why I kept the bag, but it didn't list them.  [TARGET]Teacher: So group three is not talking, thank you.[/TARGET] Teacher: So we're gonna start with group - well actually Student M and Student C, bring your napkins over. Teacher: I'm gonna hand you a few. Teacher: Hold it so you don't drop it.
Teacher: Or you can flip it on the back. Teacher: I'll pass out white paper for you. Teacher: [Crosstalk]  [TARGET]Teacher: Don't be silly.[/TARGET] Teacher: [Crosstalk] Teacher: Boys and girls, you're using the chart up here to answer questions one through four. Teacher: Okay?
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.  [TARGET]Teacher: About this?[/TARGET] Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65. Teacher: You could always work it out, but this is the answer here.
Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes?  [TARGET]Teacher: So let's see who's going to be going first for us.[/TARGET] Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem. Teacher: These are actual real life problems.
Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number? Teacher: 1, 2. Teacher: Then what she did is she saw one slash mark here represents one quarter.  [TARGET]Teacher: One more time, Student J, and you're going to get sent home, and I'm going to be calling at least two parents today.[/TARGET] Teacher: If these are broken up into four equal parts, each part has to be a quarter. Teacher: Two and one fourth is the answer. Teacher: Hold on for a second.
Teacher: Our actual numbers, 32 and 24 are both larger than 30 and 20. Teacher: So our answer is going to be greater than 600. Teacher: You had an answer smaller than 600, that should raise a red flag.  [TARGET]Teacher: Loosen up, people, my goodness.[/TARGET] Teacher: 32 times 24, so what you're going to do is take a color. Teacher: You're not going to color in any of the squares there. Teacher: You're going to count 30, and I'm going to do it without it, and my rectangle that I made, my area, is going to look just like yours.
Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now.  [TARGET]Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D.  You are passing out markers, whiteboards, and [inaudible].[/TARGET] Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now.
Teacher: Over here you're quiet. Teacher: Quiet please, Student K.  Everybody over there I think is quiet. Teacher: These two boys, you need to be quiet and not moving around or touching things.  [TARGET]Teacher: We are going to learn, continue to figure out fractions that equal one.[/TARGET] Teacher: [Crosstalk] Teacher: Tomorrow - I'm sorry. Teacher: The Monday after vacation we are going to review this and we will use cubes to figure out how much is in one whole.
Teacher: Over here, Student A, Student K, Student O. Teacher: Put everything away now. Student: We're not even in the video.  [TARGET]Teacher: I'm teaching math.[/TARGET] Teacher: [Crosstalk] Teacher: Put that away. Teacher: Student A, give me it.
Teacher: Over here, Student K. Student: Lines for 500. Student: Line segment.  [TARGET]Teacher: You're not supposed to help her.[/TARGET] Teacher: Are you saying line segment? Student: Line. Teacher: What are you saying, Student K?
Teacher: Over here. Student: Okay. Teacher: [Inaudible] crayons.  [TARGET]Teacher: No.[/TARGET] Teacher: You always do the [inaudible] one. Teacher: Teacher L, get the [inaudible]. Teacher: Excuse me.
Teacher: Over what? Teacher: 24. Teacher: Everything - excuse me.  [TARGET]Teacher: Everything we are doing, we have to take a step back.[/TARGET] Teacher: Not everybody is on the same level. Teacher: So listen to me when I'm asking the questions and make sure you're answering the question, please. Teacher: So 131 over 24 - what you need to do is divide 131 by 24.
Teacher: Page 136. Teacher: Okay. Teacher: This is over patterns finding a rule.  [TARGET]Teacher: I'll wait until everybody's quiet.[/TARGET] Teacher: Okay. Teacher: This is called an input/output table. Teacher: Problem, the math factory sorts numbers into boxes.
Teacher: Page 29. Teacher: What? Teacher: [Crosstalk]  [TARGET]Teacher: I can't help you with that, share.[/TARGET] Teacher: Share with Student J. Teacher: Page 29. Teacher: There shouldn't be any talking over there.
Teacher: Page 59. Student: Okay. Student: [Pencil sharpening].  [TARGET]Teacher: Okay, shh.[/TARGET] Teacher: Let me see who's following directions. Teacher: They have their name written, and they were ready. Teacher: This is a guided page, so we're going to do this together.
Teacher: Page 59. Teacher: Lesson 13.2. Teacher: Student L, sit up.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Student: What page? Teacher: Page 59.
Teacher: Page 85. Teacher: Do you want to call your mom and go home? Teacher: Do you need to go home?  [TARGET]Teacher: Head down to the nurse and have them call your mom, go home.[/TARGET] Teacher: Page 85. Teacher: On your desk, page 85, I want to come by and see how we're doing with...   You want to first study the graph. Teacher: Make sure your name is at the page and today is Monday, January 10th.
Teacher: Page five. Teacher: Five. Teacher: Good job.  [TARGET]Teacher: Now, let's go to page five.[/TARGET] Teacher: Student N, number one, please. Student: One - Teacher: Page five.
Teacher: Page five. Teacher: [Crosstalk] Teacher: All right, yeah, page five.  [TARGET]Teacher: Yeah, page five.[/TARGET] Teacher: Hold on. Teacher: Now, let's see. Teacher: Some people - page five.
Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10. Teacher: But we'll do about three.  [TARGET]Teacher: All right, five -[/TARGET] Student: And six. Teacher: And six. Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them.
Teacher: Page one. Teacher: Omit means leave it. Teacher: [Crosstalk]  [TARGET]Teacher: Yeah, because we've done that before.[/TARGET] Teacher: We've done page one. Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one.
Teacher: Paper. Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see.  [TARGET]Teacher: [Inaudible] my pattern.[/TARGET] Teacher: I want my paper to go the other way. Teacher: All right, here we go. Teacher: Student C?
Teacher: Parenthesis. Teacher: How you doing over here? Multiple Students: [Inaudible]  [TARGET]Teacher: No, you're not even doing any work.[/TARGET] Teacher: We're not [Inaudible]. Multiple Students: [Inaudible] Teacher: [Inaudible]
Teacher: Part A says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  Who can turn that into an answer? Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after.  [TARGET]Teacher: Who can turn this around?[/TARGET] Teacher: Student S? Student: One ball weighs blank pounds. Teacher: That would be great.
Teacher: Part B says, "What is the total number of blocks needed to balance six balls?"  Show, or explain how you got your answer. Teacher: What's important in that statement? Teacher: Let's have some new hands.  [TARGET]Teacher: Whose voices haven't I heard yet, today?[/TARGET] Teacher: Student R. Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay.