stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: We'll have time to finish. Teacher: All right. Teacher: You all would have a seat, I'll explain to you what we're doing next.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Have a seat, please. Teacher: All right. Teacher: I think after our little explanation, a lot of you had a lot better discussions.
Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay?  [TARGET]Teacher: So, today we have a shortened amount of time for your individual work.[/TARGET] Teacher: But now we're going to go to group work. Teacher: So, everyone has their pencil down for now. Teacher: Recorder, have your pencil up.
Teacher: We'll just say, okay Student N, those are two wholes. Teacher: [Announcement over speaker]. Teacher: No, go ahead.  [TARGET]Teacher: Speak up, because Miss L's talking over you.[/TARGET] Student: Well, um [inaudible - [crosstalk]. Student: And this was two plus two, and I just added it and got four, and just simplified it to four [inaudible]. Teacher: All right.
Teacher: We'll see, we'll see how it goes tonight. Student: It's hard to do your homework when your dad's a preacher. Teacher: We'll see how it goes tonight.  [TARGET]Teacher: All right, go ahead and close that and put it away.[/TARGET] Teacher: The only thing that you're going to need out on your desk is your math notes and a pencil. Teacher: Math notes and a pencil. Teacher: Okay, if you have late work to turn in today, if at some point today, probably when you're doing independent, if you will turn it in to the turn-in bin.
Teacher: We'll see. Student: Yeah. Student: No.  [TARGET]Teacher: Shh.[/TARGET] Teacher: We shall see. Teacher: So I know 4 times nine is 36 - I did that one - then four times 9 again is 36. Teacher: Let me see if I'm going to do this right.
Teacher: We'll soon find out. Teacher: Next, while he's working let me get - what happened? Student: Nothing.  [TARGET]Teacher: Why did you put your hand down?[/TARGET] Student: I don't know. Teacher: All right, Student C, what number? Student: Number five.
Teacher: We're about to take our multiplication test. Multiple Students: Yes. Multiple Students: [Crosstalk]  [TARGET]Teacher: Why are you talking, though?[/TARGET] Teacher: [Crosstalk] Teacher: All right, I've got two separate sheets. Teacher: [Crosstalk]
Teacher: We're all going over our daily math review. Teacher: Student M and I. Student: We'll still be on the camera, right?  [TARGET]Teacher: No.[/TARGET] Teacher: 'Cause that one's over the heads. Teacher: Turn around. Teacher: Five.
Teacher: We're dividing 10 into how many parts of 2? Teacher: I'm sorry. Teacher: Excuse me.  [TARGET]Teacher: I have people continuing to disrespect me during this lesson.[/TARGET] Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room.
Teacher: We're dividing. Teacher: We're dividing 10 into how many parts of 2? Teacher: I'm sorry.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk.
Teacher: We're doing the second one, number two. Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn.  [TARGET]Teacher: All right, hold on.[/TARGET] Teacher: Somebody already do number two. Student: Three fourths. Teacher: Some people already do number two.
Teacher: We're down to SOLs next week. Teacher: We're sitting around like we don't - like we're not getting anything, and it's because you don't want to do the work. Teacher: It's not that you don't understand it.  [TARGET]Teacher: It's that you don't want to do the work.[/TARGET] Teacher: You've got to value your education, students. Teacher: I'm sorry. Teacher: You have to value your education.
Teacher: We're gathering information. Teacher: Now before - we're going to gather information. Teacher: How to make your data.  [TARGET]Teacher: You have a book.[/TARGET] Teacher: Sit down. Teacher: One person. Teacher: Give me a paper towel.
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.  [TARGET]Teacher: I'll tell you what page.[/TARGET] 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.
Teacher: We're going to [inaudible] our division, multiplication, addition and subtraction with money. Teacher: We're going to refer back to this. Teacher: This is kind of like our refresher course.  [TARGET]Teacher: If you guys want to like sit over here - tell me your names again?[/TARGET] Student: Student E. Teacher: Okay. Teacher: Student K, sit beside Student E.  Okay.
Teacher: We're going to be real nice to it. Teacher: We're going to bring it down nice and easy, okay, Student S? Teacher: I've seen you do this.  [TARGET]Teacher: Calm down.[/TARGET] Teacher: Don't be so mad at the paper. Student: Teacher S, it's like this - Teacher: Bring that three - bring that arrow all the way down to the equals sign.
Teacher: We're going to bring it down nice and easy, okay, Student S? Teacher: I've seen you do this. Teacher: Calm down.  [TARGET]Teacher: Don't be so mad at the paper.[/TARGET] Student: Teacher S, it's like this - Teacher: Bring that three - bring that arrow all the way down to the equals sign. Teacher: That way we can just bring that three right here, and we've created a new number, right?
Teacher: We're going to do a quick modification, and the reason why we're going to do a quick modification, is because when I was up here doing the calculations with the other guys, they weren't quite ready for it. Teacher: They weren't as fast. Teacher: So the modification is you're going up against the other person that has the dry erase board.  [TARGET]Teacher: So the first person - excuse me.[/TARGET] Teacher: The first person that comes up with the answer wins, and that person would get that point. Teacher: We need one person, two people with the dry erase boards, okay? Teacher: One person calling out.
Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me.  [TARGET]Teacher: And then as a class, we're going to score them together, okay?[/TARGET] Teacher: Does everyone understand? Teacher: Okay. Teacher: So, right now is your individual part?
Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair.  [TARGET]Teacher: We're not going to do it with a pair, though.[/TARGET] Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me.
Teacher: We're going to do two sort of, checks, to see if we understand exactly gallons. Teacher: Quarts. Teacher: Cups.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Gallons, quarts, pints, and cups, all right? Teacher: Mrs. ... do you mind passing this out to everybody? Teacher: I want everyone to put their name on their math sheet.
Teacher: We're going to find the mean, mode, median, and range for everyone's scores. Teacher: I'm going to put them on the SMART Board. Teacher: Do not talk.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Do not talk. Teacher: Ms. G, can you switch it to the SMART Board? Teacher: Just exit it out.
Teacher: We're going to kind of make a big huge circle around this table. Teacher: We're going to step back. Teacher: We're going to go ahead and place the animals on there with no talking, and we're going to see what kind of array we come out with the very first time.  [TARGET]Teacher: There's no talking at all.[/TARGET] Teacher: So it may be an array, and it might not. Teacher: We don't know what will happen. Teacher: This is like the scientific progress - process, not progress, the scientific - I'm using progress from your words, remember?
Teacher: We're going to look at and determine how the parenthesis affects the value of the expression. Teacher: So again, we're looking at how the parenthesis will affect the value of the expression. Teacher: So I have two [inaudible] with the order.  [TARGET]Teacher: Three, Student M?[/TARGET] Student: Yes? Teacher: I have three once. Teacher: In parenthesis five minus two.
Teacher: We're going to revise a few minutes, for two minutes. 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.  [TARGET]Teacher: Some people - no, no.[/TARGET] Teacher: Some - no. Teacher: Some people already know and some people already kind of, but I'm gonna walk around and see how do you integrate the practice we did - the lesson we introduce, and I put a few posters up there about fractions. Teacher: Now, what do we notice in the fraction, something we talked about yesterday and we talked about, right?
Teacher: We're going to step back. Student: Some animals are tiny and some are big. Teacher: Okay.  [TARGET]Teacher: Student K, take over.[/TARGET] Student: They aren't in even columns and rows. Teacher: So if this were an exemplar like we're used to doing, we wouldn't be able to work on it because they are not mathematically in columns or rows. Teacher: It's okay if they're different sizes though, you think?
Teacher: We're going to take the fraction - Student: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: Why are you doing this to me, right now?[/TARGET] Teacher: Let's see if it works like this. Teacher: [Silence]. Teacher: [Inaudible].
Teacher: We're going to talk about what to do with them, but the play time with them are over - is over. Teacher: Four, three, two, one. Teacher: Hands off.  [TARGET]Teacher: Wherever they are, let them sit.[/TARGET] Teacher: Okay, so earlier in the week, we talked about how - we looked at our place value charts, our flexible whiteboards, and we talked about how that hundred grid is no longer a hundred grid. Teacher: It's a hundredth grid, and those little sticks are no longer tens, they are - Multiple Students: Tenths.
Teacher: We're going to watch a video tape that's a form of a review of our quarterly system. Teacher: Now after we watch the video we're going to go over a quick little quiz and get into some more guided activities that will give you more insight into how you can use the quarterly system, okay? Teacher: That's the Brain Pop Video.  [TARGET]Teacher: Sit up.[/TARGET] Teacher: Okay. Teacher: We'll take this information and take a quick little quiz just as a review so we can familiarize ourselves with the coordinate system. Teacher: Yes?
Teacher: We're gonna check it together. Teacher: Let me see what you have. Teacher: Make sure that you've got rid of the three.  [TARGET]Teacher: So put that back.[/TARGET] Teacher: You're good there. Teacher: [Inaudible] the variables be not X.   Student: [Inaudible]
Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one.  [TARGET]Teacher: Just set them over there on my desk or in the basket.[/TARGET] Teacher: What if I wanted to make an array that would show 12 times 5? Teacher: So how many rows down would I have to go? Student: 12
Teacher: We're gonna talk about that in just a minute. Teacher: Quickly, girls. Teacher: Thank you, Student J.  [TARGET]Teacher: Student K and Student R, I would really like for you to move a bit quicker.[/TARGET] Teacher: Student K, what picture are you writing next to? Student: This one. Teacher: Of the?
Teacher: We're good. Teacher: We've got Student D, and Student D and Student M maybe. Teacher: I suggest coming to the carpet.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: All right, can someone read the question for me? Teacher: Read H, Student D.   Student: [inaudible] blue and white.
Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates.  [TARGET]Teacher: Hopefully you have a little bit of extra room on your paper.[/TARGET] Teacher: I have a few word problems that we're going to do together real quick. Teacher: Let me post this on the board and we'll talk about them. Teacher: Student D, you and I have already talked several times today.
Teacher: We're laughing over here and talking over here. Teacher: I'm not understanding what you're saying. Teacher: What did you get, Student D?  [TARGET]Teacher: Boys, here we go talking again.[/TARGET] Teacher: Stop talking, please. Teacher: Student D? Teacher: When you added all these up, what did you get?
Teacher: We're looking to see what they've done. Teacher: What did you do? Student: I found five sixths by adding.  [TARGET]Teacher: One more time, put your markers down and pay attention, everybody.[/TARGET] Teacher: If she's discussing and I turn around to see  you playing with a marker, I'm not happy. Teacher: You added? Teacher: I can't tell because you don't have an addition sign.
Teacher: We're moving it. Teacher: Out here it's gonna become 50, right? Multiple Students: Yes.  [TARGET]Teacher: We have to do whatever we do to the guy outside, we're doing to this guy inside.[/TARGET] Teacher: So what am I really dividing? Teacher: 50 divided by - Student: 250 -
Teacher: We're not doing anything that has to do with [inaudible] right here. Teacher: So why is that out? Teacher: You know what?  [TARGET]Teacher: I'm not even gonna talk about it right now, 'cause you're showing me what you want to do.[/TARGET] Student: [Inaudible]. Teacher: Yes, ma'am. Student: [Inaudible].
Teacher: We're not done. Teacher: Shh. Teacher: We're not done.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen. Teacher: We have a big box, that the - the volume of it is 72 what? Teacher: Feet, or no.
Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group. Teacher: We're going to share all our answers.  [TARGET]Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me.[/TARGET] Teacher: And then as a class, we're going to score them together, okay? Teacher: Does everyone understand? Teacher: Okay.
Teacher: We're not that far yet. Student: 12 inches by - Teacher: Slow down.  [TARGET]Teacher: We're trying to rush.[/TARGET] Teacher: And that's why we're having trouble. Student: But I don't get those four - Teacher: [Inaudible] - that means you need to slow down, so you can understand.
Teacher: We're not there yet because we haven't shared. Teacher: All right. Teacher: What did you put?  [TARGET]Teacher: Someone raise your hand other than Student D.  Student J, go.[/TARGET] Student: No, because the iPod's length is smaller than mp3 length. Student: The iPod's length is- Teacher: It's okay.
Teacher: We're not understanding what the whole is, okay? Teacher: When I write fractions - [Side Conversation] - these are denominators. Teacher: What does the denominator tell us?  [TARGET]Teacher: If you don't know what the denominator tells us, listen.[/TARGET] Teacher: What does the denominator tell you? Teacher: Does it have a mouth? Teacher: Is it talking to you?
Teacher: We're not worrying about recess, right now. Teacher: This is our goal right now, to get our math finished. Student: [Inaudible].  [TARGET]Teacher: Is it what?[/TARGET] Student: Is it the motivator's time? Teacher: Yeah. Teacher: Motivators.
Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please.  [TARGET]Teacher: So, again, you don't need to read this.[/TARGET] Teacher: It's just what we went over. Teacher: I don't know why I'm hearing voices over here. Student: Teacher S?
Teacher: We're only gonna use a few of them. Teacher: Stop. Student: Mrs., I need-  [TARGET]Teacher: Stop.[/TARGET] Teacher: I will get to that in a minute. Teacher: Still waiting. Teacher: So I ask you some questions to compare some fractions and you kind of did it in your head really quickly, right?
Teacher: We're practicing. Teacher: We're working. Multiple Students: [Inaudible]  [TARGET]Teacher: [Inaudible] acting like that is not gonna help you solve the problem.[/TARGET] Teacher: We're working on it right now. Student: But I asked you for help for lots of times but you didn't give me no help. Teacher: [Inaudible].
Teacher: We're sharing. Teacher: One. Teacher: Two.  [TARGET]Teacher: Everybody should be finished.[/TARGET] Teacher: Student D, are you through? Student: [Inaudible]. Teacher: [Inaudible] telling the story.
Teacher: We're silent please in 5, 4, 3, 2, 1. Teacher: Thank you. Teacher: The procedure for going over, I will repeat the question and then I will give you the signal and you will say the answer.  [TARGET]Teacher: Number one - excuse me, Student [inaudible], too much going on.[/TARGET] Teacher: Number one, how many 2s are there in 10? Multiple Students: 5 Teacher: 5
Teacher: We're trying to rush. Teacher: And that's why we're having trouble. Student: But I don't get those four -  [TARGET]Teacher: [Inaudible] - that means you need to slow down, so you can understand.[/TARGET] Teacher: Don't just rush through it. Teacher: You're going from which type of - what is the name of the two units that you're converting between? Multiple Students: [Multiple Answers]  Yards.
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.  [TARGET]Teacher: A, we read over the steps; A reads the steps now.[/TARGET] Teacher: Excuse me. Teacher: A reads the steps before we proceed. Teacher: [Crosstalk]
Teacher: We've done page one. Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one.  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: We did page one. Teacher: Excuse me. Teacher: You did page one.
Teacher: We've got a group over here that's ready to explain it. Teacher: All right. Teacher: Student A?  [TARGET]Teacher: Listen up.[/TARGET] Student: Four hundred sixteen thousandths is less than two thirds. Teacher: Why? Student: Because in order for it to be greater, the 4 has to be a 5.
Teacher: What I like to see are people's eyes on the SmartBoard processing information that they're learning for the first time. Teacher: Okay, go back to your seat. Student: [Inaudible] put it back?  [TARGET]Teacher: Put your fraction tiles back ... without talking.[/TARGET] Teacher: Now we're going to learn a little bit about what's called common denominators. Teacher: Common denominators are denominators that fractions can share. Teacher: I [inaudible] find what's called the least common denominator so that I can prove - you proved at your seat that this order was correct.
Teacher: What I need you to do is I want group two to go - I'll wait. Teacher: Don't move until I tell you to. Teacher: Group two will go to the computers.  [TARGET]Teacher: Don't move until I tell you to.[/TARGET] Teacher: Group one will be with me. Teacher: Group three, you'll take your papers that you have, and I'll give you another sheet back here. Teacher: You will work on the other sheet.
Teacher: What I want you to do is look at page 403. Teacher: At the top of 403, what do we need to do, Student N? Teacher: What is it telling us to do?  [TARGET]Teacher: Student C, I don't think you're with me.[/TARGET] Teacher: What does it tell us to do, sweetie? Student: [Inaudible]. Teacher: We have three eighths and one fourth.
Teacher: What Student G is doing is wrong. Teacher: Look. Teacher: You have it over here.  [TARGET]Teacher: Give me your books.[/TARGET] Teacher: Student L's is right. Teacher: Student S's is right. Teacher: "My favorite food."  [Students talking with each other].
Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you?  [TARGET]Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write.[/TARGET] Teacher: You're going to present your graph. Teacher: You're going to give me a constructive response and tell me what does this graph show you? Teacher: [Ring].
Teacher: What about four sixths? Teacher: Put those away, please. Teacher: Where is four sixths?  [TARGET]Teacher: You've got to pay attention.[/TARGET] Teacher: Five sixths. Teacher: If you have it in front of you, you need to bring it up here. Teacher: Five sixths.
Teacher: What about six and four? Student: Factors. Teacher: Let's have Student S have a chance to talk, okay?  [TARGET]Teacher: You guys get a lot of chances to talk.[/TARGET] Teacher: Right now it's Student S's turn, okay? Student: Six plus four is 10, but six times four is 24. Teacher: All right, so you're saying six times four equals 24.
Teacher: What angle is in there? Teacher: You're not listening. Student: [Inaudible].  [TARGET]Teacher: To Student K.[/TARGET] Student: Angle S. Teacher: Angle S, not even listening. Student: [Inaudible].
Teacher: What angle is that? Teacher: We worked on this yesterday, I think. Teacher: Student D, you cannot talk.  [TARGET]Teacher: Quiet.[/TARGET] Student: Acute angle. Teacher: What is an acute angle? Teacher: What's this called?
Teacher: What are six and four? Teacher: What about six and four? Student: Factors.  [TARGET]Teacher: Let's have Student S have a chance to talk, okay?[/TARGET] Teacher: You guys get a lot of chances to talk. Teacher: Right now it's Student S's turn, okay? Student: Six plus four is 10, but six times four is 24.
Teacher: What are some reasons we want to find the least common multiple? Teacher: What are some reasons we would like to find the least common multiple. Teacher: Let's see.  [TARGET]Teacher: I do appreciate Student A, and Student M, and Student S showing up to class today.[/TARGET] Teacher: Student D? Student: You can add fractions [Inaudible]? Teacher: So we can add fractions.
Teacher: What are the multiples of 2? Teacher: How close can we get to 8 without going over? Teacher: What times 2 will give me 8?  [TARGET]Teacher: Don't pout.[/TARGET] Teacher: Now we multiply. Teacher: What's 2 times 4? Teacher: Why are you multiplying?
Teacher: What are the multiples of 4? Teacher: Not the factors. Teacher: Someone at table two.  [TARGET]Teacher: You all are just sitting there.[/TARGET] Teacher: Student N? Student: [Inaudible]. Teacher: On and on and on, right?
Teacher: What are these numbers? Teacher: Okay. Teacher: So let's look at the dividend and see what pattern.  [TARGET]Teacher: Some of you are not looking.[/TARGET] Teacher: Let's look at the dividend and see the pattern. Teacher: We have 16, then 160, then 1,600, then 116,000. Teacher: So each one, they're adding a-
Teacher: What are we dividing by? Teacher: Student T? Student: Okay, first -  [TARGET]Teacher: Just a minute, Student T, because we don't have Student G's attention.[/TARGET] Student: He's bugging me. Teacher: Go ahead, please. Teacher: Go ahead, Student T.
Teacher: What are we looking for? Student: Factors. Teacher: Okay.  [TARGET]Teacher: You need to sit down please, and what was your score?[/TARGET] Teacher: What are you doing here? Teacher: Show me. Teacher: You may not use this.