stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: So today, boys and girls, you probably all know that we have counters on our desks, and for the people that left for the computer lab, we actually went through all the counters.  [TARGET]Teacher: There should be - you're not opening them or touching them right now - 30 counters.[/TARGET] Teacher: So you're saying, "Okay. Teacher: Why do we need counters today, Teacher B?"  We used to use these when we were in kindergarten, first grade, maybe even second grade. Teacher: I don't know.
Teacher: So two eighths is the same as - Student: Two eighths is the same as - Teacher: Look at these two.  [TARGET]Teacher: Look at these two.[/TARGET] Teacher: Some people are not looking. Teacher: They don't get it. Teacher: She is not getting it.
Teacher: So watch this. Teacher: [Inaudible] we do. Teacher: I'm going to give you two problems.  [TARGET]Teacher: I want you to write it down.[/TARGET] Teacher: Follow the steps in this order. Teacher: Parenthesis. Teacher: Exponents.
Teacher: So we have 1, 2, 3, 4, 5, 6. Student: [Inaudible]. Student: [Crosstalk]  [TARGET]Teacher: Right now the class, which you are members of, is reviewing the answer on the board.[/TARGET] Student: [Inaudible]. Teacher: This is why I need you paying attention. Teacher: Student S, please bring your eyes to the board.
Teacher: So we have 2, 4, 6, 8, 10, 12 and I subtract. Student: I'm stuck on 2 divided by 17. Teacher: Why are you stuck on that when we're here?  [TARGET]Teacher: Why are you still focused on that when we're here right now?[/TARGET] Teacher: You should have raised your hand when we were on that problem. Teacher: So why don't you focus on this? Teacher: If you're still focused on that problem, you're not learning.
Teacher: So we have about four more minutes. Teacher: In these four minutes, I want you to write on your paper typical, the range, the median, you'll need to find the median, the mode, is there an outlier? Teacher: Okay, so you have 1, 2, 3, 4, 5, and label any gaps or clumps.  [TARGET]Teacher: If you are finished with that and your graph is complete, you can work on student pages 17, 18, 19, 20 in your math book, but you are not to talk.[/TARGET] Student: [Inaudible] I'm done. Teacher: You have labels? Teacher: So I'm giving you like three minutes 'cause I still have a question for you.
Teacher: So we need to have the sign eating the larger number, right? Teacher: Two hundred fifty is greater than five times forty-eight. Student: How come -  [TARGET]Teacher: Will you close the window for me, please?[/TARGET] Student: How come that's a plus instead of an equals? Teacher: Great question. Teacher: It should've been an equals sign, right?
Teacher: So we need to practice some more on temperature, correct? Teacher: Good job. Teacher: So we're going to keep practicing this, okay?  [TARGET]Teacher: Put them away, please.[/TARGET] Teacher: Put them back in the bag. Teacher: These will be on your - that will be on your desk. Teacher: Come and grab one and practice Celsius and Fahrenheit temperatures.
Teacher: So we should not have a problem, right? Student: I know the first one already. Teacher: Good, then you'll have no problem with making 100 on your homework tonight, Student J.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right. Teacher: So tomorrow we'll be going over - we'll review some more, then we'll go over adding and subtracting fractions with unlike denominators or adding and subtracting mixed numbers also with unlike denominators. Teacher: Okay?
Teacher: So we want to use these terms and these - Student L, I would really like to have your attention. Teacher: Use these landmarks to compare these two fractions. Teacher: Work on that with your partner.  [TARGET]Teacher: You guys should be talking with each other.[/TARGET] Teacher: Two what? Student: Two wholes and one fourth, and two wholes is bigger than one fourth. Teacher: It's up on the board.
Teacher: So we're going to start the process all over again. Teacher: You have a question? Student: [Inaudible].  [TARGET]Teacher: Hold on for a second, because right now I see one of your classmates who is disrespecting you.[/TARGET] Teacher: Student M, stop talking while he's talking. Teacher: Can you turn around completely with your back off the wall? Teacher: Move to the side so you can see.
Teacher: So we're gonna have to do the best we can. Teacher: There may be one or two blue bottles that you can use, but I had red tops on all those glue bottles and now they are all gone. Teacher: So they're all dried.  [TARGET]Teacher: And this is why I told my kids they can't use my stuff anymore.[/TARGET] Teacher: Okay? Teacher: [Crosstalk] Teacher: Well, you're getting one per table.
Teacher: So we're gonna vote on which one is our favorite or your favorite actually. Teacher: So you only get one vote. Teacher: The 21 is up there, Student J, as because there are 21 of you in here now.  [TARGET]Teacher: Student N, sit up.[/TARGET] Student: Teacher, you called Student J [inaudible]. Teacher: I said asked. Teacher: Wheat, raise your hand if the wheat Chex is your favorite.
Teacher: So we're just gonna stop for a moment. Teacher: Has everybody gone up to page 10? Teacher: Let me just ask you one quick question, just to see how well you remember.  [TARGET]Teacher: Can I have your attention please?[/TARGET] Teacher: I'm gonna ask you one quick question and I some girls are listening. Teacher: Student M and Student K, thank you. Teacher: Some people are listening.
Teacher: So we're going from 1 to 5. Teacher: One way to go from 1 to 5 is to add 4. Teacher: 1 plus 4 equals 5.  [TARGET]Teacher: Student W, please pay attention.[/TARGET] Teacher: So my idea is adding 4 to it. Teacher: Step three says [inaudible] with the input/output numbers. Teacher: If the idea does not work, go back to step two and try another idea.
Teacher: So we're going to change - Student: [Inaudible]. Teacher: Shh.  [TARGET]Teacher: Let me talk.[/TARGET] Teacher: We're going to change one-fifth into a fraction that has ten on the bottom, because that's what we needed to have. Teacher: What are we creating? Student: A [inaudible] fraction.
Teacher: So we're going to gather information. Teacher: Today you're going to learn how to keep track of data. Teacher: Who had [inaudible]?  [TARGET]Teacher: Let's do this again.[/TARGET] Teacher: This is not good. Teacher: [Inaudible] you're going to learn data. Teacher: How many kids in our class?
Teacher: So we're going to just work through an exemplar together today. Teacher: It's very similar to the one we did earlier in the week. Teacher: It says feeling hungry.  [TARGET]Teacher: One afternoon Mr. and Mrs. Baxter and their three children were busy working outside.[/TARGET] Teacher: Mrs. Baxter was feeling hungry, so she went inside to the kitchen where there was a plate full of cookies. Teacher: Your exemplar books, this is page 62. Teacher: All right.
Teacher: So we're going to say everybody, as close as possible - are you ready? Teacher: No. Teacher: I need you to sit down.  [TARGET]Teacher: Student C, I need you to sit down.[/TARGET] Teacher: We can't make it exactly even, can we? Teacher: So we're going to say that one third, everybody - are you ready? Teacher: Now you are.
Teacher: So we're gonna start with something simple because then we're gonna move to something a little trickier. Teacher: So you guys have all done arrays, starting in second grade I believe. Teacher: You have some crayons there, so you can use the crayons.  [TARGET]Teacher: Before you start coloring though, it doesn't matter which color you use.[/TARGET] Student: I thought these were for fifth grade. Teacher: No, they're for you. Student: What color is this?
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? Teacher: Because they didn't have any little paper.  [TARGET]Teacher: They ran out.[/TARGET] 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: You can use the same fractions, like one-fourth and maybe something else.
Teacher: So what I want you to do is, Student B - shhh. Teacher: Excuse me. Teacher: I didn't ask for anybody to do anything yet.  [TARGET]Teacher: Student B and Student J, Student B, would you move up next to him please?[/TARGET] Teacher: Student A, come on over with Student D.  Student C and Student D - I mean Student C and Student D.  Student A, come up and sit. Teacher: I want you to work together on these pages and figure it out. Teacher: Student K and Student A and Student I and Student M.  Shhh, excuse me.
Teacher: So what are you doing like for number one? Teacher: How do you solve number one? Teacher: Everyone stop - I said freeze.  [TARGET]Teacher: No one should be talking to anyone.[/TARGET] Teacher: Your ears and eyes should be at Student J. Student: I solved number one because I looked at number 45, and I looked at the end of the chart, and it's in the hundreds chart, so I put 45 is on the hundreds chart. Teacher: Excellent.
Teacher: So what are you going to divide by? Teacher: 2. Teacher: What's wrong, Student S?  [TARGET]Teacher: Can you move over closer to me then so I can look at it with you, sir?[/TARGET] Student: It's not GCF. Teacher: Yeah there is. Teacher: There's always a GCF.
Teacher: So what are you - can you turn this division problem into a multiplication equation? Student: Yeah. Teacher: Sh.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: [Crosstalk] Teacher: I know. Teacher: But I can see you guys are trying to more focus on your math.
Teacher: So what do we see? Teacher: Do we see a connection here? Student: Mm-hmm.  [TARGET]Teacher: Turn and talk to your partner.[/TARGET] Teacher: [Students working noisily] Teacher: [Unrelated conversation] Teacher: Who can tell me the connection to what we just did?
Teacher: So what does a rhombus have? Teacher: [Crosstalk] Teacher: All right.  [TARGET]Teacher: We're not doing anything that has to do with [inaudible] right here.[/TARGET] Teacher: So why is that out? Teacher: You know what? Teacher: I'm not even gonna talk about it right now, 'cause you're showing me what you want to do.
Teacher: So what is 10 times 6? Student: Ten times six? Student: Sixty.  [TARGET]Teacher: Write it.[/TARGET] Teacher: What were you waiting for? Student: [Inaudible]. Teacher: What is nine times six?
Teacher: So what is that really showing you? Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing.  [TARGET]Teacher: Guys, we might not finish this today.[/TARGET] Teacher: We might have some time tomorrow, but keep working. Teacher: Are you doing one and a half? Teacher: Here's the half, and here's one whole, so where should it end?
Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time? Student: [Inaudible]. Teacher: Your question?  [TARGET]Teacher: Remember guys, at the table level, everybody may not know what the answer is.[/TARGET] Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here. Teacher: Don't be discouraged if you do not understand it immediately. Teacher: You guys have a chance to steal.
Teacher: So what number are we going to work with? Multiple Students: 30. Teacher: We are going to create a multiple tower as tall as Student M.  Okay?  [TARGET]Teacher: So let's see, Student M, why don't you stand against the board and we're going to see how far we need to go.[/TARGET] Teacher: So we're going to put you right about here, okay? Teacher: So you can take a step away. Teacher: Student M.  So what Student A is going to do is she is going to write on the first Post-It, nice and big, the number 30.
Teacher: So what number is the fifth? Teacher: What number is the fifth one? Teacher: [Crosstalk]  [TARGET]Teacher: The back row, go to your seats.[/TARGET] Teacher: [Crosstalk] Teacher: The fifth row, go back to your seats. Teacher: [Crosstalk]
Teacher: So what would be the volume of a prism that is a 6 by 4 by 5? Teacher: Student T. Student: [Inaudible].  [TARGET]Teacher: You've got to talk louder so we can hear you.[/TARGET] Student: [Inaudible]. Teacher: How did you figure that out? Student: [Inaudible].
Teacher: So what would it be then? Teacher: How many times will two go into that two? Teacher: There you go.  [TARGET]Teacher: All right, watch.[/TARGET] Teacher: If you missed that last step, you're gonna miss it. Teacher: So we have two will go into five how many times? Multiple Students: Two.
Teacher: So what's 50 times 60 quickly in your head, mental math, write it on your board and show me. Teacher: 50 times 60, we're estimating. Teacher: Good.  [TARGET]Teacher: Put it down.[/TARGET] Teacher: Actually, you need to check yours again. Student: What? Teacher: 50 times 60.
Teacher: So what's my rule? Teacher: What am I doing with my rule? Teacher: What can I call my rule?  [TARGET]Teacher: I need eyes up here.[/TARGET] Teacher: What am I doing every time? Teacher: Student J. Student: Plus 1, times 2.
Teacher: So when I add these together I get seven sixths. Teacher: Okay, and that is one and one sixth. Teacher: Write it down.  [TARGET]Teacher: Whatever you're doing, stop.[/TARGET] Teacher: You're messing with your fraction pieces. Teacher: All right, I'm going to jump to number 5 really quickly. Teacher: Three fourths plus two thirds.
Teacher: So when I call your name, the first division group, go to Ms. F.  Student M, stand, Student H, Student K, Student C, Student I, and Student A. Teacher: You're going to sit back here. Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C.  If I didn't call your name, raise your hand.  [TARGET]Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go.[/TARGET] Teacher: If you sit at group one and I didn't call your name, go to group two. Teacher: We'll stop then. Teacher: Go to group two if you're in the multiplication group.
Teacher: So when you talk to me and I have this on they can hear everything you're saying. Student: You mean this? Student: They [inaudible] kindergarten?  [TARGET]Teacher: No, it's not that sensitive.[/TARGET] Teacher: [Crosstalk] Teacher: So did you fix this to go over 7? Teacher: Oh, you're starting over, okay.
Teacher: So where were you, just now? Teacher: Seven? Multiple Students: [Crosstalk].  [TARGET]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. 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: So who was closest? Student: Student C. Teacher: So Student C's estimate was the closest then.  [TARGET]Teacher: Who's my quiet captain over here?[/TARGET] Student: He is. Teacher: Student M, we're going to need a little reminder. Teacher: When you're finished measuring them, there's more to task one.
Teacher: So why I did this. Teacher: Why did I want you to brainstorm about fractions, percents and decimals? Teacher: Can anyone tell me why?  [TARGET]Teacher: Student L.[/TARGET] Student: It's on MCast. Teacher: It is on MCast, but why would I want you to sit here and brainstorm all the things on fractions, decimals and percents? Teacher: Student R.
Teacher: So why are you picking up a card? Student: I thought it was my turn. Teacher: No.  [TARGET]Teacher: You need to wait your turn.[/TARGET] Teacher: Pay attention and wait your turn. Teacher: What fraction is that? Student: Three tenths.
Teacher: So without any mouths at all, I need you to put your animal in an array. Teacher: There is no talking, and we need to see if it turns into an array. Teacher: This is very much like when you make an array in the theater.  [TARGET]Teacher: You may not talk, Student T.  You may not move any animals.[/TARGET] Teacher: I need all animals up here. Teacher: I need us to move. Teacher: We need the cameras to be able to see this.
Teacher: So write what I write. Teacher: [Inaudible]. Teacher: There's already five at that group and two at this group.  [TARGET]Teacher: It was you because I took Student C.  Student D, do you need to not participate?[/TARGET] Teacher: Sit down. Teacher: Herein lies the problem. Teacher: This is group one.
Teacher: So write, get a loose-leaf sheet of paper and start surveying people. Teacher: I'm gonna do H on the board. Student: H is hard.  [TARGET]Teacher: If you want help with H, come to the carpet.[/TARGET] 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.
Teacher: So yeah. Teacher: Student E? Teacher: Okay.  [TARGET]Teacher: No.[/TARGET] Teacher: Thank you. Teacher: You can go have a seat. Teacher: Oh, sorry Student D.  I didn't see you there.
Teacher: So you all give him information. Student: She wants to do what she wants to do. Student: [Students talking with each other].  [TARGET]Teacher: Who is doing the graph here?[/TARGET] Teacher: [Inaudible]. Teacher: And you have to write your constructive response. Student: [Inaudible].
Teacher: So you all should notice the pattern. Teacher: It shouldn't take you very long to notice the pattern. Teacher: So all three of you guys, you're going to be working as a team here.  [TARGET]Teacher: You're going to play this game until I tell you to stop.[/TARGET] Teacher: When I tell you to stop you look at your score and write it on the board. Teacher: Then go to this game and do the same thing. Teacher: One of you move, scoot your chairs over.
Teacher: So you are going to get the same answer. Teacher: You're right, Student J. Teacher: Now this time we're going to change it up a little bit.  [TARGET]Teacher: The fine tax payers of [inaudible] - sit up please, Student A.[/TARGET] Teacher: You okay? Teacher: You're not okay? Teacher: What's that?
Teacher: So you can [Inaudible] Other Adult: Alright let's do this one. Teacher: Let's do it.  [TARGET]Teacher: Okay do it.[/TARGET] Other Adult: [Inaudible] Teacher: That's it you've got it. Other Adult: 24 students 2 pairs how many blocks?
Teacher: So you can see that what we've just done here, because it was a whole number, we, first of all, changed it into an improper fraction. Teacher: Then after that we went back to the steps here, rewrite the fraction with a multiplication sign and the reciprocal of the second fraction. Teacher: So now let's do one problem together, everybody.  [TARGET]Teacher: Let's do one problem.[/TARGET] Teacher: Go to your slate. Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing.
Teacher: So you can start it with, "If you are multiplying two numbers." Teacher: Now complete this statement with what is going on, on your page 1 and right up here on the board. Teacher: We talked about the - you're not writing anything on your paper.  [TARGET]Teacher: You're not writing anything.[/TARGET] Teacher: You're talking at your table, coming up with this statement. Teacher: You're not writing anything on your paper. Teacher: Listen.
Teacher: So you did a very good - I'm having to stop more than I'd like. Teacher: You're doing a very good job of grouping yourself. Teacher: I think you did an excellent job of grouping yourself.  [TARGET]Teacher: Student I, you're standing.[/TARGET] Teacher: Would you go up to the board and get a marker? Teacher: I want you to write really big and go back to your own seat. Teacher: Take your shape with you, and open your math journal to that page.
Teacher: So you do 125. Teacher: [Crosstalk] Teacher: Excuse me.  [TARGET]Teacher: Stop with the sounds.[/TARGET] Teacher: Student J, are you doing the math right now? Student: Yeah. Teacher: So how many are you gonna shade in here?
Teacher: So you flip over two. Teacher: Check them. Teacher: Everybody checks everyone's.  [TARGET]Teacher: And you don't shout out if you see people that aren't done.[/TARGET] Teacher: You leave it where it is in case it's not right, and you're going to have to flip it back. Multiple Students: [Crosstalk]. Student: [Inaudible] do we [inaudible].
Teacher: So you gotta remember that part. Teacher: All right  Student B, come on. Student: Hey, it doesn't work.  [TARGET]Teacher: Hey, Student J, sit right here so you're closer.[/TARGET] Student: My desk? Teacher: Yeah. Teacher: Okay.
Teacher: So you have a representation? Student: Yes. Teacher: I'm gonna take them all away from you.  [TARGET]Teacher: You can't handle having raisins and doing the work.[/TARGET] Multiple Students: [Crosstalk]. Teacher: Is that a representation? Student: From 21 to -
Teacher: So you have to start right here. Teacher: That's what I need to see. Teacher: Student D?  [TARGET]Teacher: Student G?[/TARGET] Teacher: that's going to be silence for you, today. Teacher: Student A, you're working on silence. Teacher: Right now you're working on quiet, but you're still going.
Teacher: So you have twenty-fourths. Teacher: There you go. Teacher: All right, boys and girls.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Let's look up here, please. Teacher: Get a pair of scissors, okay? Teacher: What, honey?
Teacher: So you know how much everybody chose. Teacher: Okay. Teacher: One person - you will all decide what type of graph.  [TARGET]Teacher: The one person will draw the graph.[/TARGET] Teacher: Then the constructive response comes in - what does this graph show you? Teacher: It says, "What does [inaudible]? Teacher: Write the story."  Write the graph to tell a story.
Teacher: So you know what it is, correct? Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive.  [TARGET]Teacher: One person does the graph.[/TARGET] Teacher: One person. Teacher: [Side comment about crayons]. Teacher: One person is doing the graph.
Teacher: So you might want to go somewhere else and try right? Teacher: Do you have 1, 13? Teacher: No he doesn't.  [TARGET]Teacher: Please don't show your boards to each other.[/TARGET] Teacher: Okay it's your turn. Student: I already went. Teacher: Oh, your turn.
Teacher: So you need to put a two there, and two might be the answer because two times 25 makes fifty. Teacher: All right. Teacher: Shh.  [TARGET]Teacher: Have a seat, please.[/TARGET] Teacher: All right, here we go. Teacher: Shh. Teacher: Okay.
Teacher: So you need to solve these equations and complete sentences, okay? Teacher: All right. Teacher: Yes, circle please.  [TARGET]Teacher: You need to be at your seat in 10, 9, 8, 7, 6, 5, 4, 3, 2, what do you need hon?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Did one of my drum people leave their - not one of ours.
Teacher: So you thought first about four eighths. Teacher: So you cut it into eighths. Student: That one.  [TARGET]Teacher: Student D, your eyes are here.[/TARGET] Student: And then I cut these around here to - Teacher: So you had fourths there, and then you cut the fourths in half to make eighths. Student: So now that's her eighths.
Teacher: So you're going to hold it on your belly button. Teacher: He's going to find the top of your legs right here. Teacher: You're going to find the distance from there to there, okay?  [TARGET]Teacher: Student E, stand up.[/TARGET] Student: [Inaudible] for the first one and 7. Teacher: Let me see. Teacher: Okay.
Teacher: So you're going to put this. Teacher: Let me see where you are. Student: Teacher, can I have this?  [TARGET]Teacher: I said I will give it to you, but not now.[/TARGET] Teacher: When you finish with your math. Teacher: So we're going to do this 29 times - Student: [Inaudible].