stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: So you're gonna take a few minutes and you are gonna come up with fractional combinations that equal one whole, just like I did here. Teacher: Do you think you can do it? Multiple Students: Yeah.  [TARGET]Teacher: Work with a partner.[/TARGET] Student: [Inaudible] Teacher: But if you work with somebody you may be able to. Student: [Inaudible]
Teacher: So you're gonna take your book and go over there. Student: [Inaudible]. Teacher: Five.  [TARGET]Teacher: Shhh.[/TARGET] Student: Where do we go? Teacher: This table here, table 2, you're gonna to rotate to table 3. Teacher: And you're gonna start working on this sheet of paper that's over there.
Teacher: So you're making it the smallest that you can make it without changing what it's worth. Teacher: So tell me, what whole part would you divide 24-thirty-sixths by? Student: 4.  [TARGET]Teacher: Why are you yelling out?[/TARGET] Teacher: In order to make it the smallest fraction possible. Student: 3. Teacher: I need to hear from somebody different.
Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry. Teacher: Sit down.  [TARGET]Teacher: Student D, you're still distracting us.[/TARGET] Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9. Teacher: Go back to your seat please.
Teacher: So your second number is 23. Teacher: 666 times 23. Teacher: They want it in expanded form.  [TARGET]Teacher: Student A, can you sit up all the way?[/TARGET] Teacher: Good. Teacher: It's going to be - bring down the - good. Teacher: Good, Student E.  That's a camera.
Teacher: So you're going to tell - this time all they want you to do is name the greatest common factor of the numerator and the denominator. Teacher: Student L, and Student E, Teacher T is not happy. Teacher: Okay, so we're going to name the greatest common factor.  [TARGET]Teacher: Teacher T would love to help you with this but you already know what to do, so I'm not going to help you.[/TARGET] Teacher: I need you to list the factors of ten. Teacher: List the factors of twelve. Teacher: Circle the greatest common factor.
Teacher: So you're saying - okay so make it. Teacher: What are you saying? Teacher: [Inaudible] is talking.  [TARGET]Teacher: It's about respect.[/TARGET] Teacher: She's talking. Teacher: Excuse me. Teacher: She's talking.
Teacher: So you've got the first step. Teacher: Look at the example on the board on how to turn that fraction into a percentage. Teacher: We already did this.  [TARGET]Teacher: Let's do this.[/TARGET] Teacher: We already did it. Teacher: I told you to go to special [inaudible] okay? Teacher: Set this up [inaudible].
Teacher: So, 90 multiplied by what number is equal to, close to, but not past 310? Teacher: Look here. Teacher: Look here.  [TARGET]Teacher: Please, whisper it in my ear.[/TARGET] Student: [inaudible] Teacher: Are you sure? Teacher: I'm just asking you.
Teacher: So, I can solve this? Teacher: Up to the hundredths? Teacher: Wow.  [TARGET]Teacher: Student A, Student A?[/TARGET] Teacher: What do I do to keep going? Multiple Students: [inaudible chatter] Teacher: I don't have any more dividends.
Teacher: So, I want you to pick whether you want to put your one - and I will tell you this is not who gets the biggest so if you want to put your one in the numerator, the denominator or the discard. Teacher: And once you put it in there, it stays in there. Teacher: So, put it in wherever you want.  [TARGET]Teacher: Sh![/TARGET] Teacher: Yeah. Teacher: Draw the box. Teacher: Sorry.
Teacher: So, I'll just give it to her on Friday or Thursday? Other Adult: I'll do it tomorrow. Teacher: That's fine.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: And, Student C, where were you? Multiple Students: [inaudible chatter] Teacher: You don't get not telling me where you are?
Teacher: So, I'll put 15 right here. Teacher: All right, here we go. Teacher: First part shouldn't be that tough.  [TARGET]Teacher: Do you have it copied down?[/TARGET] Student: No, that's answer's easy. Teacher: Okay. Student: It's not even that much.
Teacher: So, I'm gonna write 15 here as my new dividend. Teacher: Using my finger, I want you guys to use your finger, too, okay? Teacher: And, repeat it after me.  [TARGET]Teacher: I'll wait a second.[/TARGET] Teacher: I'm going a little too fast. Teacher: Let me wait. Student: Let everybody copy.
Teacher: So, Student A, Student B, Student C, and Student F, I'm gonna have you move up to these four front desks. Teacher: Okay? Teacher: Come on, Student C and Student F.  I'm gonna count to three.  [TARGET]Teacher: You need to be up here.[/TARGET] Teacher: One, two, three. Teacher: Good job. Teacher: Where do you think your body should be?
Teacher: So, an open response is something that takes a lot of thought. Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem.  [TARGET]Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies.[/TARGET] Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope. Teacher: Could you please stop doing that?
Teacher: So, associative - I'm really gonna worry now. Teacher: Yeah. Teacher: I thought these little guys were gonna stay right where they needed to be, but they're gonna act like kindergartners who run away from us.  [TARGET]Teacher: Student T, please, thank you.[/TARGET] Teacher: Yeah, but they're just - it's too heavy. Teacher: So, the first one is associative. Teacher: Now, I'll put the properties in yellow.
Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now.  [TARGET]Teacher: Here it is.[/TARGET] Teacher: I'll read it to you. Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on. Teacher: "The pictures below show how two different groups of shapes balance a scale."  So what is this called?
Teacher: So, group one. Teacher: Group two. Teacher: Group three.  [TARGET]Teacher: Group four.[/TARGET] Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C.  So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember.
Teacher: So, how many centimeters does it take to make a meter? Multiple Students: [Multiple comments]  100. Multiple Students: I told you it was D.  [TARGET]Teacher: Don't argue with each other.[/TARGET] Teacher: All right. Teacher: Wait. Teacher: Wait.
Teacher: So, it shouldn't be remainders. Teacher: Point. Teacher: Point four zero?  [TARGET]Teacher: I'm still working on theirs, you can check, you can use a calculator to check your work if you need to.[/TARGET] Teacher: But, I'm still working on this with the class. Teacher: All right, so 75 can't go into 26. Teacher: So, we drop the zero.
Teacher: So, it's pretty tough to get a four, but it's definitely possible. Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting].  [TARGET]Teacher: I need one person to pass out your rubric.[/TARGET] Teacher: I have this whole thing copied out on a piece of paper for you to keep. 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, last week, we spent a lot of time doing what? Teacher: Student B? Student: Doing -  [TARGET]Teacher: Student C had it, but he didn't have his hand raised.[/TARGET] Student: I have it, too. Teacher: You have it? Student: Yeah.
Teacher: So, let's do this out loud, okay? Teacher: Thank you, Student N.  Let's do this out loud, ready? Multiple Students: Thank you, Student D.  [TARGET]Teacher: Thank you, Student D.  Thank you.[/TARGET] Student: Multiply. Teacher: 15  multiplied by -- Multiple Students: 15 multiplied by --
Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now. Teacher: Here it is.  [TARGET]Teacher: I'll read it to you.[/TARGET] Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on. Teacher: "The pictures below show how two different groups of shapes balance a scale."  So what is this called? Multiple Students: A scale.
Teacher: So, now I know I spent $16.56, I gave the cashier in the CVS $20.00. Teacher: So what I would do - so I would just write it over, $20.00, and 16 cents, 56, okay. Teacher: I would just subtract.  [TARGET]Teacher: I need you to pay attention, okay?[/TARGET] Teacher: When you subtract your number should become smaller. Teacher: Subtraction and division means to make tiny. Teacher: Multiply, add; you make larger.
Teacher: So, now everyone, right now, you're doing your re-reading. Teacher: Go ahead. Teacher: [Inaudible] together, okay?  [TARGET]Teacher: You're the motivator.[/TARGET] Teacher: Go ahead and re-read. Teacher: Yes? Student: Which one?
Teacher: So, now try to explain your thinking with that. Teacher: Student R? Teacher: Okay.  [TARGET]Teacher: You've explained all of your things, Student R?[/TARGET] Teacher: You have a great explanation for each one? Teacher: Remember, you have to explain. Teacher: You have to turn the question around.
Teacher: So, now, how many - look. Teacher: She is not looking. Teacher: She is not looking.  [TARGET]Teacher: She's - thank you.[/TARGET] Teacher: Yes. Teacher: So one eighth, one eighth, one eighth. Teacher: How many eighths?
Teacher: So, on a regular positive number, which is larger? Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: So you have to pay attention.[/TARGET] Teacher: The catch is that it's not going to be easily defined all the time. Teacher: They're not going to say, "Hey, these are positive."  If you don't see a sign, then it's positive numbers. Student: [Inaudible].
Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk.  [TARGET]Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who.[/TARGET] Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. Teacher: Student B, please move your clothespin down, I don't like the way -  Student: [Inaudible].
Teacher: So, please take one and read it to yourself silently. Teacher: Student C? Student: Should we write our names on -  [TARGET]Teacher: I've already said put your name on it.[/TARGET] Teacher: And it's something that goes in your folder and it stays there, forever. Teacher: So, please read this. Teacher: It's your steps to problem solving.
Teacher: So, say something like, "Here's what I wrote for A." Student: Here's what I wrote for A. Teacher: Good.  [TARGET]Teacher: Are you the noise monitor, Student B?[/TARGET] Teacher: Go move your clothespin, please. Teacher: That's Student J's job. Teacher: She can handle that herself.
Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet. Teacher: Student B, please move your clothespin down, I don't like the way -  Student: [Inaudible].  [TARGET]Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now.[/TARGET] Student: But he keeps [inaudible] at me. Teacher: Give me a thumbs-up task manager, if your group is ready. Teacher: Task manager.
Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this. Teacher: It's just what we went over.  [TARGET]Teacher: I don't know why I'm hearing voices over here.[/TARGET] Student: Teacher S? Student: Can the camera see us? Teacher: Yes.
Teacher: So, that example two, 990 divided by 15. Teacher: Michael, for this problem, what value is the divisor? Teacher: Which one's the divisor, Student M?  [TARGET]Teacher: And, Student M only.[/TARGET] Teacher: Which one's the divisor? Student: [inaudible] Teacher: I can't hear you.
Teacher: So, the first shape - what's it called anyway on this paper? Teacher: Shape Up. Student: Shape Up.  [TARGET]Teacher: Please sit.[/TARGET] Teacher: So, you have eight sets, or eight problems actually. Teacher: You're going to locate the ordered pairs, and then you're going to connect them. Teacher: And, then at the bottom it tells you to color the triangles blue, quadrilaterals green, pentagons red, hexagons orange, octagons, purple.
Teacher: So, there should be nine. Teacher: And, I just drop a zero, and 90. Teacher: And, you know what?  [TARGET]Teacher: I mean, let's do it, why not?[/TARGET] Teacher: So, what am I putting here? Multiple Students: 90 Teacher: 90
Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now.  [TARGET]Teacher: We'll actually do the first readings right now.[/TARGET] Teacher: Here it is. Teacher: I'll read it to you. Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on.
Teacher: So, this is how we get this addition. Teacher: Here's 160. Teacher: All right, now, my turn.  [TARGET]Teacher: I hear someone playing with a - and I'm asking you not to do that.[/TARGET] Teacher: Leave your die alone. Teacher: Okay. Teacher: Whoa, I get a 5.
Teacher: So, this is what I'm gonna do. Teacher: Once I put 99 right now. Teacher: So, let's do this out loud, okay?  [TARGET]Teacher: Thank you, Student N.  Let's do this out loud, ready?[/TARGET] Multiple Students: Thank you, Student D. Teacher: Thank you, Student D.  Thank you. Student: Multiply.
Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, "Hey guys, we have five minutes left."  That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself.  [TARGET]Teacher: Go ahead.[/TARGET] Teacher: You're answering all three parts. Student: Are we supposed to do it all on the back? Teacher: Where are we supposed to write our answer?
Teacher: So, today we have a shortened amount of time for your individual work. Teacher: But now we're going to go to group work. Teacher: So, everyone has their pencil down for now.  [TARGET]Teacher: Recorder, have your pencil up.[/TARGET] Student: [Inaudible]. Student: Three and [inaudible]. Teacher: You can figure it out?
Teacher: So, we did brother, right? Teacher: Now, we're saying repeat, because we have more. Teacher: So, we need to go back to division.  [TARGET]Teacher: Please watch, Student J.[/TARGET] Teacher: Now, we're asking how many times can three go into? Multiple Students: Zero. Teacher: Zero.
Teacher: So, were we correct? Student: Yes. Teacher: All right.  [TARGET]Teacher: Sit back down.[/TARGET] Teacher: Thank you, Student F.  Look at this. Teacher: Look at this one. Teacher: Are you gonna be able to do it?
Teacher: So, what am I putting here? Multiple Students: 90 Teacher: 90  [TARGET]Teacher: Let's do it again with our fingers.[/TARGET] Teacher: I love how Student C was doing it. Teacher: And, I saw some people over there doing it. Teacher: 15
Teacher: So, what are we going to try and divide by? Teacher: How many groups of four can go into, Student R? Student: Forty-three.  [TARGET]Teacher: No, Student R, you weren't listening.[/TARGET] Teacher: Student J just explained why he would not do 43, and that's why I called on you, because I was afraid, I was afraid you weren't listening. Teacher: So, can you make sure you pay attention for me, from now on? Teacher: Because we don't want to repeat this.
Teacher: So, what do I put right here? Student: You put 500. Teacher: 500, yeah.  [TARGET]Teacher: So, Student M, can you help me with this?[/TARGET] Student: I know you got to put a zero first. Teacher: 75 multiplied by what number is -- Multiple Students: 75 multiplied by what number is --
Teacher: So, what is 6 times 15? Multiple Students: 90 Teacher: 90  [TARGET]Teacher: All right, thumbs up if you like having that fact family done already.[/TARGET] Teacher: Doesn't that make it easier just having it done before? Teacher: You're spent time doing it, but you're not stressed out about it. Teacher: Thank you, you can put your hands down.
Teacher: So, when we move to the next one, we can't see them again, so I'm gonna write them but I want you to tell me, again, what was this? Multiple Students: Thirty. Teacher: Student B is paying attention.  [TARGET]Teacher: Student B is paying attention.[/TARGET] Student: Thirty, thirty, fifteen, fifteen. Teacher: You can kind of see it now? Student: Yeah.
Teacher: So, you are gonna use perimeter in life. Teacher: So, we really need to focus. Teacher: Okay?  [TARGET]Teacher: Student F, what's the first step in listening?[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: Okay.
Teacher: So, you need to show the work completely. Teacher: Who can read how we are going to do this? Teacher: This is what we're going to do.  [TARGET]Teacher: Who can read how we are going to do it?[/TARGET] Teacher: Student S? Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric. Teacher: Rubric
Teacher: So, you should underline that whole thing? Teacher: Who wants to help her out? Teacher: Student C?  [TARGET]Teacher: Okay, we can come back to you.[/TARGET] Teacher: Student C? Student: What is the total number of blocks needed? Teacher: Okay.
Teacher: So, zero point three two - 32 percent, that's the answer. Teacher: That's the answer. Teacher: That's the answer for F.  Do G on your own.  [TARGET]Teacher: I'm gonna check your work.[/TARGET] Teacher: Do G on your own. Teacher: I'm gonna check your work. Teacher: Okay.
Teacher: So. Teacher: Who's that, the girls? Teacher: Okay, you're done.  [TARGET]Teacher: Do your [inaudible] exercise, read that.[/TARGET] Student: I had the [inaudible] Teacher: What did I tell you to do for H? Teacher: [inaudible]
Teacher: Soccer. Student: [Inaudible comment.] Teacher: No, I need you all to wait.  [TARGET]Teacher: I need you all to stop chit-chatting and stop playing too.[/TARGET] Teacher: Just a minute, please. Teacher: One minute. Teacher: All right, some of the things that I want you to particularly pay attention to is when you have a line plot each of these X's are going to represent - what do you think?
Teacher: Solution two was - it says here - look here. Teacher: How do you explain - stop. Teacher: You don't just sit down and look at them.  [TARGET]Teacher: Let them stop fighting, please.[/TARGET] Student: All I do is that. Teacher: [Inaudible]. Teacher: That would be no problem.
Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper. Teacher: [Inaudible] I need it to go the other way.  [TARGET]Teacher: Let's see.[/TARGET] Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way. Teacher: All right, here we go.
Teacher: Some hungry ants. Teacher: 100 ants were signing and marching in a row. Teacher: We're going to a picnic, oh hay, a hidee ho.  [TARGET]Teacher: "Stop."[/TARGET] Teacher: Said the littlest ant. Teacher: "We're moving way too slow. Teacher: The food will be long gone unless we hurry up.
Teacher: Some of my other sets are missing. Teacher: We'll have to share. Teacher: How many 9's in 78?  [TARGET]Teacher: Do not open them.[/TARGET] Teacher: Your hands are not even on them. Teacher: They are hot potatoes. Teacher: 78 divided by 9?
Teacher: Some of us are moving our feet. Teacher: Some of us are snapping the tops of our markers. Teacher: And raise your hand if you heard the directions that Student M was giving.  [TARGET]Teacher: Raise your hand if you did not hear, because you're not listening.[/TARGET] Teacher: Well, we need to turn up a volume of our ears. Teacher: Do that now. Teacher: Student M, I need you to be a lot louder.
Teacher: Some of you I think are just unsure. Teacher: Student S, did you listen to what Student L said that we should do? Teacher: Were you listening?  [TARGET]Teacher: I was listening to her and I saw you were sitting next to her.[/TARGET] Teacher: You weren't looking at her, but I'm hoping you were listening to her. Teacher: Think about this, boys and girls. Teacher: When I ask you to discuss with each other, it's your time.
Teacher: Some of you are putting it on the end of the line. Teacher: It must be on the zero. Teacher: Start at the zero.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: If we know that ten is equal - I mean, orange is equal to - Multiple Students: One whole. Teacher: We're doing differently right now.
Teacher: Some of you are saying you don't know what a range is. Teacher: You don't know what the mode is. Teacher: We're down to SOLs next week.  [TARGET]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.[/TARGET] Teacher: It's not that you don't understand it. Teacher: It's that you don't want to do the work. Teacher: You've got to value your education, students.
Teacher: Some of you are still playing instead of paying attention. Teacher: You were told to take the light green out. Teacher: I shouldn't see anything else right now in your hands but the light green.  [TARGET]Teacher: Put that away.[/TARGET] Teacher: Put it away somewhere. Teacher: The light green is what fraction? Multiple Students: One fourth.
Teacher: Some of you need to come here. Teacher: We already talked about this. Teacher: Student J, come sit.  [TARGET]Teacher: You're walking around way too confused.[/TARGET] Teacher: With me. Teacher: Let's go. Teacher: Okay.
Teacher: Some people are not listening. Teacher: Somebody is sharing. Teacher: Some people are not - [inaudible] listening.  [TARGET]Teacher: Student M is not listening and Student A is not listening.[/TARGET] Student: I am. Teacher: We are about to finish. Teacher: Thank you.
Teacher: Some people are not looking. Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me. Teacher: If you were paying attention, and I'm looking for your attention.  [TARGET]Teacher: Student S, where are you?[/TARGET] Teacher: Student L? Teacher: Student C.  Student C, can you? Teacher: Yeah, thank you.
Teacher: Some people are not really - some people weren't listening. Teacher: I heard some people who were talking. Student: Me.  [TARGET]Teacher: Excuse me, Student N, do not do that.[/TARGET] Teacher: Thank you. Teacher: Student N.  So I heard three people who were talking and I heard the answer kind of, but I was not sure. Teacher: All right, Student N, what did you talk in your group?
Teacher: Some people are not - [inaudible] listening. Teacher: Student M is not listening and Student A is not listening. Student: I am.  [TARGET]Teacher: We are about to finish.[/TARGET] Teacher: Thank you. Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple.
Teacher: Some people - page five. Teacher: Yes, six. Teacher: Now, let's look at page five, page five together.  [TARGET]Teacher: Student O, yes, page five.[/TARGET] Teacher: And some people have done it and it's easy, right? Multiple Students: Yes. Teacher: Page five.
Teacher: Somebody close to the door. Teacher: Come on. Student: That would be me.  [TARGET]Teacher: Sit.[/TARGET] Teacher: Thank you. Teacher: Now this is a grid that has what on it? Teacher: Everybody put your crayons down.
Teacher: Somebody else need math paper? Teacher: Extra scrap paper yes? Teacher: Okay.  [TARGET]Teacher: Student C I'm gonna step on your coat I asked you to please put it away.[/TARGET] Teacher: Thank you. Teacher: How long do you think it's gonna stay there before it goes back on the floor? Student: I'm gonna put it like this.
Teacher: Somebody help me. Teacher: Can you solve the problem? Teacher: What are we going to do?  [TARGET]Teacher: Stop banging.[/TARGET] Student: Actually you're stupid, remember that. Teacher: 6 what? Student: Oranges.