stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: So add a block. Teacher: Okay. Teacher: Then I add another two balls.  [TARGET]Teacher: So, what are you going to do?[/TARGET] Student: This one. Teacher: Good. Teacher: Thank you very much.
Teacher: Then I add another two balls. Teacher: So, what are you going to do? Student: This one.  [TARGET]Teacher: Good.[/TARGET] Teacher: Thank you very much. Teacher: Student J is on top of things. Teacher: Stop what you're doing.
Teacher: So, what are you going to do? Student: This one. Teacher: Good.  [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: Student J is on top of things. Teacher: Stop what you're doing. Teacher: So how many blocks do you need?
Teacher: Thank you very much. Teacher: Student J is on top of things. Teacher: Stop what you're doing.  [TARGET]Teacher: So how many blocks do you need?[/TARGET] Student: Three? Teacher: Three. Teacher: Okay, so now you need to explain your thinking for that.
Teacher: Stop what you're doing. Teacher: So how many blocks do you need? Student: Three?  [TARGET]Teacher: Three.[/TARGET] Teacher: Okay, so now you need to explain your thinking for that. Teacher: Okay, the next step. Teacher: We've just ran out of time, so I have to speed this up.
Teacher: So how many blocks do you need? Student: Three? Teacher: Three.  [TARGET]Teacher: Okay, so now you need to explain your thinking for that.[/TARGET] Teacher: Okay, the next step. Teacher: We've just ran out of time, so I have to speed this up. Teacher: We'll have to have more time.
Teacher: Okay, the next step. Teacher: We've just ran out of time, so I have to speed this up. Teacher: We'll have to have more time.  [TARGET]Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response.[/TARGET] 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? 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: We've just ran out of time, so I have to speed this up. 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.  [TARGET]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. 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. Student: [Inaudible]. Student: Three and [inaudible].  [TARGET]Teacher: You can figure it out?[/TARGET] Teacher: Good. Teacher: Recorders are ready? Teacher: Recorders, take that blank paper.
Student: [Inaudible]. Student: Three and [inaudible]. Teacher: You can figure it out?  [TARGET]Teacher: Good.[/TARGET] Teacher: Recorders are ready? Teacher: Recorders, take that blank paper. Teacher: That extra one that you had.
Teacher: You're getting a group grade, today, okay? Teacher: Noise control, this is where you come in. Teacher: Timers, this is where you come in.  [TARGET]Teacher: Yes?[/TARGET] Student: What time does recess start? Teacher: We're not worrying about recess, right now. Teacher: This is our goal right now, to get our math finished.
Student: [Inaudible]. Teacher: Is it what? Student: Is it the motivator's time?  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Motivators. Teacher: I want to hear you, too. Teacher: Okay, everyone is working hard as a group.
Teacher: That's up to you. Teacher: So, say something like, "Here's what I wrote for A." Student: Here's what I wrote for A.  [TARGET]Teacher: Good.[/TARGET] Teacher: Are you the noise monitor, Student B? Teacher: Go move your clothespin, please. Teacher: That's Student J's job.
Teacher: [Just kidding]. Teacher: Okay. Teacher: All right, guys, we're going to go ahead and get started because we're going to do these together because we have got to get to some of our groups today so we can really understand division, because next week we are going to start some more division stuff and we're also going to do some order of operations and different things that we're going to have to be really familiar with division.  [TARGET]Teacher: Now, these are some division problems.[/TARGET] Teacher: I want you to just - if you've not had the chance to work all three, that is okay, but please write them down, [inaudible] other screen, and I'm gonna need your help to help me remember them. Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning.
Teacher: So if you've not worked them, that's perfectly all right. Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them.  [TARGET]Teacher: I want to show you something.[/TARGET] Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught. Teacher: So I want to be - I want to be able to show you guys today. Teacher: All right, so does everybody have those three problems written down?
Teacher: We're going to work them together as part of our whole group this morning. Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something.  [TARGET]Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught.[/TARGET] Teacher: So I want to be - I want to be able to show you guys today. Teacher: All right, so does everybody have those three problems written down? Multiple Students: Yes.
Teacher: But then what we'll do is we're gonna go back and go over them. Teacher: I want to show you something. Teacher: The people who were in my group, the second guided math group yesterday, I taught them a technique that you all didn't get taught.  [TARGET]Teacher: So I want to be - I want to be able to show you guys today.[/TARGET] Teacher: All right, so does everybody have those three problems written down? Multiple Students: Yes. Teacher: We are filming today, so please make sure that - yes.
Teacher: All right, so does everybody have those three problems written down? Multiple Students: Yes. Teacher: We are filming today, so please make sure that - yes.  [TARGET]Teacher: All right, [inaudible] please.[/TARGET] Teacher: Okay. Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work. Teacher: Yesterday this board was in its own world  and it just did not want to cooperate with me.
Teacher: All right, [inaudible] please. Teacher: Okay. Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work.  [TARGET]Teacher: Yesterday this board was in its own world  and it just did not want to cooperate with me.[/TARGET] 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.
Teacher: Okay. Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work. Teacher: Yesterday this board was in its own world  and it just did not want to cooperate with me.  [TARGET]Teacher: Some days it's like that, and I feel like this is going to be one of those days.[/TARGET] Teacher: Paper. Teacher: [Inaudible] I need it to go the other way. Teacher: Let's see.
Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way. Teacher: All right, here we go.  [TARGET]Teacher: Student C?[/TARGET] Student: Why do they all start with P? Student: [Inaudible]. Teacher: Ah.
Student: [Inaudible]. Teacher: Ah. Teacher: All right, there we go.  [TARGET]Teacher: Sometimes it takes awhile.[/TARGET] Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this. Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here.
Teacher: Ah. Teacher: All right, there we go. Teacher: Sometimes it takes awhile.  [TARGET]Teacher: But right now, this is a - this is a technique that I taught the second math group.[/TARGET] Teacher: So if you were the first guided math group yesterday, you didn't get this. Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here. Teacher: Student J has it right here.
Teacher: All right, there we go. Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group.  [TARGET]Teacher: So if you were the first guided math group yesterday, you didn't get this.[/TARGET] Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here. Teacher: Student J has it right here. Teacher: And now this keeps all of our math thinking in line, okay?
Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this. Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here.  [TARGET]Teacher: Student J has it right here.[/TARGET] Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday. Teacher: The first math group that came to me did not get this.
Teacher: So if you were the first guided math group yesterday, you didn't get this. Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here. Teacher: Student J has it right here.  [TARGET]Teacher: And now this keeps all of our math thinking in line, okay?[/TARGET] Teacher: I did teach my math group, second math group yesterday. Teacher: The first math group that came to me did not get this. Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine.
Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here. Teacher: Student J has it right here. Teacher: And now this keeps all of our math thinking in line, okay?  [TARGET]Teacher: I did teach my math group, second math group yesterday.[/TARGET] Teacher: The first math group that came to me did not get this. Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine. Teacher: Look how I've lined it up, okay?
Teacher: Student J has it right here. Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday.  [TARGET]Teacher: The first math group that came to me did not get this.[/TARGET] Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine. Teacher: Look how I've lined it up, okay? Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay?
Teacher: I did teach my math group, second math group yesterday. Teacher: The first math group that came to me did not get this. Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine.  [TARGET]Teacher: Look how I've lined it up, okay?[/TARGET] Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? Teacher: This is still place value. Teacher: Ones, tens, hundreds, okay?
Teacher: The first math group that came to me did not get this. Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine. Teacher: Look how I've lined it up, okay?  [TARGET]Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay?[/TARGET] Teacher: This is still place value. Teacher: Ones, tens, hundreds, okay? Teacher: Each of these have its own place.
Teacher: So turn your papers to the side and watch how I'm gonna go ahead from here and I'm gonna write my first problem, which is nine divided by - I mean, excuse me, 852 - excuse me - divided by nine. Teacher: Look how I've lined it up, okay? Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay?  [TARGET]Teacher: This is still place value.[/TARGET] Teacher: Ones, tens, hundreds, okay? Teacher: Each of these have its own place. Teacher: Same thing, you have to stay in its proper place.
Teacher: Look how I've lined it up, okay? Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? Teacher: This is still place value.  [TARGET]Teacher: Ones, tens, hundreds, okay?[/TARGET] Teacher: Each of these have its own place. Teacher: Same thing, you have to stay in its proper place. Teacher: All right, so when we start with our division, we always start with this first number, okay?
Teacher: So then I've got each of them in their proper place, just like if it was a place value problem, okay? Teacher: This is still place value. Teacher: Ones, tens, hundreds, okay?  [TARGET]Teacher: Each of these have its own place.[/TARGET] Teacher: Same thing, you have to stay in its proper place. Teacher: All right, so when we start with our division, we always start with this first number, okay? Teacher: Can nine go into this first number, meaning - hold up eight fingers.
Teacher: This is still place value. Teacher: Ones, tens, hundreds, okay? Teacher: Each of these have its own place.  [TARGET]Teacher: Same thing, you have to stay in its proper place.[/TARGET] Teacher: All right, so when we start with our division, we always start with this first number, okay? Teacher: Can nine go into this first number, meaning - hold up eight fingers. Teacher: Everybody hold up eight fingers.
Teacher: Ones, tens, hundreds, okay? Teacher: Each of these have its own place. Teacher: Same thing, you have to stay in its proper place.  [TARGET]Teacher: All right, so when we start with our division, we always start with this first number, okay?[/TARGET] Teacher: Can nine go into this first number, meaning - hold up eight fingers. Teacher: Everybody hold up eight fingers. Teacher: Okay, can I physically come around and get nine from your eight fingers?
Teacher: Each of these have its own place. Teacher: Same thing, you have to stay in its proper place. Teacher: All right, so when we start with our division, we always start with this first number, okay?  [TARGET]Teacher: Can nine go into this first number, meaning - hold up eight fingers.[/TARGET] Teacher: Everybody hold up eight fingers. Teacher: Okay, can I physically come around and get nine from your eight fingers? Multiple Students: No.
Teacher: Same thing, you have to stay in its proper place. Teacher: All right, so when we start with our division, we always start with this first number, okay? Teacher: Can nine go into this first number, meaning - hold up eight fingers.  [TARGET]Teacher: Everybody hold up eight fingers.[/TARGET] Teacher: Okay, can I physically come around and get nine from your eight fingers? Multiple Students: No. Teacher: No.
Teacher: All right, so when we start with our division, we always start with this first number, okay? Teacher: Can nine go into this first number, meaning - hold up eight fingers. Teacher: Everybody hold up eight fingers.  [TARGET]Teacher: Okay, can I physically come around and get nine from your eight fingers?[/TARGET] Multiple Students: No. Teacher: No. Teacher: I can?
Teacher: Everybody hold up eight fingers. Teacher: Okay, can I physically come around and get nine from your eight fingers? Multiple Students: No.  [TARGET]Teacher: No.[/TARGET] Teacher: I can? Teacher: Who said yes? Student: No, I said no.
Teacher: Okay, can I physically come around and get nine from your eight fingers? Multiple Students: No. Teacher: No.  [TARGET]Teacher: I can?[/TARGET] Teacher: Who said yes? Student: No, I said no. Teacher: Okay, so I was gonna say do you have some alien fingers in there?
Multiple Students: No. Teacher: No. Teacher: I can?  [TARGET]Teacher: Who said yes?[/TARGET] Student: No, I said no. Teacher: Okay, so I was gonna say do you have some alien fingers in there? Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay?
Teacher: I can? Teacher: Who said yes? Student: No, I said no.  [TARGET]Teacher: Okay, so I was gonna say do you have some alien fingers in there?[/TARGET] Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay? Teacher: Remember I talked about that yesterday in our guided math group. Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85.
Teacher: Who said yes? Student: No, I said no. Teacher: Okay, so I was gonna say do you have some alien fingers in there?  [TARGET]Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay?[/TARGET] Teacher: Remember I talked about that yesterday in our guided math group. Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85. Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number.
Student: No, I said no. Teacher: Okay, so I was gonna say do you have some alien fingers in there? Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay?  [TARGET]Teacher: Remember I talked about that yesterday in our guided math group.[/TARGET] Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85. Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number. Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what?
Teacher: Okay, so I was gonna say do you have some alien fingers in there? Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay? Teacher: Remember I talked about that yesterday in our guided math group.  [TARGET]Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85.[/TARGET] Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number. Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what? Student: The same.
Teacher: All right, so I know that - well, you know, a lot of times people don't put zero, but until you really, truly get the technique, just go ahead and just put a zero and that lets you know, hey, I need to move to the big chunk, okay? Teacher: Remember I talked about that yesterday in our guided math group. Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85.  [TARGET]Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number.[/TARGET] Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what? Student: The same. Teacher: The same.
Teacher: Remember I talked about that yesterday in our guided math group. Teacher: So now I'm no longer looking for just eight, but now I'm looking for the number - the whole number 85. Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number.  [TARGET]Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what?[/TARGET] Student: The same. Teacher: The same. Teacher: They're kind of like opposites.
Teacher: So then I have to think in my head, holy cow, 85 is a big, huge number. Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what? Student: The same.  [TARGET]Teacher: The same.[/TARGET] Teacher: They're kind of like opposites. Teacher: They're kind of like addition and subtraction. Teacher: So you're gonna think, okay -
Teacher: I'm gonna think, okay, how many times can I multiply by nine - multiplication and division are both what? Student: The same. Teacher: The same.  [TARGET]Teacher: They're kind of like opposites.[/TARGET] Teacher: They're kind of like addition and subtraction. Teacher: So you're gonna think, okay - Student: Nine times nine.
Student: The same. Teacher: The same. Teacher: They're kind of like opposites.  [TARGET]Teacher: They're kind of like addition and subtraction.[/TARGET] Teacher: So you're gonna think, okay - Student: Nine times nine. Teacher: Hold on.
Teacher: The same. Teacher: They're kind of like opposites. Teacher: They're kind of like addition and subtraction.  [TARGET]Teacher: So you're gonna think, okay -[/TARGET] Student: Nine times nine. Teacher: Hold on. Teacher: You're not - we're not - you're not - we're not going through our thinking process.
Teacher: They're kind of like addition and subtraction. Teacher: So you're gonna think, okay - Student: Nine times nine.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: You're not - we're not - you're not - we're not going through our thinking process. Teacher: You have to think it through. Teacher: In my mind, I think how many groups of nine can I get?
Teacher: So you're gonna think, okay - Student: Nine times nine. Teacher: Hold on.  [TARGET]Teacher: You're not - we're not - you're not - we're not going through our thinking process.[/TARGET] Teacher: You have to think it through. Teacher: In my mind, I think how many groups of nine can I get? Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over?
Student: Nine times nine. Teacher: Hold on. Teacher: You're not - we're not - you're not - we're not going through our thinking process.  [TARGET]Teacher: You have to think it through.[/TARGET] Teacher: In my mind, I think how many groups of nine can I get? Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over? Multiple Students: Nine.
Teacher: Hold on. Teacher: You're not - we're not - you're not - we're not going through our thinking process. Teacher: You have to think it through.  [TARGET]Teacher: In my mind, I think how many groups of nine can I get?[/TARGET] Teacher: How many times can I multiply by nine and get as close to 85 as possible without going over? Multiple Students: Nine. Teacher: Nine.