stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Do we turn them all over? Student: No. Multiple Students: [Crosstalk].  [TARGET]Teacher: It doesn't - stop.[/TARGET] Teacher: Freeze. Teacher: Hands up. Teacher: You should have a four by six array on your table of cards, face down.
Student: Do you always have to - Teacher: Yeah, that's part of math is reasoning. Teacher: So the reason why she put two-thirds first, and probably correctly, was that if she compares a third to a sixth, one-third is bigger than one-sixth.  [TARGET]Teacher: Student W, Student A, I'm up here.[/TARGET] Teacher: I don't appreciate when I'm speaking that you're making faces. Student: [Inaudible]. Teacher: It throws me off.
Student: Do you know the camera is on? Student: You're not taking my $5.00 coloring book, no, unless you'll be paying. Teacher: Excuse me.  [TARGET]Teacher: You don't say that to me, Student O.[/TARGET] Teacher: If you touch that again before the end of the school day I will take it away. Teacher: Okay. Teacher: Now I need everybody looking at me.
Student: Do you only do the something once? Teacher: No, you do it a couple times and you can move on. Teacher: [Inaudible].  [TARGET]Teacher: That's pretty easy.[/TARGET] Teacher: There's one, and what else with my one? Teacher: Four here and what do I must do next? Teacher: Subtract.
Student: Do you put the numbers on? Teacher: Uh, no, I'll help you. Student: Somebody wrote w-w-w that [inaudible].  [TARGET]Teacher: All right, everybody get a worksheet.[/TARGET] Teacher: I will give you time to make yours, also. Student: Ooh, yes. Student: Ooh.
Student: Do you still put the zero [Inaudible]  Teacher: Of what? Student: 0.02 [Inaudible]  [TARGET]Teacher: Whatever you do to this guy, Student T, you must do to this guy over here.[/TARGET] Teacher: How many times would you move this? Multiple Students: Two. Teacher: What's gonna happen here?
Student: Do your graphs. Teacher: Yes, then do it. Teacher: If you don't, then you ask for help from your partners.  [TARGET]Teacher: Scoot back over there, sir.[/TARGET] Teacher: Keep working. Student: I took some already. Student: It's so small.
Student: Do your work. Student: Okay. Student: Get off me, get off me.  [TARGET]Teacher: Sit, sit down.[/TARGET] Teacher: What's half, half of 24 is what? Student: [Laughter] Teacher: You go ahead and finish your work.
Student: Don't give it to them. Teacher: Sit down. Teacher: If you say that this is right thumbs up.  [TARGET]Teacher: Sit down, if one half is right thumbs up.[/TARGET] Teacher: If you think that its wrong thumbs down. Teacher: Why is it wrong? Multiple Students: Because.
Student: Don't tell anybody. Other Adult: You go like that perfect until you get to 24. Other Adult: Then you're gonna have this set up like that but I'm not sure about that one.  [TARGET]Teacher: We'll see I'm coming, I'm coming.[/TARGET] Student: Can we finish our work together? Other Adult: You're not gonna be able to read the sides. Student: Yes I can.
Student: Each bus holds 8 students. Student: How many buses do they need? Teacher: Listen to them reading so you can solve it.  [TARGET]Teacher: You guys are awful loud over there.[/TARGET] Teacher: Are you sharing your strategies? Teacher: Okay. Teacher: She has an apple truck.
Student: Each part of the sides. Teacher: Well, we're focusing - each side has a distance. Teacher: Student A, you know what sum is.  [TARGET]Teacher: Sit up and tell him.[/TARGET] Teacher: What is the sum? Teacher: We are - Student C's just finishing up, Student I, okay? Teacher: I'll send him over after.
Student: Easy Teacher: Yes? Student: 1 half.  [TARGET]Teacher: Come on write it.[/TARGET] Student: 1 third. Student: Don't give it to them. Teacher: Sit down.
Student: Easy as [inaudible]. Student: Oh, we can change the color? Teacher: Shhh.  [TARGET]Teacher: Shhh.[/TARGET] Student: Look at my desk. Student: No. Student: [Inaudible]
Student: Eight ninths is closer to 1. Student: Just add the 0 to the 1. Teacher: Student A, what did Student D just say?  [TARGET]Teacher: Can you sit up, please?[/TARGET] Teacher: Did you hear her? Teacher: Student J, sit up, please. Teacher: Sit.
Student: Eight plus nine is eleven. Teacher: Eight plus nine. Teacher: Put nine in the head and add seven.  [TARGET]Teacher: I'm waiting for you, sir.[/TARGET] Teacher: You do have work to do. Teacher: Get a book and read. Student: It's almost lunchtime?
Student: Eight, so we got to do that. Student: [Inaudible]. Teacher: Which other way can we do that instead of doing that?  [TARGET]Teacher: Allow him.[/TARGET] Teacher: Let him do his work. Student: Look like Ss and Zs. Student: Look like Ss and Zs.
Student: Eight-twelfths, too. Teacher: You're on a roll, huh. Teacher: Hold that thought.  [TARGET]Teacher: I hear a little bit of murmuring.[/TARGET] Teacher: What if you look at a third plus a half plus two-thirds. Student: I know. Teacher: If you look at that equation, will that be less than a whole, equal to a whole, or more than a whole?
Student: Eight. Teacher: So use your drawings. Teacher: Okay.  [TARGET]Teacher: I don't hear talking.[/TARGET] Teacher: This is your partner. Teacher: You're supposed to be sharing. Teacher: I put you together so you could be the teacher to help her.
Student: Eighteen. Student: Nineteen. Student: When that was coming around, how come - how come [inaudible] cookies and cream.  [TARGET]Teacher: Oh, stay on track.[/TARGET] Student: Some people only have [inaudible]. Student: [Students talking to each other]. Student: Side comment about camera.
Student: Eighth. Teacher: Right. Teacher: Then if I want to go that same half, I want to put it in fifths, and that fifth, I want to put it in tenths, what am I doing?  [TARGET]Teacher: When I'm looking right here - excuse me, excuse me.[/TARGET] Teacher: When I'm looking right here - look, look, look. Teacher: I put that fife fifths right here. Teacher: Five fifths and I'm lining it up with the -
Student: Eleven thirds. Teacher: Eleven thirds. Teacher: What kind of fraction is that?  [TARGET]Teacher: Stop speaking out.[/TARGET] Teacher: Give him a chance. Teacher: Improper. Teacher: What do we need to do?
Student: Eleven. Teacher: All right. Teacher: I'm gonna give you your exit card.  [TARGET]Teacher: That means you have to answer this question in order to go to special.[/TARGET] Student: Sorry, Mama. Student: It's got to be right, too? Teacher: I need everybody in their seats.
Student: Eleven. Teacher: No. Teacher: The end is at ten.  [TARGET]Teacher: You got to pay attention, Student I.[/TARGET] Teacher: Now we're going to label. Teacher: So if the numbers from zero moving to the right were the positive integers, right? Teacher: The numbers that are greater than zero.
Student: Engaged? Student: In what? Teacher: You see how he's looking at you and laughing?  [TARGET]Teacher: Student R, that also gets you silence as well.[/TARGET] Teacher: It's not just my student, because if you're interacting with my students and I told you not to? Student: I'm not talking to him. Student: Yes [inaudible].
Student: Equals. Teacher: Equals. Teacher: Very good.  [TARGET]Teacher: Let's move on.[/TARGET] Teacher: Have we even gotten to the question, yet? Student: No. Teacher: No.
Student: Equivalent - Teacher: Thank you. Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group.  [TARGET]Teacher: Now, let's look at the group.[/TARGET] Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute. Teacher: Now, look at me, look at me. Teacher: You may go [inaudible], please.
Student: Even 60. Teacher: So we are using three different manipulative today. Teacher: We are using tangrams, which you will have to open these bags.  [TARGET]Teacher: I feel like people aren't listening.[/TARGET] Student: I am. Student: She's throwing paper at us. Teacher: What's going on Student A?
Student: Factors equal products. Teacher: We're kind of combining a lot of the learning we've done before, all right, of the whole dimension, the whole area. Student: [Inaudible].  [TARGET]Teacher: I see some people are not paying attention.[/TARGET] Teacher: So what I'm gonna do, and I'm gonna go to one third, one sixth and one - Student: And one eighth. Teacher: One -
Student: Facts. Teacher: You're talking about facts? Teacher: So are you the only one doing anything?  [TARGET]Teacher: They're just sitting here?[/TARGET] Teacher: Okay, because I haven't seen you guys talking yet. Teacher: Thank me. Teacher: For what?
Student: Five and - Teacher: No. Teacher: Oh, sorry.  [TARGET]Teacher: I cut you off too soon.[/TARGET] Teacher: Sorry. Teacher: Go ahead. Student: Five and one-fourth?
Student: Five. Teacher: Six, seven, eight. Teacher: So let's see.  [TARGET]Teacher: Look at that.[/TARGET] Teacher: Look, look, look. Teacher: Before we go into our book. Teacher: So this is what we call one third, and how many pieces is that?
Student: Flip. Teacher: Flip. Teacher: And after that, of what, of the second what, fraction?  [TARGET]Teacher: Let me see what you did in question 6.[/TARGET] Teacher: Rewrite question 6 right here. Teacher: [Crosstalk] Teacher: What is your answer to question number six?
Student: For the week. Teacher: For the week. Teacher: Remember, this one here?  [TARGET]Teacher: Five and - sit up.[/TARGET] Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area -  Teacher: [Crosstalk] Teacher: The new meaning of numerator and denominator.
Student: For the week. Teacher: For the week. Teacher: Remember, this one here?  [TARGET]Teacher: Five and - sit up.[/TARGET] Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area - Teacher: [Crosstalk] Teacher: The new meaning of numerator and denominator.
Student: For the whole cube and then the next cube it could be a different color. Teacher: We'll do something different, yeah. Student: Do we have to use the same color?  [TARGET]Teacher: No, just color it.[/TARGET] Teacher: I'm not worried about the color so much, but show three rows of seven. Student: That would be like seven rows of three for this array. Teacher: Yeah, seven rows of three would be the other way.
Student: Forty-eight. Teacher: What did you get for six? Student: Fifteen.  [TARGET]Teacher: We're going to wait for Student E.  Five.[/TARGET] Teacher: Four. Teacher: Three. Teacher: Student J's group, you guys will all get Bingo when you're done, because you've worked the quietest.
Student: Forty-three. Teacher: No, Student R, you weren't listening. 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.  [TARGET]Teacher: So, can you make sure you pay attention for me, from now on?[/TARGET] Teacher: Because we don't want to repeat this. Teacher: I want to make sure you have it, so you don't have to struggle with it. Teacher: Are you with me?
Student: Four [inaudible]. Teacher: How many cubes [inaudible]. Teacher: When I'm talking - when I'm talking.  [TARGET]Teacher: When I'm talking you're not rattling your cubes.[/TARGET] Teacher: Try to be quiet. Teacher: How many - how long is it if each one's a centimeter and I have four? Student: Four?
Student: Four plus six plus, two, two, plus five - Student: You said 37. Teacher: Do the work on your sheet.  [TARGET]Teacher: Just the warm-up, just the number of students.[/TARGET] Teacher: That's all you've got to do. Teacher: Number of boys, number of girls. Student: 37
Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls. Teacher: To make sure they add up to the total number of students.  [TARGET]Teacher: So do that.[/TARGET] Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down. Teacher: Pencils down.
Student: Four-fourths. Teacher: Any more? Teacher: Student K, can you give me one?  [TARGET]Teacher: Who's talking over there?[/TARGET] Student: [Inaudible] Teacher: No, equals one whole. Student: Oh, seven-sevenths.
Student: Four-sixths with [inaudible]. Teacher: Okay. Student: And then -  [TARGET]Teacher: Student Z, pay attention for a minute, please.[/TARGET] Student: Eight? Student: Six [inaudible] eight. Student: Nine?
Student: Four. Teacher: Four fourths is next. Teacher: [Inaudible].  [TARGET]Teacher: Put it away.[/TARGET] Teacher: Keep going with your fourths. Teacher: Three fourths. Teacher: Now do another fourth.
Student: Four. Teacher: If the width is going to equal two, what is the length? Student: Oh.  [TARGET]Teacher: Sit down.[/TARGET] Student: Oh, the [inaudible]. Teacher: Student L.  If the width is two, what do you think the width is? Student: Ooh.
Student: Freeze. Student: Freeze. Teacher: Shh.  [TARGET]Teacher: Freeze and listen.[/TARGET] Teacher: Just put it down and listen. Teacher: Tell me if you started seeing patterns in your head to where it helped you that you didn't even have to write the fraction down. Teacher: You noticed something you automatically could say, "Nope, that one didn't even have a chance of being equivalent."  What do you see?
Student: Freeze. Teacher: Shh. Teacher: Freeze and listen.  [TARGET]Teacher: Just put it down and listen.[/TARGET] Teacher: Tell me if you started seeing patterns in your head to where it helped you that you didn't even have to write the fraction down. Teacher: You noticed something you automatically could say, "Nope, that one didn't even have a chance of being equivalent."  What do you see? Student: I saw ... I saw ... I saw one-sixth and ... one-sixth and three-eighths.
Student: Get away she's telling you to get away. Student: So she screamed and then. Teacher: Please sit down.  [TARGET]Teacher: Please sit down stop.[/TARGET] Teacher: Would you please stop are you listening? Student: How could you scrap me? Student: She scrapped me.
Student: Get out of here Student J. Student: Ahh Student A is here Student A is here! Student: [Inaudible] My mother has a friend and oh yeah she's hot!  [TARGET]Teacher: Student J please stay and finish your math please.[/TARGET] Student: How do you still remember that? Teacher: Student T that's enough. Student: How do you remember what we're saying?
Student: Go to the doctor. Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right? Teacher: You're not going to go, "Ah, who cares."  [TARGET]Teacher: So here's what we're going to do today.[/TARGET] Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1. Teacher: You have to have a partner.
Student: Gonna get a big fat second knuckles. Teacher: Let's see says that [Inaudible] Student: Student J is stupid!  [TARGET]Teacher: Let's do it.[/TARGET] Teacher: The 9 [Inaudible] Come back here Student T now! Student: You really said that? Teacher: Half you're looking for half here.
Student: Good job, Student M. Teacher: Ah, Student J come on up. Teacher: I like the way Student J's sitting quietly.  [TARGET]Teacher: I like the way some people are sitting up.[/TARGET] Teacher: Student N, and Student M, you're arms should be out of your shirts. Teacher: Plus two. Teacher: Go ahead.
Student: Good. Teacher: A is done? Teacher: Okay, then let's go.  [TARGET]Teacher: B.[/TARGET] Teacher: Come on. Student: I'm trying to think of one. Student: I know a good one, but I just can't seem to think of a sentence.
Student: Group one. Teacher: Then you go to Miss G, okay? Teacher: Group one, group two, let's go, let's go.  [TARGET]Teacher: If you have one of the people not getting videotaped, you need to go see Miss G.[/TARGET] Student: Miss G. Teacher: See, oh, I switched Student T's group, Miss G, to group two, but that's - so you're gonna go to Miss S's group now, okay? Student: [Inaudible]
Student: Grouping. Teacher: You're making 5 groups, and you're trying to figure out how many go in each group. Teacher: Turn the paper over please, and put a quiet thumb up if you're done with 6-10.  [TARGET]Teacher: People who are not done, listen very closely.[/TARGET] Teacher: Here we go with number six, please. Teacher: Student A, read me question six. Student: [Inaudible].
Student: Guess my rule. Teacher: Let me see what I want for my rule. Teacher: I don't want [pushing back my chairs from all the room.]  [TARGET]Teacher: Student M, Student J, Student M, stand up front please.[/TARGET] Teacher: Student L, Student A, Student B, sit up front please. Teacher: You know what? Teacher: Student B, sit down.
Student: H is tricky. Teacher: Tricky. Teacher: All right - it'll probably be easier if you use your thinking caps.  [TARGET]Teacher: So I only have one person looking at the board so I guess you don't need help with G?[/TARGET] Teacher: Okay. Teacher: G - instead of boys [inaudible] orange. Student: You can do it on the back.
Student: Have him make what? Teacher: Make change. Teacher: Yes.  [TARGET]Teacher: Let's look at, you dear, let's look at this first.[/TARGET] Teacher: We're going to do 57 times 5. Teacher: Which number are we breaking here? Teacher: You want to break 57?
Student: Have the 1s. Teacher: Have the 1s remember cause one stem can have multiple leaves coming off of it think of a tree right. Teacher: One stem can have multiple leaves.  [TARGET]Teacher: Shh, yes?[/TARGET] Teacher: Okay. Teacher: What I want you to do is turn over your prediction sheet where you made your predictions on it cause that's the sheet we're gonna draw our stem and leaf plot on okay, as a class. Teacher: So we're going to plot everybody's points.
Student: He brought down - Teacher: You brought it down like five times. Teacher: [Crosstalk]  [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: So I brought it down and now right here - Student: This is what I got. Student: [Crosstalk]
Student: He got [inaudible]. Teacher: Did you have six turns? Student: No, no.  [TARGET]Teacher: No, you can't - you don't win - excuse me, when is the game over?[/TARGET] Teacher: After what? Student: After everybody - somebody wins. Teacher: Uh-uh.
Student: He has his back towards the wall. Student: That's not fair. Student: If he can't be seen, we're not going to be seen.  [TARGET]Teacher: Did you know that everything you've been yelling is recorded?[/TARGET] Teacher: You know this math. Teacher: I don't know why it is a problem. Teacher: Let's go.
Student: He left. Teacher: Student D left to go - Student: Student D has never been here yet.  [TARGET]Teacher: Is Student D here or he's not at school anymore?[/TARGET] Student: He's here. Student: I saw him today. Student: I saw him.
Student: He said [inaudible]. Teacher: Okay. Teacher: We've got to come back together, sweetheart.  [TARGET]Teacher: Can you tell him to get his things and come back to his seat?[/TARGET] Student: Okay, but he missed [inaudible]. Teacher: Can you help him? Student: He was in unit 7.
Student: He said it was one-eighth, times one-eighth [inaudible]. Teacher: That wasn't on the test. Teacher: Okay, so here's what you're going to do.  [TARGET]Teacher: Shh.[/TARGET] Teacher: You're going to work with a partner. Teacher: Most people. Teacher: Now let's not get too crazy about that.
Student: He talks too much. Teacher: All right. Teacher: We're gonna talk about associative property of addition.  [TARGET]Teacher: Do you remember what was the - Student M, what are you doing, sweetie?[/TARGET] Student: Where's Student J. Student: [Inaudible] Student: Yeah, Student J [inaudible]
Student: He told me to shut up! Other Adult: It isn't worth it. Teacher: Student J would you sit down please?  [TARGET]Teacher: Please can you sit down?[/TARGET] Student: She's gonna do that the same way. Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible]. Student: She already did its right here.
Student: He's with us. Student: [Inaudible] Student: He left.  [TARGET]Teacher: Student D left to go -[/TARGET] Student: Student D has never been here yet. Teacher: Is Student D here or he's not at school anymore? Student: He's here.
Student: Her phone. Teacher: How much change - who has a phone? Teacher: Give it to me.  [TARGET]Teacher: You're not supposed to have your phones here; you know this.[/TARGET] Teacher: They are to be turned in. Teacher: Give it up. Teacher: Did you turn it off?
Student: Here's what I wrote for A. Teacher: Good. Teacher: Are you the noise monitor, Student B?  [TARGET]Teacher: Go move your clothespin, please.[/TARGET] Teacher: That's Student J's job. Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them.
Student: Hey! Student: No one is helping me! Teacher: Here, I'm here to help you.  [TARGET]Teacher: I want you to come up here you're having a hard time.[/TARGET] Teacher: Sit. Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit.
Student: He's [inaudible] talking about. Multiple Students: [Laughter]. Teacher: Shh.  [TARGET]Teacher: Turn around.[/TARGET] Student: Student I, when you added - when you multiply the ten, say like you would, like 30 times ten, all you got to do is take the zero away. Student: And then when you multiply 30 times ten, add the zero. Teacher: So ...
Student: He's in the office, too. Teacher: Oh. Student: Ooh.  [TARGET]Teacher: Go ahead and put yourself on red.[/TARGET] Multiple Students: [Inaudible]. Teacher: All right, how many ounces were in a pound. Teacher: Student X?
Student: Hmm? Student: Why are you saying that? Student: What?  [TARGET]Teacher: Stop, please.[/TARGET] Teacher: Okay, sit up please [inaudible] down. Teacher: Sit up. Teacher: This time when we multiply we're going to do our wrestling multiplication, okay?
Student: Hmm? Teacher: And Student C, get a white board and a marker. Teacher: Student H, get a white board and a marker.  [TARGET]Teacher: [Inaudible] put that away.[/TARGET] Student: [Inaudible]. Student: [Inaudible]. Teacher: Write zero, one, and two, on yours with your pencil.
Student: How could you scrap me? Student: She scrapped me. Teacher: Let's leave this mess please let's get to working.  [TARGET]Teacher: Let's go.[/TARGET] Student: [Yelling] Student: Where'd she go? Student: No!
Student: How did you, you shouted at me. Teacher: I know, because I know when we are going. Student: Okay so when are we going?  [TARGET]Teacher: Let's finish this work.[/TARGET] Student: What work? Teacher: You could if you like. Teacher: You could if you like.
Student: How do you find out if we can do it over again if you don't try? Teacher: I'm going to know because it's going to cross over into everything you guys do. Teacher: That means you guys are going to be more positive when someone does something great, because you guys weren't doing that for a while, congratulating each other.  [TARGET]Teacher: When you start back to doing that, then I know you respect each other.[/TARGET] Teacher: When we start to do other things and no one is saying, "He did this and you didn't say that about him." Teacher: Then I will know you're ready to be more of a sport. Teacher: I will know immediately when things have changed.
Student: How do you spell Mc Donald's? Teacher: You eat at Mc Donald's and you can't even spell it? Student: I just like the food.  [TARGET]Teacher: Capital D - Student W, I think you're done.[/TARGET] Teacher: Did you guys decide? Student: Yes. Teacher: You're going on 40?
Student: How do you still remember that? Teacher: Student T that's enough. Student: How do you remember what we're saying?  [TARGET]Teacher: What are you doing?[/TARGET] Teacher: Student J come and sit down. Student: I'm not going to sit down; I'm not going to sit down. Student: Are you not listening to me?
Student: How do you win? Teacher: That's what we're going to find out. Teacher: Okay.  [TARGET]Teacher: So I need you to look at the board and I need Student K to move.[/TARGET] Teacher: If you would just move to a little bit different of a location, that would be so helpful. Teacher: That's great. Teacher: You're good.