stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Because it's asking us to get the answer, it's not telling us the answer in the problem, because if it was then it would be a different type of question. Teacher: Student K, did you hear her? Teacher: Can you get up and speak to your peers please, louder?  [TARGET]Teacher: Face them and talk to them.[/TARGET] Student: How many isn't a keyword because it's not - it's asking us to get an answer, not telling us the answer, because if it was then it would be a different type of question instead of how many different ways could Pat have ordered his ice cream cone. Teacher: So again, let's focus on the keywords. Teacher: What are some keywords if you had this exemplar in front of you, this is one we're doing together, you'll do one on your own in a few minutes.
Student: Because kilograms are like a little less than two pounds. Teacher: Yes. Teacher: They're a little more than two pounds.  [TARGET]Teacher: Student M, sit.[/TARGET] Teacher: All right. Student: We have a glass bottle, a trophy, a roller blade, a basketball, a really ugly dog. Student: [Laughter]
Student: Because nine is greater-because the numerator is greater. Teacher: So it's an improper fraction? Teacher: And so how did we get one and one eighth from that?  [TARGET]Teacher: I told you to stop messing with those.[/TARGET] Teacher: I will not tell you again. Teacher: I will not tell anyone again. Teacher: Student I, can you tell us how we got one and one eighth from that?
Student: Because sixty - Student: Because 60 - Student: Because 60 [inaudible] into 12, and you don't want to go over it.  [TARGET]Teacher: I don't want to go - I took the largest number that I have ... the - Student Z, you get back to your seat.[/TARGET] Student: [Inaudible]. Teacher: I took the ... I take the largest denominator that I have - Student: [Inaudible].
Student: Because that's how you get the answer. Teacher: Okay, so this is how you get the answer. Teacher: All right, go ahead sit down.  [TARGET]Teacher: All right, who else has an idea on how we're gonna solve this?[/TARGET] Teacher: And no one else is coming up here so don't be all excited about coming up here. Teacher: Go ahead, Student S. Student: I think that one, first row, one half and then how many twos you get to get two sixteenths would be eight.
Student: Because that's the denominator you'd most like to see with. Teacher: So that's the common denominator? Student: Yes.  [TARGET]Teacher: So then you're telling me, let me make sure I got this right-Student M, are you paying attention?[/TARGET] Teacher: You're telling me then the reason why Student A wants me to use two to multiply times this fraction is because I want to have a new fraction with eight in the denominator? Student: Yes. Teacher: Okay.
Student: Because the numerator is smaller than the denominator. Teacher: Excellent. Teacher: I need another volunteer.  [TARGET]Teacher: Student R, I don't see your hand, but I'm calling you out.[/TARGET] Teacher: Come on. Teacher: Quickly. Teacher: All right.
Student: Because there is only three blue saucers and the rest are different. Teacher: Okay; very good. Teacher: What is our fraction now if we're - I'm not gonna hold anything up.  [TARGET]Teacher: I'm gonna back off of holding.[/TARGET] Teacher: This time it's only you participating. Teacher: Mrs. S is not. Teacher: What about - and I'm using - I'm just holding up the peach colored one.
Student: Because you already know that each side [inaudible]. Student: You already know [inaudible]. Teacher: You got lower and lower.  [TARGET]Teacher: No one heard you.[/TARGET] Teacher: You got to speak up, baby. Student: Because we already know that it's a square, and each side is going to [inaudible]. Teacher: Each side is going to equal the same thing, so you have to look for a number that you can multiply the same number by and get the answer.
Student: Because - Teacher: We're doing 41 divided by 6. Student: [Inaudible].  [TARGET]Teacher: No, you can be patient.[/TARGET] Student: Can I go to the bathroom? Teacher: Not right now. Teacher: [Crosstalk]
Student: Because- Teacher: Why do you know one third is less than a half? Teacher: Anybody can tell me why you know one third is less than a half?  [TARGET]Teacher: Student B, can you speak up?[/TARGET] Student: Because one third is equal to two sixths. Teacher: That's good. Teacher: You're ahead.
Student: But I already was in it. Teacher: I know, so did you circle it? Student: They were on the wrong page.  [TARGET]Teacher: You know what, can you do me a favor - can you sit and work on that, please?[/TARGET] Teacher: Okay, Louis, know what I need you to do? Teacher: I need you to do me a favor. Teacher: I need you to really focus on what you're doing instead of rushing.
Student: But he keeps [inaudible] at me. Teacher: Give me a thumbs-up task manager, if your group is ready. Teacher: Task manager.  [TARGET]Teacher: Team two is ready.[/TARGET] Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set.
Student: But then we realized that [Inaudible]. Teacher: Excuse me. Teacher: I asked you to let her watch up here, okay?  [TARGET]Teacher: What?[/TARGET] Teacher: But I'm asking you to do that because you're talking and then they cannot hear the people who are telling us what they did. Teacher: Okay? Teacher: Thank you.
Student: But wait. Student: [Inaudible]. Teacher: I didn't say - I haven't said anything.  [TARGET]Teacher: I haven't said anything yet, so just relax.[/TARGET] Student: [Inaudible]. Teacher: I'm asking. Student: [Inaudible].
Student: But we need to finish. Teacher: Okay. Teacher: Your favorite dessert.  [TARGET]Teacher: It's 2:00.[/TARGET] Teacher: [Inaudible] it go back. Teacher: [Inaudible] your gloves. Teacher: Listen.
Student: But we're doing our work. Student: We're on the third one. Teacher: Okay, hold on a second and think about what I see when I look up and I see Student F flitting around over here and I don't know why Student J is up there and I don't see you working.  [TARGET]Teacher: So the first thought in my mind is, oh no, they're not working.[/TARGET] Student: I am. Teacher: So now I'm coming to see what you've accomplished and hear your work. Teacher: So tell me about number two.
Student: By 20, 40. Teacher: It's five. Teacher: Can everybody sit down.  [TARGET]Teacher: This is too much.[/TARGET] Teacher: Don't do this. Teacher: One. Teacher: Two.
Student: Can I [inaudible]? Student: Thank you. Teacher: Hold on, we're getting ready to do it.  [TARGET]Teacher: First of all I need for you to just pay attention.[/TARGET] Teacher: One thing I'm noticing about you guys is that you're so in a rush. Teacher: Stop being in a rush. Teacher: It's okay to take your time on things.
Student: Can I ask a question? Teacher: Yes, you may. Student: Can the camera bounce on to the board?  [TARGET]Teacher: Yes.[/TARGET] Teacher: You have a very good start. Teacher: Did you finish? Teacher: Let's finish this one first.
Student: Can I ask my mom to bring it? Teacher: Not right now. Teacher: Maybe after.  [TARGET]Teacher: Can you please sit down?[/TARGET] Teacher: Here you go, sweetheart. Teacher: Let's look at our math homework from yesterday. Teacher: It was over comparing fractions, and I'm going to give you a few of them, the answers, and you can tell me if there's any of it you don't understand.
Student: Can I ask you a question? Student: I want to do that. Teacher: Go to [inaudible].  [TARGET]Teacher: Student D.  Okay.[/TARGET] Teacher: Student A, I don't like how you're having a conversation over there. Teacher: [Crosstalk] Teacher: Were you talking about that?
Student: Can I do another one? Student: [Crosstalk] Teacher: Student D, go put yours up.  [TARGET]Teacher: Student J, let me see yours.[/TARGET] Teacher: Why are you using all these sixes? Teacher: Everybody is using the same thing? Student: I don't know.
Student: Can I do it my way please? Teacher: You want to do it your way? Teacher: Okay, do it inside your book here.  [TARGET]Teacher: Inside your paper here so I can see.[/TARGET] Teacher: You're doing a good job keep going. Teacher: Move on to this. Teacher: Keep going.
Student: Can I do it, Teacher? Teacher: Sure. Teacher: Let's try using number line.  [TARGET]Teacher: Eraser down.[/TARGET] Teacher: I want to correct Student C.  Student C, you were right to some extent here, but you got confused. Teacher: I am going to erase this little one so that I can write it boldly where you will see it. Student: Are we supposed to right this down somewhere?
Student: Can I do it? Student: I want to do it. Teacher: You've done one.  [TARGET]Teacher: Let him do it.[/TARGET] Student: No, if he gets it wrong, can I do it? Teacher: You may not use this way. Teacher: You may use another way to solve this math.
Student: Can I do mine? Teacher: Now - Teacher: [Crosstalk]  [TARGET]Teacher: Let's see.[/TARGET] Teacher: I've seen a lot. Teacher: I've gone around and looked at a lot of papers and I have seen some very nice ones. Teacher: [Crosstalk]
Student: Can I do my own? Student: Can I do another one? Student: [Crosstalk]  [TARGET]Teacher: Student D, go put yours up.[/TARGET] Teacher: Student J, let me see yours. Teacher: Why are you using all these sixes? Teacher: Everybody is using the same thing?
Student: Can I do my way next? Teacher: Sit down. Teacher: Yes.  [TARGET]Teacher: Sit down, please.[/TARGET] Student: Who me? Teacher: No, not you. Teacher: [Room noise]
Student: Can I get some [Inaudible]? Teacher: No. Teacher: Much better.  [TARGET]Teacher: Okay, Student S, please go have a seat.[/TARGET] Teacher: They're up here. Teacher: I don't need them in order. Teacher: Thank you for trying to help, though.
Student: Can I go down to the factors? Teacher: No, list them. Teacher: You know how to list them, Student M.  Trying to take the easy way out over here.  [TARGET]Teacher: [Laughter]  Don't stop.[/TARGET] Teacher: [Inaudible]. Teacher: Don't put it in yet. Teacher: Just look on her sheet to get the first number, then finish on yours.
Student: Can I go to the bathroom now? Teacher: Type in - actually, why don't you show it, set up a division problem real quick. Teacher: Set it up as a division problem.  [TARGET]Teacher: No, set it up - I want to see it.[/TARGET] Teacher: Show me how you do it as a division problem. Teacher: [inaudible] Student: [inaudible] A, B, C.  So D?
Student: Can I go to the bathroom? Student: I feel like throwing up. Teacher: All right, hold on, hold on.  [TARGET]Teacher: We - I have a pencil for people that need to borrow a pencil.[/TARGET] Teacher: But listen, can - I'm gonna see if this one can help you, Student F.  Student F.  What we did here. Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth.
Student: Can I go to the doctor? Teacher: You're not feeling good? Teacher: Go ahead.  [TARGET]Teacher: Does that make you act up in writing?[/TARGET] Student: He was [Inaudible] Teacher: Yes, sir. Teacher: Are you finished?
Student: Can I go use a piece of paper? Teacher: You can, but I'm gonna call the group back together. Teacher: You know what?  [TARGET]Teacher: Excuse me.[/TARGET] Student: Huh? Teacher: Excuse me. Teacher: Put all of these in here.
Student: Can I help you, bro? Teacher: No, sit down. Teacher: He's trying.  [TARGET]Teacher: Sit down, thank you.[/TARGET] Teacher: Is this answer right? Student: No. Teacher: Student C, can you help us, please?
Student: Can I show my way? Teacher: Student C, go back to your seat. Student: Why?  [TARGET]Teacher: Please, go back to your seat.[/TARGET] Teacher: Student C, go back to your seat. Teacher: We're waiting for you, Student C. Student: What the hell?
Student: Can I show you on the board? Teacher: So we're going to change - Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Let me talk. 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: Can I turn it in, now? Teacher: Yeah, lay it on the back table. Teacher: Okay guys, it's time to go.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student Z, and Student D, it's time to go. Teacher: Hey, Student Z. Multiple Students: [Crosstalk].
Student: Can I use the bathroom too? Teacher: Did you do everything that we asked you to do for A, B, and C? Teacher: Almost this TTQA honey what is the total number of balls needed to balance 10 cans.  [TARGET]Teacher: You're gonna write the total number-no Student A is going, go sit, when she comes back you can go.[/TARGET] Teacher: It's right in front of you honey the total number of balls needed to balance 10 cans is- it would help if you hold your pencil correctly, you'll have plenty of room. Teacher: Shh, shh, shh, hands are raised. Teacher: What?
Student: Can I work with [inaudible]. Student: No, no, no, no, no. Student: Yeah, [inaudible].  [TARGET]Teacher: Stop.[/TARGET] Teacher: Stop. Teacher: Student D, work with Student K.  Now again, you're not giving the answer, and you have, I think it's about seven problems. Teacher: We'll work on one and then we'll discuss it, and then we'll see if we understand it, or not.
Student: Can I work with him? Teacher: Yes. Student: [Inaudible].  [TARGET]Teacher: But that would cause you to get out of your seat or have to shout.[/TARGET] Teacher: Remember, I said no movement today, which is different than normal. Teacher: No. Teacher: Student C, I know you know how to do this.
Student: Can the camera bounce on to the board? Teacher: Yes. Teacher: You have a very good start.  [TARGET]Teacher: Did you finish?[/TARGET] Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from?
Student: Can they hear us? Teacher: Mm-hmm. Student: Is that the -  [TARGET]Teacher: That's the microphone right there.[/TARGET] Student: Oh wait. Student: They can't hear us. Teacher: They can hear you.
Student: Can we continue on the back? Teacher: Yeah, you can continue on the back. Teacher: You should be close to being done.  [TARGET]Teacher: I'll collect it in a minute.[/TARGET] Teacher: Can you simplify - check that one? Teacher: What is one times three? Teacher: Check your models to see if it matches your answer.
Student: Can we do another one? Teacher: We'll do one more, then we've got to switch groups. Teacher: [Crosstalk]  [TARGET]Teacher: Please stop saying that.[/TARGET] Teacher: Good. Teacher: You all, when you're finished, stop, because other people need concentration and it distracts them when you are done, finished - good. Teacher: You've brought down, now start over.
Student: Can we do it again? Teacher: Four. Teacher: Three.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Two. Teacher: Shh. Teacher: One.
Student: Can we do more 100 plus problems? Student: I like those. Teacher: I don't think your mom would like to see you acting this way during this lesson.  [TARGET]Teacher: Thank you, Student D.  You have been participating.[/TARGET] Teacher: I don't want to divert your attention. Teacher: Thank you Student T.  Thank you, Student A. Teacher: Good job.
Student: Can we use scrap paper? Teacher: We're going to talk about where we're going to write our answer in just a second, okay? Teacher: Student C?  [TARGET]Teacher: Okay, go ahead.[/TARGET] Teacher: You were going to ask me, what? Student: If I could read the - Teacher: Yes, go ahead.
Student: Can you be quiet? Teacher: The second warning for you. Teacher: You don't tell anybody to be quiet in the classroom.  [TARGET]Teacher: That is why I am here.[/TARGET] Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes.
Student: Can you go back? Teacher: To what? Teacher: And what do you need to do if you had my attention?  [TARGET]Teacher: If you needed my attention?[/TARGET] Teacher: What, Student A? Student: [Inaudible] Teacher: To what?
Student: Can you work with us? Student: I erased it and then I tried to help. Student: You don't need to raise your voice, little girl.  [TARGET]Teacher: Neither one of you need to talk like that.[/TARGET] Teacher: In fact, will both of you stand up? Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down.
Student: Cause that's the smallest and that's bigger. Teacher: One of them is this one is bigger I agree. Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here.  [TARGET]Teacher: The noise is too much settle, down settle down.[/TARGET] Student: Can I do one? Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total. Teacher: I want you to use your knowledge of what you've learned here to answer the rest of the questions.
Student: Clear, clear. Teacher: How about we just do this? Teacher: All right, I don't [Inaudible].  [TARGET]Teacher: This is math class.[/TARGET] Teacher: We're not at recess. Teacher: Stop. Teacher: All right, what is the next problem?
Student: Coconut. Student: Coconut. Student: Coconuts.  [TARGET]Teacher: Shhh.[/TARGET] Student: Stop saying coconuts. Teacher: Okay. Teacher: The third one -
Student: Cool. Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: All right, we need to stop.[/TARGET] Teacher: At this point if you haven't been able to finish, you need to work with someone, okay? Teacher: So scissors down. Teacher: Chocolate paper down, all right?
Student: Corners. Teacher: What do you mean by that? Student: [Inaudible].  [TARGET]Teacher: So you said that number four had - this is where we really need to listen to each other.[/TARGET] Teacher: Okay. Teacher: Student G says that number four has an extremely acute angle. Teacher: Now Student R, would you hand me a post-it note off my desk?
Student: Cousin Mike. Teacher: We've got CM. Student: Mike.  [TARGET]Teacher: Cousin Mike, who Student K really has, and she made him mad.[/TARGET] Teacher: And Student K, what does cousin Mike say? Student: Check the multiplication. Teacher: Check the multiplication.
Student: D divided by 2 equals N. Teacher: You see that? Teacher: Please look up here.  [TARGET]Teacher: Student R, sit up.[/TARGET] Teacher: Here's your D, 13. Teacher: If I divide 2 into 13, I get six and a half. Teacher: I only have 6.
Student: Denominator. Teacher: I just said something that - well, a lot of people weren't listening to, that has everything to do with what our lesson is supposed to be about, today. Teacher: The reason that the second one was easier, and most of you should agree with that - that's my tape.  [TARGET]Teacher: Can you stop using my tape, please?[/TARGET] Teacher: The reason that the second one should be easier is because all you had to do was use your ... use your skills that you're already good at, of comparing whole numbers. Teacher: By the same denominator, I'm just comparing my numerators. Teacher: It's just like comparing whole numbers.
Student: Denominator. Teacher: The denominator. Teacher: Okay.  [TARGET]Teacher: So you're gonna have to listen.[/TARGET] Teacher: Otherwise, you're gonna have not enough room on your - on your - oh, you're using paper [Inaudible]. Teacher: So what you're gonna do is you're gonna draw a little diagram that looks like this. Teacher: Also draw extra boxes.
Student: Describe. Student: Answer. Teacher: No.  [TARGET]Teacher: You need to not call out.[/TARGET] Teacher: What does determine mean? Student: To know the word, what it is. Teacher: To figure it out, right, to decide.
Student: Did you say that in [inaudible]. Teacher: [Beep]. Teacher: Because they're going to be listening.  [TARGET]Teacher: They're sitting in a lab right now, deep in an underground facility.[/TARGET] Teacher: Okay, as you are talking I'm going to ask you to have a seat. Teacher: Five. Teacher: Four.
Student: Did you use your notes? Student: Right here. Teacher: On every problem, did you use your notes?  [TARGET]Teacher: Or are they sitting on the desk open, and we're just ignoring them.[/TARGET] Teacher: Did you actually use them? Teacher: Okay. Teacher: I want to make sure you refer to them.
Student: Divide. Teacher: You have four scores so you're going to divide what? Student: 1,400.  [TARGET]Teacher: You need to look up here, Student S.  You need to sit down and pull your seat up, and stop digging around.[/TARGET] Teacher: Student T, watch up here. Teacher: Finish it. Teacher: Finish the numbers that you bring down.
Student: Divided by three. Teacher: We did half - look, look. Teacher: Look.  [TARGET]Teacher: People that are looking.[/TARGET] Student: Yes. Teacher: I'm glad you're looking. Teacher: See, that's one fourth, that's two fourths.
Student: Dividing. Teacher: We're dividing. Teacher: We're dividing 10 into how many parts of 2?  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance.
Student: Division and the easy part about division is [Inaudible]. Teacher: So you're making an observation that division is backwards multiplication? Teacher: Keep that idea.  [TARGET]Teacher: I want to have a conversation at this table.[/TARGET] Teacher: What do you mean by that? Teacher: Think about that. Teacher: Talk to each other.
Student: Divisor. Teacher: Divisor. Teacher: And the answer becomes 1 and one-fourth.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Do we still have time? Student: No. Teacher: So you were not keeping the time?
Student: Do 40 until you get to 100. Teacher: Come over here and let me help you. Teacher: So we're going to - you know what to do.  [TARGET]Teacher: Keep going.[/TARGET] Student: I don't know what to do. Teacher: You know what to do. Teacher: Any number you multiply by zero is what?
Student: Do I have to X all of it? Teacher: If it worked, then X all of it. Teacher: I didn't realize you were the one up there.  [TARGET]Teacher: Student L, go physically stand outside of the doorway.[/TARGET] Teacher: What about 3? Teacher: Did 3 work? Student: No.
Student: Do I have to times this number from that number? Teacher: No, that's a separate question. Teacher: So what they're asking you is this - quietly.  [TARGET]Teacher: Student J, please don't do that.[/TARGET] Teacher: So you have a square. Teacher: Okay, you have a square in here, so I'm going to draw our square and one of the sides is going to be 31, all right? Teacher: So we know one side, but what do we know about a square?
Student: Do I write that down? Teacher: No. Teacher: You're not going to write it.  [TARGET]Teacher: I just showed you how to play it.[/TARGET] Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards.
Student: Do we do 74 and 75. Teacher: Asked and answered already. Teacher: Okay.  [TARGET]Teacher: Hush.[/TARGET] Teacher: Student D, there's a book right over here. Teacher: Student I, pick your desk up - I mean your book for just a second. Teacher: I'm gonna get that off your desk.
Student: Do we have to do the test again? Teacher: So let's start now, two minutes. Teacher: [Crosstalk]  [TARGET]Teacher: Now it is time for you to switch.[/TARGET] Teacher: B will start reading the questions now, and A will now answer the questions. Teacher: B, look at the side that has [inaudible] and read the questions, and A will be answering the questions now. Teacher: [Crosstalk]
Student: Do we have to work it out? Teacher: Yes, you have to work it out. Teacher: Follow the chart right there.  [TARGET]Teacher: Write your numbers out.[/TARGET] Teacher: [Inaudible]. Teacher: [Crosstalk] Teacher: Student W, can you please keep your comments to yourself.
Student: Do we stop at 12:45? Teacher: You all know what to do. Teacher: You can - you know what?  [TARGET]Teacher: Sit here, and that way you'll have it, okay?[/TARGET] Teacher: all right, you guys, we're going to - shh. Teacher: Shh. Teacher: Okay, you all need another paper?