stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere.  [TARGET]Teacher: Put that one away.[/TARGET] Teacher: 3, 4, 5, 6, 7. Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7.
Teacher: What are you doing, Student A? Teacher: Okay. Teacher: Let's go.  [TARGET]Teacher: Write it here.[/TARGET] Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again. Teacher: You have to state it here, exactly.
Teacher: What are you doing? Student: I don't feel good. Teacher: You don't feel good?  [TARGET]Teacher: You're a little [inaudible].[/TARGET] Teacher: You're a little warm. Teacher: Do you think you can try to do this or join with the nurse? Student: It's poison!
Teacher: What are you doing? Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody.  [TARGET]Teacher: You have to ask.[/TARGET] Teacher: We have 28 people in the room. Teacher: [Students talking with each other]. Teacher: You have one data sheet.
Teacher: What are you doing? Teacher: Okay. Teacher: Let's go.  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: What about sixths? Student: [Inaudible]. Teacher: Good, and are you getting it?
Teacher: What are you doing? Teacher: Okay. Teacher: Let's go.  [TARGET]Teacher: Write your name.[/TARGET] Teacher: Somebody sit here. Teacher: Turn this way. Teacher: Okay.
Teacher: What are you doing? Teacher: One person is going to do it. Teacher: That's where the crayons come in.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Just stay focused. Teacher: Now what kind of - look through your book.
Teacher: What are you going to divide it by? Student: Oh. Teacher: You have to divide the to - [crosstalk].  [TARGET]Teacher: It has to have one - we can't - shh.[/TARGET] Teacher: Sweetie. Teacher: We cannot talk at the same time, because then nobody's going to hear. Teacher: Listen, if you can divide a number by a common factor, right, you can make it smaller.
Teacher: What are you going to do here? Teacher: What do you want to do here? Teacher: Student A, are you done?  [TARGET]Teacher: Where is the work?[/TARGET] Teacher: Where is your work? Student: Right there. Student: [Inaudible].
Teacher: What are you looking for? Teacher: Student T, make sure you stay behind. Teacher: [Crosstalk]  [TARGET]Teacher: So what you want to do - has anybody come up with something yet?[/TARGET] Teacher: [Crosstalk] Teacher: Student M, can you tell me what you've come up with? Student: 12s.
Teacher: What are you saying? Teacher: [Inaudible] is talking. Teacher: It's about respect.  [TARGET]Teacher: She's talking.[/TARGET] Teacher: Excuse me. Teacher: She's talking. Teacher: Thank you.
Teacher: What are you trying to figure out? Teacher: One sixth or five sixths? Teacher: Look at what you have up here.  [TARGET]Teacher: Don't do that.[/TARGET] Teacher: Okay. Teacher: [Inaudible]. Teacher: That's what we're trying to figure out, what equals five sixths.
Teacher: What are you waiting for? Teacher: You've already wasted enough time, haven't you? Student: [Inaudible]  [TARGET]Teacher: Talk at your table.[/TARGET] Teacher: You're not talking to me. Teacher: I know. Teacher: [Crosstalk]
Teacher: What can we trade out to get us more coins? Student: A quarter. Teacher: Let's do one more quarter, or two more quarters and see how close you are.  [TARGET]Teacher: Student J, excuse me?[/TARGET] Student: [Inaudible]. Teacher: For what? Teacher: Are you working with them, or separately from them?
Teacher: What comes after 501, Student E? Student: 500. Student: What in the world?  [TARGET]Teacher: Shh.[/TARGET] Teacher: Teacher L is trying to keep a straight face. Teacher: What comes after 501, Student A? Student: 502.
Teacher: What did I add? Student: 44 and 20. Teacher: You've got to write it down.  [TARGET]Teacher: You can't be stretching your hand from here to here.[/TARGET] Teacher: Can you stop? Teacher: I see what you're doing. Teacher: Now it says here where does the 11 come from?
Teacher: What did I just say? Student: We have to add up the units. Teacher: Mm-hmm.  [TARGET]Teacher: Pay attention, because we get to touch them and they're exciting and we get to play with manipulatives, but we also have to pay attention when we play with them.[/TARGET] Teacher: So we have 6 plus 3 plus 2. Student: Miss R, I actually had another way, because I know that 6 plus 5 equals 11. Teacher: Beautiful.
Teacher: What did I just say? Student: [Inaudible]. Teacher: Then pick them up and do like we do with the ruler.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: There we go. Teacher: It has to be here. Teacher: It's not there.
Teacher: What did I tell you to do for H? Teacher: [inaudible] Student: [inaudible]  [TARGET]Teacher: You're working on H, why don't you work on it together?[/TARGET] Student: [inaudible] Teacher: Student C.  Read them when you are done for me. Teacher: Read them when you are done.
Teacher: What did he just say? Student: I didn't really hear him. Teacher: Right.  [TARGET]Teacher: You need to pay attention.[/TARGET] Teacher: This is team work. Teacher: You get something out. Teacher: This is team work.
Teacher: What did they do first? Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here.  [TARGET]Teacher: Can you stop please?[/TARGET] Teacher: Let's go. Teacher: Student A, I need you to finish your work. Teacher: Write the numbers fully here.
Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here.  [TARGET]Teacher: Write your name.[/TARGET] Teacher: Work with me. Student: Is the camera there? Teacher: Work with me.
Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor.  [TARGET]Teacher: So, you can give her your noise monitor.[/TARGET] Teacher: And then, you're going to be the time keeper, now. Teacher: Okay, does everyone have a job? Student: Yes.
Teacher: What did you do here? Teacher: Tell me. Student: Same thing.  [TARGET]Teacher: Turn around please.[/TARGET] Teacher: Student T, come over here. Teacher: What is the problem? Student: [Inaudible].
Teacher: What did you do to hurt him? Student: I didn't hurt him. Teacher: What did you do to hurt him are you supposed to cheer him up?  [TARGET]Teacher: Ignore him do your work.[/TARGET] Student: No I didn't wanna hurt him. Teacher: You're almost done. Student: Do your work.
Teacher: What did you do? Student: I found five sixths by adding. Teacher: One more time, put your markers down and pay attention, everybody.  [TARGET]Teacher: If she's discussing and I turn around to see  you playing with a marker, I'm not happy.[/TARGET] Teacher: You added? Teacher: I can't tell because you don't have an addition sign. Teacher: What does two sixths plus three sixths equal?
Teacher: What did you get from this? Teacher: One plus five is what? Student: Six.  [TARGET]Teacher: Write it.[/TARGET] Teacher: Write it. Teacher: Sh. Teacher: [Room noise]
Teacher: What did you get two sixths from? Student: I'm talking about just the one third. Teacher: Okay.  [TARGET]Teacher: Tell me how - Student K, I haven't heard from you today.[/TARGET] Teacher: How did Student I get one and one third to be four thirds? Student: [Inaudible]. Teacher: Can you please not - sit on your butts, criss cross, all the way.
Teacher: What did you notice? Student: That every one of them- Teacher: Wait a minute.  [TARGET]Teacher: This conversation is not about geometry, Student L.  Let's get it back about geometry.[/TARGET] Student: That every one of them, every line meets except the circle because the circle has no angles at all, because it's round, and the more sides you have on some of them, the more chances you have to have a circle or curved line. Student: Because a circle as no sides and goes all the way around doing 180 degrees. Teacher: Actually more than that.
Teacher: What do I do, Student S? Student: What? Student: What?  [TARGET]Teacher: You need to stop playing with whatever you're playing with 'cause you don't know what I'm doing.[/TARGET] Teacher: Let me see it, please. Student: I was trying to fix my [Inaudible] because [Inaudible]. Teacher: Okay.
Teacher: What do I do? Teacher: You know, sometimes Teacher and bumps her head, right, and you guys have to help me out. Teacher: This is one of those times.  [TARGET]Teacher: I bumped my head.[/TARGET] Teacher: What happened? Teacher: Okay, what do I do first? Teacher: Help me out.
Teacher: What do we call it? Teacher: What fraction is shaded? Student: One sixth.  [TARGET]Teacher: Wow, some people are really not listening.[/TARGET] Teacher: That's the thing. Teacher: I know some people can even look at it and read it. Teacher: What do we look - how many - what's the denominator?
Teacher: What do we call - what's the equivalent? Student: Six and three - Multiple Students: Six twenty fourths.  [TARGET]Teacher: I have you back.[/TARGET] Teacher: Six twenty fourths. Teacher: Now, listen, this is the new question and people need to think. Teacher: People need to think.
Teacher: What do we need to do? Teacher: Yes? Student: [Inaudible].  [TARGET]Teacher: While I'm helping him, try to figure out what you should do to the bottom in order to get 144 degrees for your food.[/TARGET] Student: I used the bottom for 110. Teacher: You used the bottom one? Student: Mm-hmm.
Teacher: What do you have Student I? Student: I have [inaudible]. Teacher: High five.  [TARGET]Teacher: Student I, move up off the desk, please.[/TARGET] Teacher: What do you have sweetie? Student: I have [3,518]. Teacher: Okay.
Teacher: What do you have to do next? Teacher: The next step is what? Teacher: Okay, once you're finished go to your desk please, just for a second.  [TARGET]Teacher: Thank - do not knock my stuff over sweetheart.[/TARGET] Teacher: Thank you. Teacher: Go to your desk for a second. Teacher: What do you have to do next?
Teacher: What do you have? Student: Seven- twelfths. Teacher: Seven- twelfths.  [TARGET]Teacher: Stop talking please.[/TARGET] Teacher: Okay, here, what do you have? Student: [Inaudible]. Teacher: Number one.
Teacher: What do you have? Teacher: Put 2 here. Teacher: Okay.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Put 2 here. Teacher: Put a 0 here. Teacher: It has to be 1,000.
Teacher: What do you mean by multiply like that? Student: [Inaudible]. Teacher: So you didn't like that I already had the decimals for you not lined up, right.  [TARGET]Teacher: Student P and Student F, can you just sit where you are please?[/TARGET] Teacher: Thank you. Teacher: How many of you kind of found that you really didn't like that Teacher B already had the decimals and they weren't lined up? Teacher: Student N, how did you solve that?
Teacher: What do you mean divide it into two? Teacher: Explain. Student: Like-  [TARGET]Teacher: Stop messing with your fraction things.[/TARGET] Student: You divide it by two. Teacher: So you think I should divide ten sixteenths by two? Teacher: Two halves or just two?
Teacher: What do you mean? Student: Like you need to - Teacher: Student F is going to help you out.  [TARGET]Teacher: Student F, help him out.[/TARGET] Student: You can find the multiple by doing - finding the multiples of the number. Teacher: What number would you choose first? Student: I choose eight.
Teacher: What do you mean? Teacher: I've never heard about it. Student: I fell off the bed.  [TARGET]Teacher: You fell off the bed and what hurts?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Can I look at it?
Teacher: What do you need to find to compare those? Teacher: Do it by yourself right now. Teacher: Just think about it.  [TARGET]Teacher: Don't tell me out loud.[/TARGET] Teacher: What do you need to do to compare three instead of just two? Teacher: Is it going to be any different? Teacher: Is it going to be kind of the same?
Teacher: What do you notice you can do there? Student: Simplify. Teacher: Yeah.  [TARGET]Teacher: You are rocking and rolling.[/TARGET] Teacher: [Inaudible]. Teacher: So where's that one number? Teacher: No.
Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6?  [TARGET]Teacher: Talk about it.[/TARGET] Teacher: You two talk about it. Teacher: What would be the best choice for you? Teacher: Let's just look.
Teacher: What do you tell me now? Teacher: Sit down. Teacher: Student T, let me see what you did.  [TARGET]Teacher: Get 7 cards at a time.[/TARGET] Teacher: Is this 7 or 5? Teacher: 5 cards. Teacher: Can you sit down please?
Teacher: What do you want to break it into? Teacher: What do you want to? Teacher: We're not playing now.  [TARGET]Teacher: We're looking at this.[/TARGET] Teacher: What do you want to break this into? Teacher: Student J, add up this. Teacher: Leave your binder please.
Teacher: What do you want to do here? Teacher: Student A, are you done? Teacher: Where is the work?  [TARGET]Teacher: Where is your work?[/TARGET] Student: Right there. Student: [Inaudible]. Teacher: Mm-hmm.
Teacher: What does 9 - sorry. Teacher: Sit down. Teacher: Student D, you're still distracting us.  [TARGET]Teacher: Can you please turn around and sit down?[/TARGET] Student: You put the 1 on top of the 9. Teacher: Go back to your seat please. Teacher: Sit down.
Teacher: What does E stand for? Student: [Inaudible]. Teacher: [Inaudible] sweetheart, sit down.  [TARGET]Teacher: No, Student E, I'm confused by you're not sitting in your seat.[/TARGET] Teacher: Explanation. Teacher: How are you going to solve this problem? Teacher: What are your steps that you're going to do?
Teacher: What does chubby fingers have to do with anything? Teacher: Are you filling someone's bucket, or are you emptying it, Student B? Student: She's emptying mine.  [TARGET]Teacher: Student J is behaving himself.[/TARGET] Teacher: Okay, Student J.  I'm going to label. Teacher: 19 times 22. Teacher: Okay.
Teacher: What does it mean to make an equivalent fraction? Multiple Students: [Crosstalk] Teacher: Five.  [TARGET]Teacher: Don't move again.[/TARGET] Student: [Inaudible] Teacher: Don't move again. Student: To try to make the fraction equal.
Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing. Teacher: Guys, we might not finish this today.  [TARGET]Teacher: We might have some time tomorrow, but keep working.[/TARGET] Teacher: Are you doing one and a half? Teacher: Here's the half, and here's one whole, so where should it end? Teacher: 3?
Teacher: What does it tell you? Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here.  [TARGET]Teacher: In a constructive - move your chair, please.[/TARGET] Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows?
Teacher: What does it - what does - what does it tell? Teacher: What does it tell you? Teacher: Write the story of your graph.  [TARGET]Teacher: So in a constructive response, how would you - you're over here.[/TARGET] Teacher: In a constructive - move your chair, please. Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph.
Teacher: What does that mean? Student: Where no sides are out, like, it's all closed. Student: Nothing can get in.  [TARGET]Teacher: Nothing can get in.[/TARGET] Teacher: It's like a fortress, right. Teacher: Nothing can get in. Teacher: Nothing can get -
Teacher: What does that mean? Teacher: What does that mean to you because I know how to read? Teacher: Yes.  [TARGET]Teacher: So pay attention.[/TARGET] Student: To me what Student said it means to me like, like you using like tools to solve a problem. Teacher: Okay. Teacher: Anybody else?
Teacher: What does that word mean to compare? Teacher: Student A? Student: To compare -  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Hold on one second. Teacher: Back group, you're getting a little too loud. Teacher: You need to keep your volume down please.
Teacher: What does the denominator huh? Student: The denominator is what is divided by. Teacher: The denominator is what it's divided by okay stop please.  [TARGET]Teacher: Please put over that.[/TARGET] Teacher: [Someone parked in the handicap spot, over loud speaker] Teacher: Let's go back to this, denominator. Teacher: What number is the denominator here?
Teacher: What does the denominator tell us? Teacher: If you don't know what the denominator tells us, listen. Teacher: What does the denominator tell you?  [TARGET]Teacher: Does it have a mouth?[/TARGET] Teacher: Is it talking to you? Teacher: Hi, I'm number 12. Teacher: No.
Teacher: What don't you get? Teacher: [Inaudible] solve it. Teacher: What do you want to solve, first?  [TARGET]Teacher: Look at this chart.[/TARGET] Teacher: What's first in this chart that you see? Student: [Inaudible]. Teacher: Are you sure?
Teacher: What else do we have? Teacher: Are those our only options? Teacher: Can I finish talking?  [TARGET]Teacher: Put your hand down.[/TARGET] Teacher: Okay. Teacher: So you need to figure out. Teacher: In other words, the beginning of the lesson is start with either the triangles, the rhombuses, the squares - how many and what fractional part is each of these of your whole hexagon?
Teacher: What else? Teacher: Can someone give me another fraction? Student: Three-fourths.  [TARGET]Teacher: Excuse me?[/TARGET] Student: Three-fourths. Teacher: Three-fourths, yep, three-fourths. Teacher: 75 one-hundredths is the same as three-fourths.
Teacher: What fraction is equivalent? Teacher: Equivalent, equal. Teacher: [Crosstalk]  [TARGET]Teacher: See, I'm losing you.[/TARGET] Teacher: Yeah. Teacher: Student D, tell me something about equal, equivalent. Teacher: Yeah.
Teacher: What fraction is shaded? Student: One sixth. Teacher: Wow, some people are really not listening.  [TARGET]Teacher: That's the thing.[/TARGET] Teacher: I know some people can even look at it and read it. Teacher: What do we look - how many - what's the denominator? Student: The whole thing.
Teacher: What happened? Student: It was in the tens place. Teacher: Because it's in the tens?  [TARGET]Teacher: Put it down.[/TARGET] Teacher: What do you tell me now? Teacher: Sit down. Teacher: Student T, let me see what you did.
Teacher: What honey? Student: I forgot to put my answer. Teacher: Sit down they're on the board sit down.  [TARGET]Teacher: Shh, sit down.[/TARGET] Teacher: Okay so for part A and this isn't a one it should be A right label it correctly it should be A. Teacher: Listen you guys are learning, shh. Teacher: It doesn't mean anybody's wrong it just means you're learning okay?
Teacher: What if I said that Ms. A gives 3 fourths of her oranges to her class. Teacher: How many oranges did Ms. A give? Student: 18!  [TARGET]Teacher: Please stop.[/TARGET] Student: 18, 18, 18, 18! Student: Why are you all copying me?! Teacher: Please stop that!
Teacher: What is 1,059 take away 1,000? Student: 59 Teacher: Write it right here.  [TARGET]Teacher: What did he do to you?[/TARGET] Student: He's calling me raspberry. Teacher: Did you call him raspberry? Student: No.
Teacher: What is 8 times 30? Teacher: Student A, what is 8 times 30? Student: [Inaudible].  [TARGET]Teacher: Little bit louder.[/TARGET] Student: 240. Teacher: What is 70 times 6, Student T? Student: 420.
Teacher: What is another type of way we can identify or show a fraction, Student A? Student: Measurement model. Teacher: Give me an example.  [TARGET]Teacher: I'm waiting.[/TARGET] Student: A gas tank. Teacher: A gas tank. Teacher: Good.
Teacher: What is it going to end up as? Student: A whole [inaudible]. Teacher: What is it called?  [TARGET]Teacher: Student A's about to have a heart attack.[/TARGET] Teacher: What's it called? Student: A mixed number. Teacher: A mixed number.
Teacher: What is it, Student M? Student: 32 Teacher: I'm glad you guys are all - I love your enthusiasm.  [TARGET]Teacher: We just have to make sure we're working within the rules.[/TARGET] Teacher: So after we multiply this, you're going to subtract it just like you always do. Teacher: 39 minus 36 is 3, and what are we going to do with the next digit here, 8? Teacher: We've come up with our little helper to make sure we understand all the skills here in long division, and that is Mc Donald's serves burgers.
Teacher: What is it? Teacher: [Loud side conversation, someone entered the room to collect donations] Student: Really I can't see.  [TARGET]Teacher: Student R what are you doing?[/TARGET] Teacher: Go sit down. Teacher: Go sit down. Teacher: Did everyone donate their money?
Teacher: What is nine times six? Student: I should know that. Teacher: Leave that on your desk.  [TARGET]Teacher: You're here.[/TARGET] Teacher: Find out what nine times six is? Teacher: This is good. Teacher: I love this.
Teacher: What is one times three? Teacher: Check your models to see if it matches your answer. Teacher: Your model should match your answer, so be careful with your multiplication.  [TARGET]Teacher: We have three minutes and then we'll start going over them.[/TARGET] Teacher: Keep going. Teacher: Is this correct? Teacher: What is five times three?
Teacher: What is our total? Multiple Students: 252. Teacher: Who has a question?  [TARGET]Teacher: Sit up.[/TARGET] Teacher: Student A, what question do you have? Student: Why did you break up the 12 into 2 and 1? Teacher: Because 10 and 2 are very friendly numbers.
Teacher: What is outlier? Teacher: What is an outlier? Student: Someone who lies?  [TARGET]Teacher: Someone who lies.[/TARGET] Teacher: How many of you've heard outlier before? Teacher: Student E.   Student: An outlier is like if you have a line plot and you have like the order from one to ten, and you only have like say that [inaudible] is X equals one student, right?
Teacher: What is something that you noticed? Teacher: Student E? Student: I noticed that -  [TARGET]Teacher: He's talking.[/TARGET] Student: - in three-eights and one-fourth I noticed the numerator is equal one fourth. Student: So one forth of the numerator. Teacher: Okay.
Teacher: What is that? Student: [Inaudible]. Teacher: And what's the label?  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Good job. Teacher: What's the label? Teacher: What is Y-D-S?
Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop.  [TARGET]Teacher: Leave it this way.[/TARGET] Teacher: Look here. Teacher: For example, what is - leave this. Teacher: You don't need this.
Teacher: What is that? Teacher: Try to understand how to use - what is the whole? Teacher: Student J you're being a mess, you're standing up, you're sitting down.  [TARGET]Teacher: I want you to stand up, stand up, sit down on your chair push it in.[/TARGET] Teacher: You know what to do Student J? Student: Call on me. Teacher: [Inaudible]
Teacher: What is the first thing that you notice or that you know about this? Student: That they have different denominators. Teacher: That they have different denominators.  [TARGET]Teacher: I need you to raise your hand.[/TARGET] Teacher: Okay. Teacher: So with there being different denominators - move that up, move your chair so that you can see - so with there being different denominators, what? Teacher: What is it that you know that you can or cannot do?
Teacher: What is the fraction I'm asking you to identify? Student: Four ninths. Teacher: Now I'm going to go one ninth, two ninths, three ninths, four ninths, and I will shade that in.  [TARGET]Teacher: This is not working.[/TARGET] Teacher: Let me fix my number line. Teacher: All right. Teacher: Let me change my ninths.
Teacher: What is the median? Student: The middle. Teacher: And how are we going to find out what the middle number is?  [TARGET]Teacher: Please stop talking unless I'm talking to you.[/TARGET] Student: Least to greatest. Teacher: We go least to greatest first. Teacher: So for example, if I was finding the median here, what would be my first number, from least to greatest?