stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Shut up. Teacher: I understand that it's different having a video camera in here. Student: It's pointing right at me.  [TARGET]Teacher: You know what, Student M.  Then move your seat.[/TARGET] Student: I'll have to move my desk. Student: [Crosstalk] Student: Can I [inaudible]?
Student: Shut up. Teacher: Let's go. Teacher: He's doing a good job.  [TARGET]Teacher: Can we stop, please?[/TARGET] Teacher: You're doing a good job. Teacher: Excellent. Teacher: You're doing a good job.
Student: Sides, 8 - [inaudible]. Student: I got 8 sides Ms. H.   Teacher: Okay, you're not telling me.  [TARGET]Teacher: You're telling your group.[/TARGET] Teacher: You need to follow directions. Student: [Inaudible]. Teacher: Uh-oh.
Student: Since two thirds is close to 1, I rounded it to 1, and since one fifth is closer to 0, I rounded it to 0. Student: Then I added. Teacher: You guys are supposed to listen so you can either agree or disagree with Student J.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Get your hand down. Teacher: Let's see what Student J did. Teacher: Student J said this is automatically a 0, and this she moved to a 1.
Student: Six-twelfths and two-fourths is one whole. Teacher: Student J, what are you doing? Student: [Inaudible]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: Let's see what you have.
Student: Six. Teacher: Six. Teacher: All right.  [TARGET]Teacher: Now, do the second one.[/TARGET] Teacher: Let's see you do the second one. Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk]
Student: Six. Teacher: Write it. Teacher: Write it.  [TARGET]Teacher: Sh.[/TARGET] Teacher: [Room noise] Teacher: Now use your - where is your math. Teacher: That's not what we're talking about now.
Student: Sixty. Student: Sixty. Teacher: [Inaudible] is going to have 60 as their common denominator.  [TARGET]Teacher: I need eyes on the SmartBoard, and I need people to stop staring at someone sitting at a desk.[/TARGET] Teacher: [Silence]. Teacher: Okay, what did I multiply times three to get 60? Multiple Students: Twenty.
Student: Smaller to larger? Teacher: Smaller to larger. Teacher: Student G, who's your partner?  [TARGET]Teacher: Get over there and sit down.[/TARGET] Teacher: Get to it. Teacher: It's not a big deal. Teacher: You can get it open.
Student: So 6 divided by 5 is 1. Student: So now I have a fraction. Student: Then I flipped my 8, so now it looks like 8 -  [TARGET]Teacher: I don't think we are paying attention please.[/TARGET] Teacher: Everybody should be observing what she is doing. Student: Next, for step number three I multiplied the numerators and the denominators. Student: So 6 times 8.
Student: So I can do nine here, divide it by nine then this will be one multiply by- Teacher: I don't know. Teacher: Think of your divisibility rules.  [TARGET]Teacher: You two better not be speaking at all.[/TARGET] Student: Mrs. R, I tried doing it like that. Student: [Inaudible] Teacher: Can 9 go into 18?
Student: So I have to count everything else? Teacher: Yep, and figure out what's left. Teacher: Okay.  [TARGET]Teacher: You'll be able to go when this is over.[/TARGET] Teacher: Actually, I think it is here. Teacher: See how you have - it's supposed to be eight shaded spots, right. Teacher: I mean eight sections.
Student: So I need to color two more in. Teacher: Mm-hmm. Teacher: [Crosstalk among students]  [TARGET]Teacher: You're not getting the work done over there?[/TARGET] Student: I don't know what to do. Teacher: Okay. Student: I got that out.
Student: So if put 25 it will be easier. Student: Then 3 times I'm supposed to have 27 so that's plus 2 is 6 so I'll have to plus six to a number that is close. Student: [Crosstalk]  [TARGET]Teacher: Turn around, Student T.  Turn around, Student C, and let him - yes, we'll go back to it.[/TARGET] Teacher: People are trying to share how they are solving their math. Teacher: We want to learn from them. Teacher: Turn around.
Student: So it's going to be an improper fraction? Teacher: How many are colored are there out of how many total? Student: Is it's five halves?  [TARGET]Teacher: I think instead of looking at me, you should keep looking at this and talk to each other and try to figure it out.[/TARGET] Teacher: Just like you did here. Teacher: The same thing. Teacher: How many are blue out of how many groups?
Student: So like - Teacher: This side, I need you looking and listening and participating. Student: I did that on my paper and -  [TARGET]Teacher: Please stop.[/TARGET] Teacher: Please take a seat. Teacher: Go ahead, Student J. Student: [Inaudible].
Student: So now I have a fraction. Student: Then I flipped my 8, so now it looks like 8 - Teacher: I don't think we are paying attention please.  [TARGET]Teacher: Everybody should be observing what she is doing.[/TARGET] Student: Next, for step number three I multiplied the numerators and the denominators. Student: So 6 times 8. Student: Next, 6 times 8 is 48 and 1 times 5 is 5.
Student: So now from angles? Teacher: So how many are in this? Teacher: How many?  [TARGET]Teacher: Write it here.[/TARGET] Student: [Inaudible] [Counting] Student: Look I don't like you. Student: Student T!
Student: So she screamed and then. Teacher: Please sit down. Teacher: Please sit down stop.  [TARGET]Teacher: Would you please stop are you listening?[/TARGET] Student: How could you scrap me? Student: She scrapped me. Teacher: Let's leave this mess please let's get to working.
Student: So then the answer is 12. Teacher: Okay. Student: Because if you have four fourths -  [TARGET]Teacher: Excuse me, Student N.  From over here I can tell that's not a math conversation.[/TARGET] Student: It is 12 because I did it right here. Student: Teacher, because I know that four-fourths is 24, and I knew that [inaudible] is 12 like you said. Student: Then eight fours can't be 12 [inaudible].
Student: So this is - Teacher: That's 10. Student: Can they hear us?  [TARGET]Teacher: Mm-hmm.[/TARGET] Student: Is that the - Teacher: That's the microphone right there. Student: Oh wait.
Student: So we can use the [inaudible] graph there? Student: Four plus six plus, two, two, plus five - Student: You said 37.  [TARGET]Teacher: Do the work on your sheet.[/TARGET] Teacher: Just the warm-up, just the number of students. Teacher: That's all you've got to do. Teacher: Number of boys, number of girls.
Student: Some people only have [inaudible]. Student: [Students talking to each other]. Student: Side comment about camera.  [TARGET]Teacher: Side comment about camera.[/TARGET] Teacher: [Students talking to each other]. Student: We did it as a group. Teacher: Okay.
Student: Someone's [inaudible]. Teacher: Student K, are those mine - Student: No.  [TARGET]Teacher: - via Student K?[/TARGET] Teacher: Okay. Student: No, [inaudible]. Teacher: Student K, are those mine via Student K via Student K?
Student: Sometimes it can represent 5 or 10 or 15. Teacher: Ah, that's a good point. Teacher: Sometimes it does represent more than one, but how are we going to know if that X is going to represent more than one or not?  [TARGET]Teacher: I appreciate those of you raising your hand.[/TARGET] Teacher: Student K, how would you know? Student: A key. Teacher: You're going to have a key at the bottom that's going to show one - that an X would equal five people or something along those lines.
Student: Sorry, Mama. Student: It's got to be right, too? Teacher: I need everybody in their seats.  [TARGET]Teacher: In five, four, three, two - [/TARGET] Student: Student C. Teacher: One. Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions.
Student: Staying. Teacher: If you're staying, yes, we will do another one. Teacher: All right.  [TARGET]Teacher: Science friends, I need you to go without talking today.[/TARGET] Teacher: You can't disrupt us because we are still working over here. Teacher: All right. Teacher: Now before - some of you are a little upset we're doing another exemplar, but we're not going to do it quite yet.
Student: Stop throwing! Student: Stop! Student: She's throwing things at me!  [TARGET]Teacher: Student J Stop![/TARGET] Student: That's what I should do but I'm not going to. Teacher: Student J get off from there. Student: What are you doing!?
Student: Student A wants to know if we can share the bar graph. Teacher: Yes, you can share the bar graph. Teacher: Don't spend a lot of time on the table because you only have about 10 more minutes.  [TARGET]Teacher: Now I want you to face over there.[/TARGET] Teacher: That's correct. Teacher: What do I want to see in expanded form? Teacher: What do I want to see with this paper?
Student: Student C. Teacher: One. Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions.  [TARGET]Teacher: You [inaudible]  Student A, you need to go to your seat.[/TARGET] Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat. Teacher: The directions are be in your seat in three, two, one.
Student: Student D. Teacher: Who's yours? Student: [Inaudible].  [TARGET]Teacher: So, Student E and Student L are gonna sit here.[/TARGET] Teacher: You and Student J are together. Teacher: Student A, go sit with Student M.  Reading response partners, perfect, reading response partners. Teacher: Teacher K has your data.
Student: Student E. Teacher: Okay. Teacher: Student K, sit beside Student E.  Okay.  [TARGET]Teacher: Student E, if you can move to the other side of Student E and Student R, if you can fit beside - right there at the corner.[/TARGET] Teacher: Sit on the other side of Student E.  You're fine. Teacher: Tell me your name again? Student: Student M.
Student: Student J got his name. Student: I don't know where that is. Student: This is Student S.  [TARGET]Teacher: This is Student S.  Where's - okay, Student D, I'm waiting for you.[/TARGET] Teacher: Let's see, I'm going to see if you guys are right. Teacher: Have a seat and then we're going to open up a little store for a hot minute. Teacher: Okay.
Student: Student J, hurry up. Student: Student W, go to your desk over there please. Student: [Crosstalk]  [TARGET]Teacher: Student C, do you need to go to your desk?[/TARGET] Student: No. Teacher: If I have to call your name one more time to be quiet, you're going to your desk. Teacher: [Crosstalk]
Student: Student J. Student: [Crosstalk] Teacher: You need a pencil.  [TARGET]Teacher: What's the problem?[/TARGET] Teacher: Sit here. Teacher: You want to work with me? Teacher: Let's work with me, come on.
Student: Student M and I both have two parallel sides. Teacher: Awesome. Student: [Inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Student: [Inaudible] - shapes - [inaudible] - is a trapezoid. Teacher: Okay, Student B.  I'm sorry. Teacher: When I'm talking to one group, I'm hearing a lot of other little conversations.
Student: Student M. Teacher: Okay. Teacher: Student M, can you come sit down by Student L?  [TARGET]Teacher: You can come sit by me.[/TARGET] Teacher: We are going to do a quick refresher. Teacher: What do we do when we add money amounts? Teacher: [Inaudible].
Student: Student M. Teacher: Student M, that's enough. Teacher: You can come have a seat right over here.  [TARGET]Teacher: Your time is up.[/TARGET] Teacher: [Crosstalk] Teacher: Quickly. Teacher: Your time is up.
Student: Student R. Teacher: He's there for now. Teacher: Student P, if you can go work quietly, you can go back with them, okay?  [TARGET]Teacher: Shh.[/TARGET] Teacher: If not - okay, you guys listen? Teacher: All right. Teacher: Did you get - let's see how you do on your answers.
Student: Student T! Student: Argh! Student: She's hitting me.  [TARGET]Teacher: You stop yelling.[/TARGET] Teacher: Continue. Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh.
Student: Student Z [inaudible]. Teacher: That means stop. Student: Whoa.  [TARGET]Teacher: Okay, write - shh.[/TARGET] Student: [Inaudible] do [inaudible]. Teacher: Okay, I'm going to wait. Teacher: I'm going to wait 'til everybody's listening.
Student: Student's math content. Student: Students will be able to determine if a shape is a polygon or not a polygon. Teacher: Okay.  [TARGET]Teacher: Stop there.[/TARGET] Teacher: Student will be able to determine. Teacher: What does determine mean again? Teacher: Someone raise their hand.
Student: Subtract the lowest number from the highest number. Teacher: What are those two numbers? Student: 200 and 500.  [TARGET]Teacher: Stop talking and stop asking about the restroom when I'm asking her about a number, Student D.[/TARGET] Student: 500 and 200. Teacher: 500 and 200. Teacher: I'm going to subtract 500 minus 200 to give me my range.
Student: Subtract the whole and five eighths. Teacher: We're not down there yet. Teacher: I'll let you go this far.  [TARGET]Teacher: Stop here.[/TARGET] Teacher: Say it again. Student: Four eighths. Teacher: Subtract one eighths.
Student: Supplies and quiet. Teacher: Supply monitor, and noise monitor. Teacher: So, you can give her your noise monitor.  [TARGET]Teacher: And then, you're going to be the time keeper, now.[/TARGET] Teacher: Okay, does everyone have a job? Student: Yes. Teacher: Raise your hand if you are the task manager.
Student: Take all this? Teacher: Take everything with you. Student: [Inaudible]  [TARGET]Teacher: Student M's gonna stay with me.[/TARGET] Student: She's at home. Teacher: Now, raise your hand if you were - Student: We got the most students present ever.
Student: Teacher A? Teacher: Yes. Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really?  [TARGET]Teacher: Yes, they will be able to see you clearly, full size if they want to.[/TARGET] Teacher: All right. Teacher: Here we go. Teacher: We're filming right now.
Student: Teacher B, are you allowed to change when you have rolled it? Student: No. Teacher: No, one.  [TARGET]Teacher: No, don't, don't.[/TARGET] Student: Seriously, [inaudible]. Student: [Inaudible] Student: Teacher B, I keep rolling a six.
Student: Teacher F, don't you just want to give six? Teacher: Okay. Teacher: No, I don't, 'cause I know who I'm matching up.  [TARGET]Teacher: I need Student E with Student R.  No, Student E with Student B.  I need Student N with Student R.  Okay.[/TARGET] Teacher: I need Student V with Student L. Student: I knew it. Student: [Inaudible].
Student: Teacher G, can I take a [inaudible]? Student: Can I take a [inaudible]? Teacher: Um ... yeah.  [TARGET]Teacher: Goodbye Harvard people.[/TARGET] Student: Did you say that in [inaudible]. Teacher: [Beep]. Teacher: Because they're going to be listening.
Student: Teacher G? Teacher: Yes, ma'am? Student: I don't know why, but [inaudible] keeps on forgetting that I need to go to Art, too.  [TARGET]Teacher: Okay, why don't you go.[/TARGET] Student: Yeah, but I think there's only three passes. Teacher: Do you think you could go with somebody who has a pass? Teacher: [Inaudible].
Student: Teacher are we having math? Teacher: [Inaudible]. Student: You, you, you.  [TARGET]Teacher: That camera is on now so I'm gonna ask all silliness to stop which means if you're chewing gum, candy or anything of that nature please put it in the trash.[/TARGET] Teacher: And I need your math hard book, your math note book out of your desk please. Teacher: No Student A and D are demerits. Student: I'll say whatever I wanted to.
Student: Teacher, can I get [inaudible]? Teacher: No, not right now. Teacher: What are you looking for?  [TARGET]Teacher: Student T, make sure you stay behind.[/TARGET] Teacher: [Crosstalk] Teacher: So what you want to do - has anybody come up with something yet? Teacher: [Crosstalk]
Student: Teacher, can I move from this laptop? Student: [Crosstalk] Teacher: I have two separate sheets, and I've got a side A and a B.  [TARGET]Teacher: Remember that my first [inaudible] is I say flip when I say go.[/TARGET] Teacher: Why do you think it's important that we - that we understand and know our math facts? Teacher: What would it help us with? Student: Basic facts.
Student: Teacher, what's the paper for? Teacher: With your reflection, to reflect on what just happened. Student: She gave me this.  [TARGET]Teacher: Now turn around, you need to finish because you have to reflect.[/TARGET] Student: What are we doing here? Teacher: Reflect. Teacher: This sheet of paper that's attached to the back of your graph is where add a couple - it's where you reflect on the activity that you just did.
Student: Teacher, where do we put this? Teacher: 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you.  [TARGET]Teacher: Freeze.[/TARGET] Teacher: Student K, I didn't say talk. Teacher: I said freeze. Teacher: Student P, Student D, Student G, and Student J where are you?
Student: Teacher, you got me back. Student: [Crosstalk] Teacher: The sentence, sentence.  [TARGET]Teacher: Did you write a sentence?[/TARGET] Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible]. Teacher: Thank you very much.
Student: Teacher. Student: I didn't do it. Student: These are easy.  [TARGET]Teacher: Sit down please.[/TARGET] Student: I know the math, give me your pencil, can you sharpen this? Student: [Students howling loudly] Student: If it breaks by itself are you gonna sharpen it?
Student: Teacher. Teacher: I know. Teacher: Just lay it down.  [TARGET]Teacher: I need your eyes up here 'cause I see eyes going other places.[/TARGET] Teacher: Eyes on me. Teacher: Student M, eyes on me. Teacher: Okay.
Student: Teacher? Student: I'm running out of paper in my notebook. Student: I have no other pages that I haven't used yet.  [TARGET]Teacher: Now, if you're at the computer center, look what it says.[/TARGET] Teacher: Where must you go? Multiple Students: [Inaudible]. Teacher: And what was the game you had to play?
Student: Teacher? Student: [Crosstalk] Teacher: In the fourth grade?  [TARGET]Teacher: Under Teacher?[/TARGET] Teacher: Where are you from? Student: [Inaudible]. Teacher: We don't [talk] that way.
Student: Teacher? Teacher: Thank you for following directions. Teacher: Student B, no Student B doesn't have his PW book out.  [TARGET]Teacher: Thank you for following directions, Student L.  Thank you for following directions, Student J.[/TARGET] Teacher: Student G, follow direction. Teacher: Your PW book, your pencil, your math book, and your notebook. Teacher: That's three - four things.
Student: Teacher? Teacher: Uh-huh? Student: I got the answer [inaudible].  [TARGET]Teacher: Student T, you need to have a seat.[/TARGET] Teacher: [Long pause] Teacher: [Inaudible]. Teacher: There you go.
Student: Team One - Teacher: Team One won this time. Teacher: This is what we're going to do.  [TARGET]Teacher: Stop talking.[/TARGET] Teacher: We're going to play the game again. Teacher: We're going to switch. Teacher: So the back group is going to be Team One.
Student: Tell me [when there's] 50. Student: Let's do it. Teacher: So there's 58.  [TARGET]Teacher: Remember when they went on the bus and they didn't want to leave him.[/TARGET] Student: Yeah. Teacher: And there's going to be - Student: Eight buses [inaudible].
Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat. Teacher: The directions are be in your seat in three, two, one.  [TARGET]Teacher: Second direction.[/TARGET] Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this. Teacher: You're part of this.
Student: Thank you. Teacher: Hold on, we're getting ready to do it. 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.[/TARGET] Teacher: Stop being in a rush. Teacher: It's okay to take your time on things. Student: Um, I -
Student: Thank you. Teacher: Student N, Student J.  I'm going by the numbers on the screen. Teacher: It might not be the same number that you have in class.  [TARGET]Teacher: Student L is not in here.[/TARGET] Teacher: Student V, Student M, Student I, Student H, Student D. Student: Thank you. Teacher: Mm-hmm.
Student: Thank you. Teacher: That's kind of the point. Teacher: Okay.  [TARGET]Teacher: That's you not paying attention.[/TARGET] Teacher: Come on, Student A.  I'll get you a tissue. Teacher: Sit down. Student: [Inaudible]
Student: Thank you. Teacher: You can go and sit with Student M and be her partner, so go sit over there at that table. Teacher: Oh.  [TARGET]Teacher: Then you need to move and just sit next to Student K, Student S.  Sit right next to Student K.  Yes, you can.[/TARGET] Teacher: You can. Teacher: Looking for observations. Teacher: What do you notice?
Student: Thank you. Teacher: You can remain on the floor, and then I'm going to send you off to work on your own. Teacher: But I want you to do it right now on your own.  [TARGET]Teacher: You can't talk to anybody - [/TARGET] Student: What are we doing? Teacher: I'm going to change the numbers. Student: I don't think I can do it.
Student: Thank you. Teacher: You're welcome. Student: Thank you.  [TARGET]Teacher: You're welcome.[/TARGET] Teacher: So, you have eight questions that are asking you to identify the point at the ordered pair. Teacher: You have five asking you to give the ordered pair, and then you have six that you need to plot out and then there are two questions that are asking you to read the description to arrive at a point. Teacher: Student M?
Student: That 216 - Teacher: Wait. Teacher: I want to see it.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Show me. Teacher: I want to see it. Teacher: [Crosstalk]
Student: That four-sixths is greater than one-half. Teacher: Four-sixths is greater than one-half. Teacher: So we have a fraction that is almost half, and we have a fraction that's bigger than - I mean.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We have a fraction that's almost a whole, and we have a fraction [cough] that's more than a half. Teacher: So if we had to estimate what our answer would be, what could we say? Student: Um... that it's almost like adding the same number?
Student: That thing is looking at me. Student: It's looking at you dead. Teacher: Do you want to sit over here next to Student J?  [TARGET]Teacher: I don't set it up, honey.[/TARGET] Teacher: Somebody else sets it up. Teacher: That's why. Teacher: I don't set anything up.
Student: That was you. Student: You kept making noises. Teacher: Stop.  [TARGET]Teacher: You know what, Student T, put your hands on your desk.[/TARGET] Teacher: Both hands folded over each other. Teacher: And Student D, remember your goal is to always be faced all the way around. Teacher: Thank you.
Student: That would be 50. Teacher: 50, but make sure it goes over to 7 and then it's 10 rows of 7. Student: Can I get another paper?  [TARGET]Teacher: Mm-hmm.[/TARGET] Teacher: [Crosstalk] Student: Can I get some water. Teacher: Yeah.
Student: That would be easier. Teacher: Student A said you could just do it on your fingers, and count by fives. Teacher: All right, the next one says twenty-five and two-twelfths, minus fourteen and ten-twelfths.  [TARGET]Teacher: All right, I want you guys to pay attention to what I am doing.[/TARGET] Teacher: Now, when you are subtracting fractions, can I just switch it up and say okay, ten minus two is eight? Student: No. Multiple Students: No.
Student: That's a big number. Teacher: I know. Teacher: It better be right.  [TARGET]Teacher: We're trusting you.[/TARGET] Teacher: [Laughter]  24 divided by 8 is what? Multiple Students: 3. Teacher: 3 times 7 is what?
Student: That's my dice. Teacher: What is? Student: It is for your information.  [TARGET]Teacher: Yeah, but you were playing with it.[/TARGET] Teacher: Let's do this. Teacher: Let's do this again. Teacher: Uh-huh.
Student: That's not fair. Student: If he can't be seen, we're not going to be seen. Teacher: Did you know that everything you've been yelling is recorded?  [TARGET]Teacher: You know this math.[/TARGET] Teacher: I don't know why it is a problem. Teacher: Let's go. Teacher: Solve the math.