stanford-nlpxed/classroom_management_data huggingface dataset:
Student: What's my mistake? Teacher: Do you understand your mistake? Student: Yes.  [TARGET]Teacher: Okay, everybody stop talking.[/TARGET] Student: [Inaudible] equals X, too. Teacher: Stop talking. Teacher: Okay, do you understand?
Student: What's the whole thing? Teacher: How many is taken, is taken from the whole. Student: [Yelling and one student making animal noises]  [TARGET]Teacher: Alright let's do it from the beginning.[/TARGET] Teacher: Come back. Teacher: Using this thing you know now I want you to do it by yourself. Teacher: The denominator tells you how many parts the whole is divided.
Student: When I was about to spin, Student R [inaudible] put it up, and it [inaudible]. Teacher: Okay, so go get another one up there, and you need to be on your best behavior. Teacher: I think I've said that more than once during this lesson.  [TARGET]Teacher: You need to focus on what you're doing.[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: Then we switch, right?
Student: When it has the green on that little circle thing. Teacher: Okay, shh. Student: There's, like, a light coming right here.  [TARGET]Teacher: Yeah, okay, sit, sit, sit.[/TARGET] Student: It's red. Teacher: Okay, so let's wait and see if it comes on or not. Student: Okay, freeze.
Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really? Teacher: Yes, they will be able to see you clearly, full size if they want to. Teacher: All right.  [TARGET]Teacher: Here we go.[/TARGET] Teacher: We're filming right now. Teacher: The camera is on. Teacher: All right.
Student: When we have both areas what do we do? Teacher: Add them together. Student: I got it.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Student: [9] times 2 because that's the biggest part of the parallelogram. Teacher: Okay.
Student: Where's Student J. Student: [Inaudible] Student: Yeah, Student J [inaudible]  [TARGET]Teacher: Go to the table right there, sweetie.[/TARGET] Student: Yeah, where's Student J? Student: Was Student J even here today? Teacher: I'm not sure.
Student: Which one? Teacher: You're re-reading the problem. Student: [Inaudible].  [TARGET]Teacher: You're re-reading the whole problem.[/TARGET] Teacher: Not just part A. Teacher: Not just part B. Teacher: The whole thing.
Student: Who are you talking to? Student: I'm talking to you. Teacher: The number at the bottom do.  [TARGET]Teacher: Student J can you stop?[/TARGET] Teacher: How did you get this? Teacher: What does the number at the bottom do? Student: How many parts in a whole.
Student: Who copied that? Teacher: Okay.  [TARGET]Teacher: Student A, the directions were [inaudible].[/TARGET] Teacher: All right, [inaudible], I'll wait. Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet.
Student: Who copied that? Teacher: Okay. Teacher: Student A, the directions were [inaudible].  [TARGET]Teacher: All right, [inaudible], I'll wait.[/TARGET] Teacher: I'll wait. Teacher: The warm-up, the warm-up is gonna be on this sheet. Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board.
Student: Who me? Teacher: No, not you. Teacher: [Room noise]  [TARGET]Teacher: All eyes here please.[/TARGET] Teacher: Student C, stop. Teacher: Turn around and look at the board please. Student: I'm finishing my work.
Student: Who's saying no? Student: Me? Student: Anybody else?  [TARGET]Teacher: Okay, let's look at how you got - let's look at how you got 175 by multiplying - can we not call out please?[/TARGET] Student: [Inaudible]. Teacher: Seventy-five times two, what is it? Teacher: Is it - let Student X help.
Student: Who? Teacher: Who is that [inaudible]? Student: She was just pressing on his notebook.  [TARGET]Teacher: Who was it?[/TARGET] Student: Student M. Teacher: Student M, that's enough. Teacher: You can come have a seat right over here.
Student: Whoa. Teacher: Okay, write - shh. Student: [Inaudible] do [inaudible].  [TARGET]Teacher: Okay, I'm going to wait.[/TARGET] Teacher: I'm going to wait 'til everybody's listening. Teacher: Waiting. Student: [Laughter].
Student: Who's Houston? Teacher: Who knows what the problem is? Student: [Inaudible]  [TARGET]Teacher: Oh, wait, stop where you are, hands off.[/TARGET] Teacher: Do you remember what I told Student D I don't want you to put your letters right in the middle because look at, when we do the ordered pairs notice how all the numbers are right on the lines aren't they? Student: Mm-hmm Teacher: So if I went over to 6 hm I don't know, there's not here you get what I'm saying?
Student: Who's math? Teacher: It's time you put the trashcan back by the door I know Student D had it. Teacher: [Inaudible].  [TARGET]Teacher: [Whispering] the cameras is watching you, [/TARGET] Teacher: there three of them it is. Teacher: I know that's homework stuff put that homework back inside the folder. Teacher: [Inaudible].
Student: Why are they -? Teacher: You know what? Teacher: If I hadn't said anything you wouldn't be asking about it.  [TARGET]Teacher: So why don't you just turn around and focus.[/TARGET] Teacher: What are we working on? Teacher: We're working on fractions. Teacher: How are we doing on fractions?
Student: Why are you coughing? Teacher: I don't know. Student: You're not sick?  [TARGET]Teacher: I'm not sure why you're up, Student C?[/TARGET] Student: What? Student: Really? Student: [Crosstalk]
Student: Why are you saying that? Student: What? Teacher: Stop, please.  [TARGET]Teacher: Okay, sit up please [inaudible] down.[/TARGET] Teacher: Sit up. Teacher: This time when we multiply we're going to do our wrestling multiplication, okay? Teacher: This is just plain, old, expanded form.
Student: Why do they all start with P? Student: [Inaudible]. Teacher: Ah.  [TARGET]Teacher: All right, there we go.[/TARGET] Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this.
Student: Why do they get this and I don't? Teacher: Keep in touch, please. Teacher: Add up these.  [TARGET]Teacher: You have your own.[/TARGET] Teacher: It's here. Teacher: But this is not what you're doing now. Student: Thirty times six and I do -
Student: Why? Teacher: Please, go back to your seat. Teacher: Student C, go back to your seat.  [TARGET]Teacher: We're waiting for you, Student C.[/TARGET] Student: What the hell? Student: Can I go now? Student: Dang, Student C.
Student: Why? Teacher: Sit down please. Teacher: Everybody, let's look on page 10 for a minute.  [TARGET]Teacher: Everybody, can I have your attention?[/TARGET] Teacher: It says, "Shade in 0.125 on each square." Teacher: So this very first square on page 10, how many do you shade in? Teacher: On page 10, unit 6, how many are you gonna shade in to represent point 125?
Student: Why'd you erase it!? Teacher: So you can [Inaudible] Other Adult: Alright let's do this one.  [TARGET]Teacher: Let's do it.[/TARGET] Teacher: Okay do it. Other Adult: [Inaudible] Teacher: That's it you've got it.
Student: Will we be testing on the decimals? Teacher: Nope. Student: Miss P, since math is over, don't you need to turn this off?  [TARGET]Teacher: Don't I need to what?[/TARGET] Student: [Inaudible] Teacher: Oh yeah, thank you. Teacher: Tonight, practice workbook, page 95.
Student: Would the last one be 70? Teacher: Yes, the last one would be 70. Student: Can we do traditional?  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Do anything you want to check it and make sure that your answer, that that two answers match. Student: Okay. Teacher: You can use traditional or Lattice.
Student: Would we have to exit the classroom? Teacher: Yes. Student: Where would we go?  [TARGET]Teacher: I don't know, but that's not our point right now.[/TARGET] Teacher: The point is, that's a time when it might, if we had some kind of damage to the carpet on a grand scale, but if someone just dropped a bottle of ink on the carpet, are we going to replace our carpet? Student: No. Teacher: No.
Student: Wow, seriously? Student: You said I was all the way over there? Student: This is big paper.  [TARGET]Teacher: Yeah, they didn't have any of the little paper.[/TARGET] Student: Teacher, can I get [inaudible]? Teacher: No, not right now. Teacher: What are you looking for?
Student: Y and X axis. Teacher: Axis labels, right, and a title. Teacher: Choose an appropriate title for your graph.  [TARGET]Teacher: You may get started.[/TARGET] Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it?
Student: Yay! Teacher: This is a grade to see if you've been paying attention the last three days. Teacher: Listen.  [TARGET]Teacher: Go back to your seat, Student H.  Student M, go back to your seat with that.[/TARGET] Teacher: Student L, you can go back to your seat. Teacher: Student L, that's not what you're supposed to be doing. Teacher: I forgot what I was just going to say.
Student: Yea. Teacher: Okay. Teacher: Student J's group, bring your things.  [TARGET]Teacher: Please pay attention, 'cause every group is going to do the same thing.[/TARGET] Student: They got three digits. Student: [Inaudible] they'll finish it first. Teacher: Well, they are first.
Student: Yeah I wanna learn. Teacher: I know. Teacher: You're allowed to do this one it's the next problem.  [TARGET]Teacher: We're not doing that, I'm not touching anybody.[/TARGET] Teacher: I want you to finish your math. Teacher: Get up from there. Other Adult: [Inaudible]
Student: Yeah they were trying to get all that off of my. Student: Watch this I'm gonna hide it. Student: Watch this I'm gonna hide it don't, look it, no one can see it.  [TARGET]Teacher: What are you hiding?[/TARGET] Teacher: I said 2 eights or 5 fourths. Teacher: 2 Student: Yeah 2 eighths.
Student: Yeah, I, I wait, no I don't. Teacher: If you think she does the right [Clapping to quiet students] Please stop. Teacher: If you think she done the right one thumbs up.  [TARGET]Teacher: If you think she didn't do the right thing, thumbs down.[/TARGET] Teacher: Student J what is the denominator of this one? Teacher: The denominator. Student: 3, 4?
Student: Yeah. Student: I knew something was wrong. Teacher: Can you please take care of what you need to take care of.  [TARGET]Teacher: That's not your job.[/TARGET] Teacher: What are you supposed to be doing? Student: For what? Teacher: We are going to give eight people slices of pie.
Student: Yeah. Student: I thought this was heavier. Teacher: Nope.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Thank you. Teacher: Sh. Teacher: Did everybody feel it?
Student: Yeah. Student: Well, it wouldn't turn on. Teacher: It's on.  [TARGET]Teacher: Turn it back.[/TARGET] Teacher: It's on. Teacher: Can you hear me? Teacher: Okay.
Student: Yeah. Teacher: And what did I tell you? Teacher: I had to erase the T.  Leftover can be broken up.  [TARGET]Teacher: Please put your cubes away and get yourselves ready for specials.[/TARGET] Student: Teacher F, can I go to the bathroom? Student: Can I go to the bathroom? Teacher: Hmm?
Student: Yeah. Teacher: Are you sure? Student: Yeah.  [TARGET]Teacher: Okay, I need you listening.[/TARGET] Teacher: And Student A, you're verifying there? Student: I'm scared of the bee. Teacher: Sh.
Student: Yeah. Teacher: Great. Teacher: You're scaring me with how fast your picking this up.  [TARGET]Teacher: Student W, put your hood down, please.[/TARGET] Teacher: [Inaudible] this up. Teacher: Okay. Teacher: I'm going to do two on this side, two on this side, and then we're going to do maybe three questions on [inaudible].
Student: Yeah. Teacher: Now, let me go to another group. Teacher: Let me go to another group.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Now you need to listen. Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk]
Student: Yeah. Teacher: Sit down. Teacher: None of you have a clock or a partner?  [TARGET]Teacher: If you have a clock, you should not be up here.[/TARGET] Teacher: Your partner. Teacher: That's what I said. Teacher: If you do not have a clock or a partner, you need to be up here.
Student: Yeah. Teacher: So how are we gonna make one-eighth? Student: [Inaudible]  [TARGET]Teacher: How about this?[/TARGET] Teacher: Can you guys put those down? Student: [Inaudible] Teacher: Yeah.
Student: Yeah. Teacher: So that when we say, "in the house" that's where you want to start, and then you - Student: [Inaudible].  [TARGET]Teacher: Someone knocks at your door, and then you walk outside, you greet them, and then you work things out.[/TARGET] Teacher: Thirty-five divided by five equals seven. Teacher: So it's a little bit different than all the others. Student: So it's kind of like you're inside, then you're outside, and then you're on the roof.
Student: Yeah. Teacher: So this whole total would be 100. Teacher: This whole total would be 1,000.  [TARGET]Teacher: No, sit down please.[/TARGET] Teacher: [Crosstalk] Student: Zero point 15 is 15 only, right? Teacher: Excuse me?
Student: Yeah. Teacher: Student S, did you get it? Teacher: Huh?  [TARGET]Teacher: Student S, what are you doing?[/TARGET] Teacher: There, she's getting it. Teacher: [Laughter]. Teacher: Student U, she's like,
Student: Yeah. Teacher: There's one here for you. Teacher: I would really appreciate it if you would join us.  [TARGET]Teacher: Did you check out entirely back here?[/TARGET] Student: Who, me? Teacher: Were you paying attention to [inaudible]? Student: Yes.
Student: Yeah. Teacher: Yes. Student: I forgot about the same thing.  [TARGET]Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay?[/TARGET] Teacher: I love it, but today we're a little too chatty. Teacher: Here we go. Teacher: So we have three right here.
Student: Yep, it shows [inaudible]. Teacher: All right, so there are lots and lots - and I know there's plenty more; you guys did a great job of coming up with some ideas. Multiple Students: [Multiple comments.]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I know there are lots and lots more, but I could probably stay another 10, 20 minutes on this, but I need to get on into the part of the lesson, okay? Teacher: So there are lots and lots of different schedules that you use and it's important that you're able to be able to read all those different kinds of schedules and tables and charts and graphs. Teacher: You've got to be able to read all of them.
Student: Yep, that's what I was thinking. Teacher: How would we-how could we figure out-how would we know that it's eight sixteenths? Teacher: What could we do to change one half into eight sixteenths?  [TARGET]Teacher: So the thing is that we need to-Student S, sit down.[/TARGET] Teacher: The thing that we need to do-even you two back there, just because, sit up and be with me. Teacher: Once you figure out what the common denominator is you change that one fraction or sometimes you have to change both fractions into something with the same denominator. Teacher: Once you've done that, you add your fractions.
Student: Yep. Student: Yeah. Teacher: Did you get it?  [TARGET]Teacher: Did you get the answer over there?[/TARGET] Student: Mm-hmm. Teacher: Did everybody finish question number seven? Multiple Students: [Crosstalk]
Student: Yes I can. Other Adult: Alright [Inaudible] Student: Put a number up top so how many should be in each thing?  [TARGET]Teacher: Student [Inaudible] Come back over here honey.[/TARGET] Other Adult: You gonna be able to do that work cause that's what you're working on right now. Other Adult: In fact you don't see how it does it? Other Adult: This thing should be over.
Student: Yes I do. Teacher: You do? Student: Yeah, I, I wait, no I don't.  [TARGET]Teacher: If you think she does the right [Clapping to quiet students] Please stop.[/TARGET] Teacher: If you think she done the right one thumbs up. Teacher: If you think she didn't do the right thing, thumbs down. Teacher: Student J what is the denominator of this one?
Student: Yes [inaudible]. Teacher: That was an interaction. Teacher: I don't care if it was talking.  [TARGET]Teacher: I don't care what it was.[/TARGET] Teacher: It was some kind of interaction that had you off-task, and him. Teacher: We can rewind and play the tape if you want to. Student: Okay.
Student: Yes you did. Teacher: Is everybody done with round one? Teacher: Let's move to round two.  [TARGET]Teacher: I haven't seen your work.[/TARGET] Teacher: [Inaudible]. Teacher: 1100 Teacher: What do you have left?
Student: Yes, I did. Teacher: No you didn't. Teacher: Look at how this game goes.  [TARGET]Teacher: Your mom is going to witness that.[/TARGET] Teacher: You know that? Teacher: Look. Teacher: We're going to play close to 1,000.
Student: Yes, it's mine. Teacher: The we made a graph. Teacher: Bring me your graph so I can staple it.  [TARGET]Teacher: Group three is not talking.[/TARGET] Teacher: Back up so I can [inaudible]. Teacher: Make sure you have your name on the front of your graph before you turned it in. Teacher: Also, you will put your rulers back.
Student: Yes, ma'am. Student: [Crosstalk] Student: He's killing me.  [TARGET]Teacher: He's killing you?[/TARGET] Student: I rolled a one. Student: [Crosstalk - students doing activity]  Teacher: You know what might help me, Student T?
Student: Yes, ma'am. Student: [Crosstalk] Teacher: Not at one time.  [TARGET]Teacher: All right, let's do it together so we can understand.[/TARGET] Teacher: Watch. Teacher: Take four - Student: Do you only do the something once?
Student: Yes, there is. Teacher: Okay. Teacher: Without blurting.  [TARGET]Teacher: You need to raise your hand.[/TARGET] Teacher: It goes up by 15, then 10, then 5. Teacher: Then it goes up by 10. Teacher: Is it gonna go up by 5 or 15?
Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65. Teacher: You could always work it out, but this is the answer here.  [TARGET]Teacher: Go ahead, Student M.  What's your question?[/TARGET] Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point. Teacher: Can you all stand up?
Student: Yes. Student: I used the zero and it messed me up. Teacher: Okay, well then let's don't use the zero.  [TARGET]Teacher: Ladies and gentlemen, I need you to still allow others to concentrate, so that means turning your voices off.[/TARGET] Teacher: Student L, that includes you, sir. Teacher: Okay, can I have you say that out loud? Student: What?
Student: Yes. Student: No. Student: [Crosstalk]  [TARGET]Teacher: Stop.[/TARGET] Teacher: Student F, he needs help. Teacher: How do you help him out? Teacher: He needs help.
Student: Yes. Student: Oh, thank you. Student: [Inaudible].  [TARGET]Teacher: [Inaudible] parent's going to have a heart attack.[/TARGET] Teacher: What do you want to say, Student S? Student: First you add the numerators, and then [inaudible] five plus one is six, and then you add [inaudible] multiples of ten and five, and then see the leasest - no. Student: See all the common multiples, and then you [inaudible] the least common multiple.
Student: Yes. Student: Yes. Student: No.  [TARGET]Teacher: I see who's listening.[/TARGET] Student: I said no. Teacher: I said raise your hands. Student: Aw.
Student: Yes. Student: Yes. Teacher: Now I'm going to look at the second expression.  [TARGET]Teacher: Student M, get back in the row, please.[/TARGET] Teacher: Student A. Teacher: Now the second one. Teacher: Seventeen minus four, times three.
Student: Yes. Student: Yes. Teacher: Okay, now one more minute.  [TARGET]Teacher: One more minute, Student L.  Shh.[/TARGET] Student: I'm done. Teacher: If you're finished, you may go ahead and do eleven through sixteen. Student: Yeah.
Student: Yes. Student: [Applause] Student: [Crosstalk]  [TARGET]Teacher: 1 and 2 and 3.[/TARGET] Teacher: [Inaudible] what, a roller coaster? Teacher: [Inaudible]. Teacher: [Crosstalk]
Student: Yes. Student: [Inaudible] clipboard [inaudible]. Teacher: Okay.  [TARGET]Teacher: Thumbs up if you say this is a polygon.[/TARGET] Teacher: Student F, you're not participating. Teacher: Thumbs up if you say it's a polygon. Teacher: Thumbs down if you say it's not.
Student: Yes. Teacher: About what? Student: Because I'm trying to explain my thinking.  [TARGET]Teacher: And they're not listening?[/TARGET] Student: No. Teacher: Guys, you need to listen. Teacher: You have to share the thinking.
Student: Yes. Teacher: All right, can you tell me? Student: You multiply -  [TARGET]Teacher: You got to speak up.[/TARGET] Student: You multiply four times eight - I mean four times two. Teacher: Which is? Student: Eight.
Student: Yes. Teacher: All right, help me out. Teacher: Now he stays right here, let him come.  [TARGET]Teacher: I need space.[/TARGET] Teacher: Okay, we're ready to answer both numbers. Multiple Students: 84, 10. Teacher: Yes, okay, okay, yes, just tell me the number.
Student: Yes. Teacher: All right. Teacher: Please pack up this center.  [TARGET]Teacher: Everybody pack up this center.[/TARGET] Teacher: Everybody pack up this center. Teacher: Seat work. Teacher: I know.
Student: Yes. Teacher: And then what are you going to put on the other side? Teacher: The one-ounce weight.  [TARGET]Teacher: Now listen, excuse me just a second.[/TARGET] Teacher: Listen to me, Student L, we don't have precise enough scales to get exactly but you can tell whether your item is heavier than an ounce, exactly an ounce, or lighter than an ounce, okay? Teacher: So each person - leave them alone, ladies - each person is measuring their own item, okay? Teacher: So what's the first item on our list?
Student: Yes. Teacher: Because it's all on videotape. Teacher: Student K, go sit down and don't walk across the front.  [TARGET]Teacher: Walk in the back of this, okay, of the camera.[/TARGET] Teacher: I'm not doing the videotaping. Teacher: [Crosstalk] Teacher: I'll be right there.
Student: Yes. Teacher: Divided by six. Teacher: Okay, this one I want you to try to do.  [TARGET]Teacher: I'm gonna give you a few minutes.[/TARGET] Teacher: Some of you all didn't have time. Teacher: Now that we've gone over it, I want some of you to try to do that one. Teacher: Go.
Student: Yes. Teacher: Do we agree? Student: Yes.  [TARGET]Teacher: If you think that Student J did the right answer thumbs up.[/TARGET] Teacher: If Student J did the right, thumbs up. Student: Um, Teacher. Teacher: If you think that Student J didn't answer it correctly thumbs down.
Student: Yes. Teacher: Honey, we will sort it out as soon as Student C gets back, but he is not here. Teacher: So I can't go pull him out of science, right?  [TARGET]Teacher: Relax.[/TARGET] Teacher: I will take care of it. Teacher: Roll the dice three times. Teacher: Three digit up top, then two digit number on the bottom, then you can check it with a calculator.
Student: Yes. Teacher: I don't think you are. Teacher: I hear you talking about, is this a paper clip, and talking about your mom.  [TARGET]Teacher: Please move your clothespin.[/TARGET] Teacher: Your partner Student K, is waiting to play with you. Teacher: [Students working on problem]. Student: That's not equal.
Student: Yes. Teacher: I got everyone? Multiple Students: Yes.  [TARGET]Teacher: If you give me your card, then you may sit.[/TARGET] Teacher: [Crosstalk] Teacher: All right. Teacher: Turn in your math book to page 97, 96.
Student: Yes. Teacher: I want you to do this right now. Student: I'm trying to.  [TARGET]Teacher: Excellent.[/TARGET] Teacher: Thank you, Student D.  Teacher: [Crosstalk] Teacher: All right.