stanford-nlpxed/classroom_management_data huggingface dataset:
Student: It sounded [inaudible]. Teacher: So, Student O, you have a huge mess. Teacher: You clean that up please.  [TARGET]Teacher: I see milk on the floor from breakfast that should have been thrown away this morning.[/TARGET] Student: Okay. Teacher: Okay. Teacher: So you guys, most of you made your way through the problems.
Student: It was in the tens place. Teacher: Because it's in the tens? Teacher: Put it down.  [TARGET]Teacher: What do you tell me now?[/TARGET] Teacher: Sit down. Teacher: Student T, let me see what you did. Teacher: Get 7 cards at a time.
Student: It's 24. Teacher: Hold on, and this is 1, 2, 3, and this is 1 and 1. Teacher: Each of these are separate - Student C, I know what time we go to lunch.  [TARGET]Teacher: Please sit down.[/TARGET] Teacher: Worry about what you're doing. Teacher: Okay, so count them up again. Teacher: Let's see what you get as your answer.
Student: It's a big bee. Teacher: Okay, but everyone else is fine. Teacher: So if 12 times 4 is 48 - Student F, let's go back to you started us.  [TARGET]Teacher: Put that in your desk.[/TARGET] Teacher: Do you think $48.00 is going to be enough if the CDs are really $11.99? Student: [Inaudible]. Teacher: Let me ask you this.
Student: It's almost lunchtime? Teacher: Yeah, it's almost lunchtime. Student: After this it's lunchtime?  [TARGET]Teacher: Mm-hmm.[/TARGET] Student: Seventeen. Teacher: Seventeen. Teacher: So write that here.
Student: It's already written. Teacher: No you didn't. Teacher: You asked for a break.  [TARGET]Teacher: You didn't ask for a pencil.[/TARGET] Teacher: You asked for a break. Teacher: Right? Student: No.
Student: It's four. Teacher: Four types of  animals? Student: Five types of animals.  [TARGET]Teacher: I'm putting this down.[/TARGET] Student: So then I put 5 into an array of 5 and 5. Student: Five rows. Student: One third [inaudible].
Student: It's like- Teacher: Can you just explain from the beginning? Student: You know how the first two digits are whole numbers-  [TARGET]Teacher: Hold on a second.[/TARGET] Teacher: Student M, will you have a seat? Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern.
Student: It's two, four, six, eight. Student: Two times five. Student: Teacher, you're blocking him.  [TARGET]Teacher: Oh, I'm sorry.[/TARGET] Student: Since nobody knows that number, let's do 75, 75, 14, 13 and that will give you 130. Teacher: Are you saying that 7 plus 7 is 10? Student: It' 150.
Student: It's under the table. Student: Oh, on the desk. Teacher: Leave it.  [TARGET]Teacher: Come out.[/TARGET] Teacher: Student A, leave it. Student: I don't care. Student: I heard you.
Student: It's [inaudible]. Teacher: Yeah, it looks like it is for now. Teacher: Don't jinx it.  [TARGET]Teacher: Don't stand here.[/TARGET] Student: [Inaudible]. Student: [Inaudible] anymore. Teacher: Shh.
Student: It's a misprint, because at first it says Susie and Jamie, and then it's saying James. Student: [Inaudible] six-eighths. Teacher: Okay, you got to - guys.  [TARGET]Teacher: Listen up.[/TARGET] Teacher: Student Z? Student: Yes. Teacher: Pay attention for a minute.
Student: It's blurry. Teacher: Actually, it's not blurry, if you wear your glasses. Teacher: You might need to work with a partner.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: That's what I'm talking about. Teacher: Now, you get it? Teacher: Great.
Student: It's clear. Student: Clear, clear. Teacher: How about we just do this?  [TARGET]Teacher: All right, I don't [Inaudible].[/TARGET] Teacher: This is math class. Teacher: We're not at recess. Teacher: Stop.
Student: It's going to be [inaudible]. Teacher: What do you think the answer is for the desk? Teacher: Student N?  [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: What number can you multiply by itself, and get twenty? Student: [Inaudible].
Student: It's just 12 times 5. Student: [Crosstalk] Teacher: Shh.  [TARGET]Teacher: Let's try one just a little bit bigger.[/TARGET] Teacher: Tell me a two-digit number, Student B, like something in the 20s or 30s or something like that. Student: 35 Teacher: Okay, 35.
Student: It's like say you like - Teacher: Hold on. Student: It's like -  [TARGET]Teacher: I'm just saying hold on, because people are moving and it's too loud.[/TARGET] Teacher: Go ahead. Student: Range means like you end like - when you, like, estimate a number and, like, it's not the right answer, but it's in the range of almost being an answer. Teacher: I like that.
Student: It's not all the way done. Teacher: Student M. Student: Are we in our groups?  [TARGET]Teacher: No, we're not going to do any group work.[/TARGET] Student: I put it in my desk and now it's not there. Teacher: You two stop. Student: I did check.
Student: It's not my fault. Student: Yes, you did. Teacher: Second.  [TARGET]Teacher: Your response to someone punching you should be to tell me.[/TARGET] Student: He punched me. Teacher: There's a study. Student: [Inaudible]
Student: It's not. Teacher: Let's try. Teacher: Shh.  [TARGET]Teacher: All right, voices off, please.[/TARGET] Teacher: Thank you. Teacher: All right, let's get to number twelve. Teacher: What are the factors of twelve?
Student: It's supposed to be a decimal. Teacher: It's tricky on purpose. Teacher: I want you to talk.  [TARGET]Teacher: I like the way she's talking.[/TARGET] Teacher: Go back to what you were saying. Teacher: Explain to them. Teacher: Talk.
Student: It's the bottom. Teacher: It's the bottom of a fraction. Teacher: Okay.  [TARGET]Teacher: So we're not playing in boxes with markers.[/TARGET] Teacher: We're looking at this. Teacher: Can you tell me when you subtract fractions with like denominators, what happens to the denominator? Teacher: I'm so glad Student A remember.
Student: It's thousandths. Student: It's supposed to be a decimal. Teacher: It's tricky on purpose.  [TARGET]Teacher: I want you to talk.[/TARGET] Teacher: I like the way she's talking. Teacher: Go back to what you were saying. Teacher: Explain to them.
Student: I'll say whatever I wanted to. Teacher: Go sit down in your seat please. Student: He say people shouldn't be judged by-  [TARGET]Teacher: Let's do that again or are you just practicing?[/TARGET] Teacher: Put it away get ready for math, math. Student: Who's math? Teacher: It's time you put the trashcan back by the door I know Student D had it.
Student: I'm a B. Teacher: You do question number six on the board. Teacher: And everybody should see what - all erasers, all [inaudible] should be [inaudible].  [TARGET]Teacher: Let us listen please.[/TARGET] Student: First, I thought of the steps. Student: Mathematicians are to divide fractions by being able to determine the type of fractions. Student: This I'm doing number six, this is an improper fraction.
Student: I'm doing perfecto. Teacher: [Inaudible]. Student: What?  [TARGET]Teacher: Don't come in with noise, people who are entering the room.[/TARGET] Teacher: Great job. Teacher: You're not ready are you? Teacher: You ready, Student J?
Student: I'm not done. Teacher: Okay, just don't look then. Teacher: Keep working Student J.  Let's try again.  [TARGET]Teacher: Go have a seat.[/TARGET] Teacher: Good job. Teacher: Good try. Teacher: We'll do this one together and we'll do - work on the next one.
Student: I'm not talking to him. Student: Yes [inaudible]. Teacher: That was an interaction.  [TARGET]Teacher: I don't care if it was talking.[/TARGET] Teacher: I don't care what it was. 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: I'm running out of paper in my notebook. Student: I have no other pages that I haven't used yet. Teacher: Now, if you're at the computer center, look what it says.  [TARGET]Teacher: Where must you go?[/TARGET] Multiple Students: [Inaudible]. Teacher: And what was the game you had to play? Teacher: [Inaudible].
Student: I'm saying it. Student: Rewrite the fraction with a multiplication sign. Student: Read the whole.  [TARGET]Teacher: Can you read the whole thing please?[/TARGET] Student: [Inaudible] a flip of the second fraction. Teacher: Do you know what that means? Teacher: What that means is now we're gonna rewrite, so you do not change the first one, the fraction.
Student: I'm sitting right here. Multiple Students: [inaudible chatter] Teacher: [inaudible whisper]  All right, all right.  [TARGET]Teacher: I want to thank the people who came in quietly, that opened their notebooks up.[/TARGET] Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible] Teacher: You're gonna need it.
Student: I'm telling you this now. Student: I was paying attention. Student: I just -  [TARGET]Teacher: No.[/TARGET] Teacher: When I'm up here teaching where do your eyes belong? Student: They were up there. Teacher: So you were drawing like this?
Student: I'm working by myself. Student: [Crosstalk] Student: [Crosstalk]  [TARGET]Teacher: Now I'm going to continue.[/TARGET] Teacher: Move over here please, over here. Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. Teacher: We start from question one right now.
Student: I've got five eighths. Teacher: Is that greater than, less than, or a half? Teacher: We know four eighths is a half.  [TARGET]Teacher: Student T, why don't you go back to your seat?[/TARGET] Teacher: Put that there. Teacher: Where is another 8? Teacher: Which one is that?
Student: Just add the 0 to the 1. Teacher: Student A, what did Student D just say? Teacher: Can you sit up, please?  [TARGET]Teacher: Did you hear her?[/TARGET] Teacher: Student J, sit up, please. Teacher: Sit. Teacher: You need to sit straight up.
Student: Just pollen. Teacher: You need to get your work done, because if not, I'm going to have to start sending you to Mrs. A's office to do your work. Teacher: We are not going to just sit there.  [TARGET]Teacher: You need to work.[/TARGET] Teacher: Let's do it with five twentieths. Teacher: Think of a number that will divide into five. Teacher: Think of a number that will divide into 20.
Student: Less or more than the whole number. Teacher: How could you - what can you do to see if this is more or less than the whole number? Teacher: What can you do?  [TARGET]Teacher: Student F, I don't see you paying attention.[/TARGET] Teacher: So I'm gonna - no, this is for Student F.  Student F, can anybody tell him the question? Student: Okay, what can you do to solve that problem to know if it's more or less than a whole number? Teacher: What can you do?
Student: Less than. Teacher: Yes, so put that over there. Teacher: Now we have a problem with ninths.  [TARGET]Teacher: Is there a ninths - Student D, you have work to do.[/TARGET] Teacher: Does 9 go in half? Student: No. Teacher: That's a whole.
Student: Let everybody copy. Teacher: Yeah, let everybody copy. Teacher: When you're ready, just put your pencils down.  [TARGET]Teacher: Because, you're not gonna need them in a second.[/TARGET] Teacher: Thank you, Student J. Teacher: Thank you, Student D.  Thank you, Student D and Student C.   Student: I see what everybody else is doing.
Student: Let's see. Student: Turn it [inaudible]. Teacher: Well, I could be, but she hasn't come back to turn it off, yet.  [TARGET]Teacher: I'll send a kid as soon as she [inaudible] to turn it off.[/TARGET] Teacher: That's fine. Teacher: I mean, they like what they're doing, it's just [inaudible]. Teacher: [Students playing game].
Student: Like, each story, 10 for winter, and 10 for summer. Teacher: Got you. Teacher: Boys and girls, listen carefully.  [TARGET]Teacher: We will be using the protractors later, so would you put those in your desk?[/TARGET] Teacher: Would you please put your paper in your blue folder for homework tonight? Teacher: Thank you oh so much. Teacher: Yes?
Student: Line for 400. Student: What is a line segment. Teacher: Listen again.  [TARGET]Teacher: Too many people are talking.[/TARGET] Teacher: Okay. Teacher: Come on, Student T.  What is it? Student: Ray.
Student: Look at [inaudible] Teacher: It's close. Student: Every last thing on that board is -  [TARGET]Teacher: Sit down.[/TARGET] Teacher: I'll come to you. Teacher: You put this in - put it in again. Teacher: 10
Student: Made in China. Student: [Crosstalk] Teacher: So pick your crayons in 3, 2, 1, all right, two colors.  [TARGET]Teacher: You just need two colors.[/TARGET] Teacher: [Crosstalk] Teacher: Let me count again. Teacher: You need two crayons in 3, 2, 1.
Student: Make it an 8. Teacher: Anything behind, Student A? Teacher: Student A please.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Thanks. Teacher: So there's one example. Teacher: Now remember, Student T, throughout the assignment, you're going around, just right on the other side of the decimal is the ones place.
Student: Marbles. Teacher: Number two, and then we are about to finish and say what did we learn. Teacher: All right, hold on.  [TARGET]Teacher: Somebody already do number two.[/TARGET] Student: Three fourths. Teacher: Some people already do number two. Teacher: Ruby gets how many pieces?
Student: Massachusetts. Teacher: Yes, Massachusetts says, "How is our school doing compared to all the other schools in the state? Teacher: How is our class doing compared to all the other classes in our city?"  Right?  [TARGET]Teacher: Student J, do you know that there's something looking at you all morning, because I'm going to be very sad when we watch this.[/TARGET] Teacher: While practicing my MCASS strategy, I'll be able to answer and label all parts of the question about Hudson's Bakery. Teacher: I will be able to show or explain how I got my answers. Teacher: I'm going to give you an open response question in a minute, and I did go to the Department of Education Website and I printed out some answers that actual 4th graders did, and we're going to grade them together just like we do.
Student: May I do 28 [divided by 5] reduce? Teacher: No, you keep going with your lesson. Teacher: That table, you keep going.  [TARGET]Teacher: Now you're not working together.[/TARGET] Teacher: It's more of an individual assignment. Student: It's because I got to chapter, but I haven't got [inaudible] chapter 10, and I went to chapter 11. Teacher: What are you doing?
Student: May I please use - Teacher: You just used it right before this. Teacher: Have a seat, please.  [TARGET]Teacher: Student T, why don't we pick up the sweatshirt, instead of stepping on it?[/TARGET] Teacher: Remember, perimeter is the inside, or the outside? Student: Inside - outside. Teacher: Outside.
Student: Me. Student: Me. Teacher: Show me how you solved your problem.  [TARGET]Teacher: Sit down, Student T.  Student T, stop.[/TARGET] Teacher: Sit down. Teacher: Sit down. Teacher: What is the problem?
Student: Me. Teacher: Show me how you solved your problem. Teacher: Sit down, Student T.  Student T, stop.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit down. Teacher: What is the problem? Teacher: Go back and sit down.
Student: Me. Teacher: Who's A and who's B? Teacher: You join them over here please.  [TARGET]Teacher: You are C.[/TARGET] Student: Do we have to do the test again? Teacher: So let's start now, two minutes. Teacher: [Crosstalk]
Student: Mine has - [inaudible]. Student: I made a - [inaudible]. Teacher: Student J, have you been changing shapes?  [TARGET]Teacher: Leave it for the last time.[/TARGET] Student: [Inaudible] - I got - [inaudible]. Teacher: Talk about how many sides your shape has. Multiple Students: Four.
Student: Mine's at home. Teacher: A couple of you. Multiple Students: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Ready? Teacher: Number three. Teacher: This is lattice.
Student: Miss - Teacher: That's okay. Student: [Inaudible]  [TARGET]Teacher: [Do we] need to relax?[/TARGET] Teacher: He just needs his own space, 'cause if he doesn't sit by himself, then he talks all day long. Teacher: Like, yeah, he needs [inaudible]. Teacher: Yeah.
Student: Mm-hmm. Teacher: All right, find out what fraction is left. Teacher: So yep, now find out what fraction is left.  [TARGET]Teacher: No, you may wait till after this is over.[/TARGET] Student: I just looked down and I was supposed to figure out this was there. Teacher: Okay. Teacher: [Crosstalk]
Student: Mm-hmm. Teacher: Did everybody finish question number seven? Multiple Students: [Crosstalk]  [TARGET]Teacher: Are you following the steps here?[/TARGET] Teacher: Is A reading the steps? Teacher: Are you reading the steps and making sure that everybody follows? Teacher: Any time you are doing a question you go back to the steps.
Student: Mm-hmm. Teacher: Okay. Teacher: We are done.  [TARGET]Teacher: Everybody go back to your seats.[/TARGET] Teacher: Yes? Teacher: Turn around. Teacher: It's all about following directions.
Student: Mr. H [inaudible] Teacher: I'm not gonna look at that. Teacher: I'm not a student.  [TARGET]Teacher: I'm not a student, I can't answer.[/TARGET] Student: You is a student. Student: If he's over 18 [inaudible] Teacher: [inaudible]  Yeah.
Student: Mr. H, that's what I got. Teacher: How [inaudible] 75? Teacher: Do the fraction first before [inaudible].  [TARGET]Teacher: Student A, please get out of that chair.[/TARGET] Teacher: Student M - I'll run over H.  I don't think you were paying attention but then you did it, right? Teacher: That's what Student A [inaudible]. Teacher: Got number 13?
Student: Ms. Y? Teacher: Yes? Student: [Inaudible].  [TARGET]Teacher: If you take - I'll wait for you.[/TARGET] Teacher: If you take your work that we did today and you take this home with you, you should be able to use what we did today if you wrote down the problems and how to do them and -  Multiple Students: [Inaudible]. Teacher: - I'll wait.
Student: Multiple the length times the width. Teacher: And she has notes, thank you for having notes we take notes on it. Teacher: The other day there no if you only had the date that would be so perfect.  [TARGET]Teacher: Because I encourage us when we take notes, I encourage us when we take notes I'm not talking over you I'm gonna wait.[/TARGET] Teacher: I encourage us when we take notes to put the date at the top. Teacher: So to find the area you multiply the length times the height. Teacher: The length is 6 times 8 inches equals everybody?
Student: Multiply. Teacher: What's one times three? Student: Three.  [TARGET]Teacher: Well, put it down, there.[/TARGET] Teacher: And sister says what? Student: Subtract. Teacher: Subtract.
Student: My desk? Teacher: Yeah. Teacher: Okay.  [TARGET]Teacher: Please hush.[/TARGET] Teacher: I don't need your hands up; why are you hands up? Student: Oh, I just wanted - Teacher: There are only like ten of you, it'll be okay.
Student: My glasses. Teacher: If that's what you're estimating, write it down. Student: I want to be Jacarious but not to Jacarious.  [TARGET]Teacher: Not too Jacarious?[/TARGET] Teacher: All right, do we have five items yet? Student: No, Student J has to think about it. Teacher: All right, Student J, let's find something.
Student: My math notebook. Teacher: Don't worry about it. Teacher: For now use your [inaudible] paper.  [TARGET]Teacher: I will give it to you later on.[/TARGET] Teacher: I don't want you to call out, Student S.  Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math? Teacher: Tell me.
Student: My name is... Teacher: What  is [Inaudible] 18? Student: This is right.  [TARGET]Teacher: Student J please pay attention to your work please.[/TARGET] Student: 7ft 8ft 20ft 6ft 7ft 8ft... Teacher: What do you have? Teacher: The denominator look at here how many parts it's divided.
Student: Never. Teacher: Uh-huh, that's right. Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class.  [TARGET]Teacher: Stop crying.[/TARGET] Teacher: Okay. Teacher: All right, very good. Teacher: Let's all work through this together.
Student: Never. Teacher: When? Student: Never.  [TARGET]Teacher: Uh-huh, that's right.[/TARGET] Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class. Teacher: Stop crying. Teacher: Okay.
Student: Nine hundred? Teacher: No, continue what you're doing please. Teacher: Student J, sit down.  [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Everybody look at the board and see what he's doing. Teacher: Where'd you get seven from? Student: Can I help you, bro?
Student: Nine. Teacher: Nine vans. Student: [Inaudible].  [TARGET]Teacher: Because, otherwise, that kid can't go.[/TARGET] Student: But he's gonna be alone. Teacher: Okay. Teacher: Then I'm gonna have eight vans, eight vans with a remainder one or nine.
Student: Nine? Teacher: Let's try a couple more. Teacher: You're walking down the street, and you have ten dollars in your pocket.  [TARGET]Teacher: Student R has the count of three to have a seat.[/TARGET] Teacher: I'm already on two, because that's the second time I've asked you. Teacher: If I have to ask you again, I will ask you to go and have a time-out. Teacher: Negative nine?
Student: No it should be three. Teacher: 3? Student: 4.  [TARGET]Teacher: Shh.[/TARGET] Teacher: I know you want to eat those the sooner we get done with this the quicker you get to eat. Teacher: Stem and leaf. Teacher: So we have to plant 24 4 times.
Student: No it's not no new country boy. Student: I'm and I'm [inaudible] in South Carolina. Student: [Students start fighting]  [TARGET]Teacher: Please don't talk about anybody because you have not finished your work and be quiet.[/TARGET] Student: You'd be doing it too. Teacher: So? Teacher: Monkey see monkey do if he jumped off a bridge you'd jump off a bridge too?
Student: No one is helping me! Teacher: Here, I'm here to help you. Teacher: I want you to come up here you're having a hard time.  [TARGET]Teacher: Sit.[/TARGET] Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much.
Student: No! Teacher: And you're looking for 4 8ths here. Student: Ahhhh!  [TARGET]Teacher: That's what you're doing.[/TARGET] Teacher: I want you to sit. Student: Would you like that? Student: So now from angles?
Student: No! Teacher: Get back to your seats. Teacher: [Incredibly high pitched squeal]  [TARGET]Teacher: What did you do to hurt him?[/TARGET] Student: I didn't hurt him. Teacher: What did you do to hurt him are you supposed to cheer him up? Teacher: Ignore him do your work.
Student: No, 0.5. Teacher: Alright, let me call up another group. Teacher: See if you can guess the rule.  [TARGET]Teacher: I would like Student L, stand up.[/TARGET] Teacher: Student T to come back up. Teacher: Student M can come back up. Teacher: Yup, go Student M.  So you go back up.
Student: No, 8. Teacher: Then you add the numerator of the fraction, and that's how you get the 9, and you are correct. Teacher: That's how you get that.  [TARGET]Teacher: Let's move on.[/TARGET] Teacher: We are going to get [inaudible]. Teacher: Very good. Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins.
Student: No, I think it's [inaudible]. Teacher: Well go look for it. Student: We have to do our own?  [TARGET]Teacher: Yes.[/TARGET] Teacher: Okay. Teacher: I want to see your own. Student: Is that it right there in front of your desk?
Student: No, [inaudible] times. Teacher: You can't have the same answer. Teacher: Were you with Teacher C?  [TARGET]Teacher: Were you with Teacher C?[/TARGET] Student: No, I'm being dismissed. Teacher: Okay. Teacher: But you can't take two different answers, Student T.  We're on part A.  We've got our answer as 36.
Student: No, never mind, I'll ask her later. Teacher: Perfect. Teacher: Please make sure you label your answers with square feet or square units, I should say.  [TARGET]Teacher: Enough with the chitchat, please.[/TARGET] Teacher: I'm not going to remind you again. Student: Teacher? Teacher: Mm-hmm?