stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: What is the next step after subtracting? Student: Bring down. Teacher: Bring down.  [TARGET]Teacher: Okay, so everybody should be here, and let's stop.[/TARGET] Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that? Teacher: So here is step one, we did that one.
Teacher: What is the problem with the camera? Teacher: You know how to do math. Teacher: Where does the [inaudible] come from?  [TARGET]Teacher: Continue.[/TARGET] Teacher: Finish your work. Teacher: Student A, I'm not playing now. Teacher: Stop.
Teacher: What is the problem? Student: [Inaudible] Cause she wouldn't do anything. Teacher: Turn around please let's finish this work, you're almost done.  [TARGET]Teacher: Sit![/TARGET] Student: I don't want to. Teacher: Student J stop. Teacher: Student J stop.
Teacher: What is the problem? Student: [Inaudible]. Teacher: Who told you?  [TARGET]Teacher: You're blocking Student D.  You can't be seen by the camera.[/TARGET] Teacher: That's cool. Teacher: Now look carefully at these two different - [inaudible] honey. Teacher: It's not your-
Teacher: What is the problem? Teacher: Go back and sit down. Student: [Inaudible].  [TARGET]Teacher: Student T, what are you doing?[/TARGET] Student: he hit me first. Student: I didn't hit him. Student: Yes, you did.
Teacher: What is the question you were supposed to respond to in the second step? Teacher: What kind of fraction do you have right now? Student: Unlike.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You have 3 over 9 and 4 over 9. Teacher: What kind of fractions do you have right now? Student: Like.
Teacher: What is the value of 9? Teacher: Sit down. Teacher: Stop calling out.  [TARGET]Teacher: Thank you.[/TARGET] Student: 90 Teacher: What is the value of 20? Student: 20
Teacher: What is the value of this 9 here? Teacher: What is the value of 9? Teacher: Sit down.  [TARGET]Teacher: Stop calling out.[/TARGET] Teacher: Thank you. Student: 90 Teacher: What is the value of 20?
Teacher: What is the value of this nine here? Student: Nine hundred. Teacher: Nine hundred.  [TARGET]Teacher: Student M, sit up.[/TARGET] Teacher: Nine hundred take away six hundred, what we have left? Multiple Students: Three hundred. Teacher: Three hundred.
Teacher: What is the weight in pounds of one of these balls? Teacher: Don't give me the answer. Teacher: Show, or explain how you got your answer.  [TARGET]Teacher: You can start thinking.[/TARGET] Teacher: We're not doing the work, yet. Teacher: No writing yet. Teacher: Pencils down.
Teacher: What is the - just give me a second. Teacher: Give me a second, guys. Teacher: [Silence].  [TARGET]Teacher: Why - why are you - I'm not [inaudible] to do [inaudible] anything.[/TARGET] Teacher: Sit down. Teacher: [Silence]. Teacher: Student M?
Teacher: What is this here? Teacher: Look at this. Teacher: Anybody, anybody, anybody.  [TARGET]Teacher: You need to raise - raise your hand, please.[/TARGET] Teacher: Let me go to Student L.  Student L, what is this here? Teacher: Can you read this fraction? Student: Yes.
Teacher: What is this? Student: I drew something. Teacher: Why?  [TARGET]Teacher: Did I ask you to do that?[/TARGET] Teacher: No, I didn't think so. Teacher: Turn around and get your own work done. Teacher: Why do you have an extra one?
Teacher: What is two? Student: Two times zero. Teacher: I want you to put that down.  [TARGET]Teacher: That's enough.[/TARGET] Student: I don't know. Teacher: You have it here. Teacher: Five times six is what?
Teacher: What is your statement? Student: [Inaudible] Teacher: Okay, you're not saying anything.  [TARGET]Teacher: I don't hear any talking.[/TARGET] Teacher: What is your statement? Student: Because you can't find a half with an odd number. Teacher: But it's for that equation right there.
Teacher: What is? Student: It is for your information. Teacher: Yeah, but you were playing with it.  [TARGET]Teacher: Let's do this.[/TARGET] Teacher: Let's do this again. Teacher: Uh-huh. Teacher: Let's go.
Teacher: What kind of a scale is this? Student: A measuring scale. Teacher: A measuring scale, a balancing scale okay.  [TARGET]Teacher: So it says-please turn around-the pictures below-I said please turn around.[/TARGET] Teacher: The pictures below show how two different groups of shapes balance a scale. Teacher: Let's look at that first scale. Teacher: What shape is on the left side of that scale?
Teacher: What kinds of numbers? Teacher: What place value do they have? Teacher: Student N, they can watch now.  [TARGET]Teacher: Excuse me?[/TARGET] Student: Tens value. Teacher: Tens. Teacher: And if you multiply a tens number by a tens number, then you're going to have what?
Teacher: What next? Teacher: Everybody pay attention, okay. Teacher: What next?  [TARGET]Teacher: I love this enthusiasm.[/TARGET] Teacher: Student G.  Student: [Inaudible] and then put the 10 over it. Teacher: 10 over 10 and I make this 3 and 10-tenths.
Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it.  [TARGET]Teacher: Student S, put it back.[/TARGET] Teacher: You're going to be doing this problem as well. Teacher: I can take a point back. Teacher: Whatever you think.
Teacher: What number is represented by - I can wait. Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that.  [TARGET]Teacher: Everybody is doing it.[/TARGET] Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well. Teacher: I can take a point back.
Teacher: What number times five will get us close to 13? Student: Two. Teacher: Okay.  [TARGET]Teacher: Student C, since you called it out?[/TARGET] Teacher: Two. Teacher: You guys agree? Multiple Students: Yes.
Teacher: What ordered pair is my battleship located on? Student: A, I mean. Teacher: Can anyone help him?  [TARGET]Teacher: Student R you paying attention?[/TARGET] Teacher: What ordered pairs is my battleship located on? Teacher: It's located on 5 different ordered pairs, right here, right here, right here, right here, and right here. Teacher: So someone give me any of these.
Teacher: What other ordered pair would hit me? Teacher: Student J? Student: 3, 5  [TARGET]Teacher: 3 are you watching Student D?[/TARGET] Teacher: 1, 2, 3, 4, 5. Teacher: 3, 5 oh he hit me Student D give me another ordered pair that would him me. Student: 3, 8
Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? Teacher: Show me the work. Student: On what?  [TARGET]Teacher: On your graph paper.[/TARGET] Teacher: No, based on that, on the graph. Teacher: And to answer your question from that graph - this question right here from that graph. Teacher: Don't talk out loud.
Teacher: What state did it come from? Student: Missouri. Teacher: Okay.  [TARGET]Teacher: Push your chair in and sit up, just like Student C, Student A, and Student B are.[/TARGET] Teacher: All right. Teacher: So, here's where it starts. Teacher: Who - can anyone read the story?
Teacher: What students? Teacher: You have to start asking students what their favorite colors are. Teacher: Student T, when you are done you've got to start asking students what their favorite colors are.  [TARGET]Teacher: So write, get a loose-leaf sheet of paper and start surveying people.[/TARGET] Teacher: I'm gonna do H on the board. Student: H is hard. Teacher: If you want help with H, come to the carpet.
Teacher: What was that? Teacher: 400? Student: 300.  [TARGET]Teacher: Quiet.[/TARGET] Teacher: I can't hear. Teacher: There's too much talking. Student: Quadrilateral for 300.
Teacher: What was the first whole? Multiple Students: Green. Teacher: Yes.  [TARGET]Teacher: Shhh.[/TARGET] Student: And then there was [inaudible]. Teacher: Mm-hmm. Teacher: And those two are [inaudible] whole.
Teacher: What we do now - excuse me. Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Where are we right now in the question? Teacher: We just wrote the multiplication sign. Teacher: What do we do now?
Teacher: What weighs the most, Student M? Student: a ton. Teacher: A ton.  [TARGET]Teacher: Side conversation needs to stop.[/TARGET] Teacher: Are there any questions? Teacher: Does it make more sense today now that I'm not listening to what Mrs. D was trying to tell me earlier? Multiple Students: Yes.
Teacher: What were you erasing? Student: [Inaudible]. Teacher: Okay, that's - you cannot do that.  [TARGET]Teacher: Do you understand me?[/TARGET] Teacher: That's cheating. Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six. Multiple Students: Yes.
Teacher: What were you going to say? Student: [Inaudible]. Teacher: Can be.  [TARGET]Teacher: You need to listen to each other.[/TARGET] Student: A line could be straight or curved. Teacher: We're talking about straight lines here because we're working with polygons. Teacher: Student M?
Teacher: What would 100 plus 600 be? Student: 700 Teacher: 700  [TARGET]Teacher: Stop calling out.[/TARGET] Teacher: I would like you to raise up your hand. Teacher: 96 - sit down. Teacher: Turn around and sit down, please.
Teacher: What would be the volume of that prism? Teacher: Student T. Student: [Inaudible].  [TARGET]Teacher: Student P, can you close the door for me?[/TARGET] Teacher: How did you figure that out, Student T? Student: 3 times 10 times 3. Teacher: Right.
Teacher: What would happen to that? Teacher: Go back and look at those, okay? Teacher: Thank you, ma'am.  [TARGET]Teacher: Student C, if you don't get busy, if I look over here one more time and you're not doing what you're supposed to, [inaudible].[/TARGET] Teacher: How are we doing, Student T? Student: I'm doing good. Teacher: Tell me about this one, and this one.
Teacher: What would it be? Student: Two-eighths - Teacher: Okay, you already talked.  [TARGET]Teacher: Give somebody a chance.[/TARGET] Teacher: Hey, Student, what would three eighths be in percent? Teacher: Yes? Student: thirty-three and one half.
Teacher: What would it be? Teacher: Look where the grid is and tell me what it would be. Teacher: I need everyone to listen.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Don't worry about the actual numbers. Teacher: It's just a symbol. Teacher: Here, look at what is located here on the X axis first, and where is the actual symbol on the Y axis.
Teacher: What would that be? Teacher: All right, Student T, what do you think it is? Student: [Inaudible]  [TARGET]Teacher: Please excuse my dear Aunt Sally.[/TARGET] Teacher: So what is an easy way to say that? Student: PEMDAS. Teacher: PEMDAS.
Teacher: What would that be? Teacher: Let's go to the rug, quietly, please. Teacher: Bless you.  [TARGET]Teacher: Hello?[/TARGET] Teacher: Sit anywhere. Teacher: Leave him alone. Teacher: Sit.
Teacher: What would you tell Mr. or Mrs. Sun-maid? Teacher: Student A. Teacher: Wait, hold on.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: I need everyone to stop moving. Teacher: Hold on, I can't hear you. Teacher: Hold on.
Teacher: What you ask her so if you say Student H do you have 5, 4 if she has it what would you put there? Student: A star. Teacher: And if she doesn't you can just put a little dot so that way you don't ask her the same coordinate twice.  [TARGET]Teacher: I don't know what your problem is, go sit down.[/TARGET] Student: No not right now. Teacher: So you don't have to hide, you don't have to worry about hiding this. Teacher: Who's turn is it?
Teacher: What you doing? Student: I can't see the other problem. Teacher: I know you don't think I'm going to look at that.  [TARGET]Teacher: You need to learn organization.[/TARGET] Teacher: Next year your teacher's going to look at your stuff and ask, "Why are things randomly floating around. Teacher: What [inaudible] goes into what?"   Student: Number three.
Teacher: What you've got. Teacher: No, you continue. Teacher: Yeah.  [TARGET]Teacher: Let's look at what we have done so far.[/TARGET] Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh.
Teacher: What's 2 times 2? Multiple Students: 4. Teacher: So wouldn't it go in, 2 times?  [TARGET]Teacher: Sit closer to me so I can help you.[/TARGET] Teacher: Come here. Teacher: Okay, silly boy. Teacher: Does 2 go into 1?
Teacher: What's another one? Student: [Inaudible] make an equivalent, and I got three one sixths, and I got it. Student: I agree.  [TARGET]Teacher: You all are talking at one time and it's starting to irritate me.[/TARGET] Teacher: Student N is the person who is talking now. Teacher: Let him finish and I'll get to the rest of you. Student: I got two sixths - no, I got - yeah, that's right.
Teacher: What's another reason that we need to understand and be able to make equivalent fractions? Teacher: Student D.  Student: [Inaudible]  [TARGET]Teacher: I know, but I need you focused.[/TARGET] Teacher: I need you paying attention. Teacher: Can you answer the question, Student E? Teacher: Can you answer the question, Student E?
Teacher: What's my third multiple? Teacher: [Crosstalk] Student: 6, 12, 18, 24, 30, 36, 42.  [TARGET]Teacher: So pay attention, Student P.  I need you sitting up.[/TARGET] Teacher: Look at me. Teacher: If each of these folds is a multiple, right? Teacher: What is my third multiple?
Teacher: What's next? Multiple Students: 300. Teacher: 300.  [TARGET]Teacher: Guys, pick it up.[/TARGET] Teacher: We're not singing them. Multiple Students: 330. Teacher: 330.
Teacher: What's the answer? Teacher: And explain. Student: [Inaudible].  [TARGET]Teacher: I like the way that the Leopard Champions are focused up here.[/TARGET] Teacher: I'm not too happy with the Jaguars right now. Teacher: Okay. Teacher: So the answer is five eighths.
Teacher: What's the best interval? Teacher: Should we use ones, twos, fives, tens? Teacher: Should I go by 20?  [TARGET]Teacher: Let me see your boards.[/TARGET] Teacher: I see some fives. Teacher: I see some tens. Teacher: Okay.
Teacher: What's the problem? Teacher: Sit here. Teacher: You want to work with me?  [TARGET]Teacher: Let's work with me, come on.[/TARGET] Teacher: Come on, work with me. Teacher: Come on, work with me here. Teacher: Student A, come on.
Teacher: What's the second step in listening? Student: Hearing. Teacher: Hearing?  [TARGET]Teacher: Not hearing.[/TARGET] Student: Quiet. Teacher: Quiet. Teacher: Okay?
Teacher: What's this one going to be? Student: Two sixths. Teacher: Thank you.  [TARGET]Teacher: Somebody's paying attention.[/TARGET] Teacher: I'll put a mark here. Student: Three sixths. Teacher: Thank you, Student N.  What's this one?
Teacher: What's this one? Student: Three eighths. Teacher: You got it?  [TARGET]Teacher: You can handle it.[/TARGET] Teacher: Student K, why are you stopped? Teacher: Come on. Teacher: We're going to break up into groups in a minute, and I want you to practice this some more on the computer.
Teacher: What's up, Student C? Teacher: Me too. Teacher: Basketball, statistics.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Put your hands on your desk. Teacher: Thank you. Teacher: Wins, losses, percent.
Teacher: What's wrong? 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.  [TARGET]Teacher: We are not going to just sit there.[/TARGET] Teacher: You need to work. Teacher: Let's do it with five twentieths. Teacher: Think of a number that will divide into five.
Teacher: What's your answer? Teacher: [Crosstalk] Student: My answer is zero point two six six five zero.  [TARGET]Teacher: All right, Student A, betting your recess.[/TARGET] Teacher: What? Student: Twenty-three point six five zero. Teacher: Twenty-three point six five what?
Teacher: What's your question? Teacher: Student A, can you please stop? Teacher: Stop.  [TARGET]Teacher: Because you have started paying attention - what is that?[/TARGET] Teacher: You don't eat peanuts? Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please.
Teacher: What, sweetie? Student: [Inaudible]. Student: Shh.  [TARGET]Teacher: Why are you saying that, Student E?[/TARGET] Student: Hmm? Student: Why are you saying that? Student: What?
Teacher: What? Student: I added 2. Teacher: No.  [TARGET]Teacher: That's not how to do it.[/TARGET] Teacher: Everybody stop. Teacher: Let's read at the same time. Teacher: Come to play.
Teacher: What? Student: The numbers of zero is zero. Teacher: Yes.  [TARGET]Teacher: Do your own here.[/TARGET] Teacher: Do your own. Teacher: Start with 33 plus 33. Teacher: It's the same things as 33 times 2.
Teacher: What? Student: They're gonna play around [inaudible]. Teacher: Okay, Student J, could you shut that door correctly?  [TARGET]Teacher: Now - Student D, no, not right now.[/TARGET] Teacher: Let's look at this page, page 29. Teacher: Student C, over here. Teacher: Page 29, it says, "Fill in the blanks to make each equation true.
Teacher: What? Student: [Inaudible] times [inaudible]. Teacher: Which is?  [TARGET]Teacher: [Muffled conversation.[/TARGET] Teacher: Inaudible, "- one more time, I am going to make sure I call her"]. Student: Okay. Teacher: Go ahead, Student J.
Teacher: What? Student: [Inaudible]. Teacher: Just don't touch it.  [TARGET]Teacher: I don't see anything.[/TARGET] Teacher: [Inaudible] some dry skin, okay? Teacher: All right. Teacher: Let's say we have ...
Teacher: What? Student: [Inaudible]. Teacher: So watch this.  [TARGET]Teacher: [Inaudible] we do.[/TARGET] Teacher: I'm going to give you two problems. Teacher: I want you to write it down. Teacher: Follow the steps in this order.
Teacher: What? Teacher: 15 is the divisor, correct. Teacher: So, I'll put 15 right here.  [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: First part shouldn't be that tough. Teacher: Do you have it copied down? Student: No, that's answer's easy.
Teacher: What? Teacher: All right, stop. Teacher: Hands down.  [TARGET]Teacher: Everybody, I want you to pay close attention because we're gonna answer these together.[/TARGET] Teacher: Turn around. Teacher: That's not helping him. Teacher: That's doing it.
Teacher: What? Teacher: [Crosstalk] Teacher: I can't help you with that, share.  [TARGET]Teacher: Share with Student J.[/TARGET] Teacher: Page 29. Teacher: There shouldn't be any talking over there. Teacher: Student O, Student K, when you take out a math book there is not talking.
Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C.  So, what I would do, task manager, raise your hand. Teacher: You're the boss, remember.  [TARGET]Teacher: That's you.[/TARGET] Teacher: I would say, okay, everyone. Teacher: Let's look at what we have for part A. Teacher: And then everyone read their part A.  and then you guys decide what do you think were the best parts of people's answers.
Teacher: What's 7 times 9? Teacher: Look. Teacher: 7 times 9, 63.  [TARGET]Teacher: Why are you all yelling at him?[/TARGET] Teacher: That's very rude. Teacher: Sit up. Teacher: Leaning on it probably isn't helping.
Teacher: What's halfway between one and two? Student: One and [inaudible]. Student: One and one-half.  [TARGET]Teacher: Shh.[/TARGET] Teacher: I love when people shout out when I've asked someone else to answer. Teacher: One and one-half, okay? Teacher: So what - I ... I didn't get anybody saying that this answer's going to be closer to zero.
Teacher: What's my common denominator? Teacher: Don't-do not do anything. Teacher: Student M, you can take this if you want 'cause-okay.  [TARGET]Teacher: You closed your notebook.[/TARGET] Teacher: We're not putting away anything. Teacher: We're not doing anything except for finishing this. Teacher: What is my common denominator for number 2?
Teacher: What's my first step? Teacher: My first step? Teacher: Student W?  [TARGET]Teacher: We're doing F right now.[/TARGET] Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you. Teacher: That's 6 plus 6.
Teacher: What's nine times four? Multiple Students: Thirty-six. Teacher: Good.  [TARGET]Teacher: You're listening, and paying attention.[/TARGET] Teacher: I like that. Teacher: Nine times three? Multiple Students: Twenty-seven.
Teacher: What's one way, at the bottom, how this table is organized, Student X? Teacher: Can someone help Student X out? Teacher: I'm making sure everyone is paying attention.  [TARGET]Teacher: I can tell when you're not paying attention.[/TARGET] Teacher: Could someone help out with explaining this table. Teacher: What do we see? Teacher: What are the characteristics of this table?
Teacher: What's one-tenth of - yeah, you're right. Teacher: What's one-tenth of 85? Student: Eighty-five.  [TARGET]Teacher: Go.[/TARGET] Teacher: Well, I was going to say, "Don't tell [inaudible]."  What's one-tenth of 85? Teacher: You know. Student: One-tenth of -
Teacher: What's that? Student: [Inaudible] because we have a really good newspaper [inaudible], so we don't want to - Student: Please don't let -  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Okay, I'm not going - I can't control what they do. Student: Okay, could you tell them, please?
Teacher: What's that? Student: [inaudible] Teacher: [inaudible]  Don't come up to me - I'm working with somebody.  [TARGET]Teacher: I'll come to you.[/TARGET] Teacher: Or, Student C seems to understand what's going on - Student G seems to understand. Teacher: You can come to them. Teacher: Yes?
Teacher: What's the matter? Student: [Inaudible]. Teacher: Yeah, I'll turn it off.  [TARGET]Teacher: I had it off.[/TARGET] Teacher: [Crosstalk]  Teacher: All right. Teacher: So let's take a look at Shape B.
Teacher: What's the problem? Student: He won't give me my pencil. Student: No, it's mine.  [TARGET]Teacher: I asked you to come sit right here.[/TARGET] Teacher: Come up. Student: [Inaudible]. Teacher: All right.
Teacher: What's the step after you read? Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading.  [TARGET]Teacher: Go ahead.[/TARGET] Teacher: [Inaudible] together, okay? Teacher: You're the motivator. Teacher: Go ahead and re-read.
Teacher: What's wrong with the mean? Teacher: You didn't get that? Teacher: What do you mean?  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: We're laughing over here and talking over here. Teacher: I'm not understanding what you're saying. Teacher: What did you get, Student D?
Teacher: What's wrong? Student: I think [inaudible]. Teacher: You do?  [TARGET]Teacher: Okay, go outside.[/TARGET] Teacher: Put your jacket on, and go outside. Teacher: [Inaudible] garbage can. Teacher: [Side conversation with other teacher about a student not feeling well and leaving the classroom].
Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. Teacher: Yes? Student: [Inaudible].  [TARGET]Teacher: Markers and boards.[/TARGET] Teacher: We've already gone over do not call me if you want to tattle tale. Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker.
Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions. Teacher: You [inaudible]  Student A, you need to go to your seat. Student: Thank you [inaudible]  [TARGET]Teacher: Student C, you need to go to your seat.[/TARGET] Teacher: The directions are be in your seat in three, two, one. Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper.
Teacher: When I put the poster up - all right, when I put the poster up, so people are able - are able to look at what we are, what - those posters that I put up so people are kind of looking, oh, we did this. Teacher: But we're gonna do it for a group, all right? Teacher: [Crosstalk]  [TARGET]Teacher: Look again, look, look.[/TARGET] Teacher: This is - Student: [Inaudible]. Teacher: Huh?