stanford-nlpxed/classroom_management_data huggingface dataset:
Student: No, no, no, no, no. Student: Yeah, [inaudible]. Teacher: Stop.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Student D, work with Student K.  Now again, you're not giving the answer, and you have, I think it's about seven problems. Teacher: We'll work on one and then we'll discuss it, and then we'll see if we understand it, or not. Teacher: Who do you have?
Student: No, one time. Teacher: You used bathroom in the morning. Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go.  [TARGET]Teacher: So how did I lie?[/TARGET] Teacher: Sit down please. Teacher: Student J, where is your math? Teacher: Stop.
Student: No, you have three. Teacher: So two eighths is the same as - Student: Two eighths is the same as -  [TARGET]Teacher: Look at these two.[/TARGET] Teacher: Look at these two. Teacher: Some people are not looking. Teacher: They don't get it.
Student: No, you - she didn't even say nothing. Student: You tricked yourself. Student: Oh, me, me.  [TARGET]Teacher: Ew, [tell me] Student E.[/TARGET] Student: I knew I was right. Teacher: I know you knew. Teacher: I know you're smart.
Student: No, you'll get more than 100. Student: You'll get 60. Student: What's he talking about?  [TARGET]Teacher: All right, excuse me.[/TARGET] Student: It depends on what number you have on the dice. Teacher: All right, Student A, what is it? Student: It depends on what number you have on the dice.
Student: No. Multiple Students: YMCA. Teacher: That's pretty frightening.  [TARGET]Teacher: You have to stop too.[/TARGET] Student: Just make sure [inaudible]. Teacher: [Inaudible.] Teacher: Now, I need - all right, Student J, come on up here.
Student: No. Student: A bar graph. Teacher: What do you call that?  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Now don't forget if you use a pictograph you have to also include a what on your paper? Student: Key. Teacher: A key.
Student: No. Student: Do you know the camera is on? Student: You're not taking my $5.00 coloring book, no, unless you'll be paying.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You don't say that to me, Student O. Teacher: If you touch that again before the end of the school day I will take it away. Teacher: Okay.
Student: No. Student: Like, each story, 10 for winter, and 10 for summer. Teacher: Got you.  [TARGET]Teacher: Boys and girls, listen carefully.[/TARGET] Teacher: We will be using the protractors later, so would you put those in your desk? Teacher: Would you please put your paper in your blue folder for homework tonight? Teacher: Thank you oh so much.
Student: No. Student: Wait. Student: Is the one -  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: - ten times bigger than the ... um ... tens? Teacher: Is it?
Student: No. Student: Yes you did. Teacher: Is everybody done with round one?  [TARGET]Teacher: Let's move to round two.[/TARGET] Teacher: I haven't seen your work. Teacher: [Inaudible]. Teacher: 1100
Student: No. Student: You have to divide them by 2. Teacher: You have two numbers here, so you have to divide by 2 to get your median.  [TARGET]Teacher: Thank you, Student D.  Student T, you need to pay attention to this.[/TARGET] Teacher: Let me write it up here for you. Teacher: How many times will 2 be divided into 0? Teacher: You need to put it up here.
Student: No. Student: [Crosstalk] Teacher: Stop.  [TARGET]Teacher: Student F, he needs help.[/TARGET] Teacher: How do you help him out? Teacher: He needs help. Teacher: Excuse me?
Student: No. Student: [Inaudible] Teacher: Let me show you guys this though, Student M, give me three tiles.  [TARGET]Teacher: Okay, if I do something like this, pay attention, listen.[/TARGET] Teacher: If I build something like this. Teacher: What's the perimeter? Student: Six.
Student: No. Teacher: Any smaller digits that would be equivalent? Teacher: No.  [TARGET]Teacher: You shouldn't be playing with this stuff.[/TARGET] Teacher: Excuse me so I can fix this. Teacher: Tearing paper, playing and not listening, this is what happens. Teacher: I'm sorry.
Student: No. Teacher: But what we want to do is think about - compare them, two, zero, one half, two wholes. Teacher: Comparing this one, the closest thing to compare them to, is one half.  [TARGET]Teacher: Can I have you sit up please?[/TARGET] Teacher: Thank you. Teacher: I'm going to give you two more to look at with your partner. Teacher: If you need to get them out or draw them, that's okay.
Student: No. Teacher: Can you be a partner with Student G please? Teacher: Awesome.  [TARGET]Teacher: Now Student A, you were just talking to me a moment ago.[/TARGET] Teacher: What's your question? Student: I need help for number 27. Teacher: Can you do me a favor and read it to me please?
Student: No. Teacher: Do you see how that's a whole? Teacher: Okay.  [TARGET]Teacher: Let me look at yours.[/TARGET] Teacher: [Crosstalk] Teacher: What? Student: Are you gonna [inaudible] this group?
Student: No. Teacher: How about you? Student: No, I [inaudible] how big it is.  [TARGET]Teacher: But you need to help yourself right now.[/TARGET] Teacher: Do your own work. Student: No, you can't count. Student: You can't count.
Student: No. Teacher: How do we know those aren't right? Teacher: Stop.  [TARGET]Teacher: I said hands-up for a reason, because I don't want you fussing with stuff.[/TARGET] Teacher: I want you listening. Student: Because ... because six-eighths can go ... can only go - I mean, six can go - only go into eight once it - one [inaudible]. Student: One equals [inaudible] and [inaudible].
Student: No. Teacher: I see who's listening. Student: I said no.  [TARGET]Teacher: I said raise your hands.[/TARGET] Student: Aw. Teacher: You're not raising your hands. Student: [Inaudible].
Student: No. Teacher: Is 3,000 between - Student: [Inaudible].  [TARGET]Teacher: Look up here, please.[/TARGET] Teacher: Is 3,000 between 501 and 1,000? Student: Oh, no. Teacher: No.
Student: No. Teacher: I'm going to tell you the topic of your perfect sentence. Teacher: Put your name on the card.  [TARGET]Teacher: I'm giving directions so you should not be talking.[/TARGET] Teacher: Hurry up. Teacher: And put today's date, 11/2/11. Teacher: Write one perfect sentence - pass the cards around, they're waiting for them over there, thank you - write one perfect sentence that answers that EQ.
Student: No. Teacher: Let me show you tonight's homework. Teacher: I shouldn't hear you.  [TARGET]Teacher: I actually just asked for people who come in here, do not interact with my math students.[/TARGET] Teacher: All right, let's see. Teacher: Student D, erase that for me, please. Teacher: I can hear Student G.
Student: No. Teacher: Look at Student M.  She's just saying, "Okay. Teacher: We're doing an activity.  [TARGET]Teacher: I'm gonna follow directions." There's no [Inaudible] good or bad.[/TARGET] Teacher: Okay, now. Teacher: Using this shape, a - Multiple Students: Circle.
Student: No. Teacher: No, because 7 is an odd number. Teacher: They're not all going to fit on that piece of paper.  [TARGET]Teacher: I will tell you no.[/TARGET] Teacher: I would put all of your halves here and greater thans. Teacher: Don't go off the page. Teacher: Find halves first.
Student: No. Teacher: Okay. Student: [Inaudible].  [TARGET]Teacher: That means I'm asking Student K if she took it off of my desk to give it to Student K then give it to Student D.  That's what I meant.[/TARGET] Student: Oh, I [inaudible]. Student: [Inaudible]. Teacher: I was trying to be funny, but you guys aren't getting it.
Student: No. Teacher: Okay. Teacher: You know what?  [TARGET]Teacher: Student I, can you bring your seat over here and work with -[/TARGET] Student: [Inaudible] Teacher: No. Teacher: You're working by yourself if you don't work with him.
Student: No. Teacher: Sit down, Student A. Teacher: Student A, come and sit here.  [TARGET]Teacher: I'm going to work with you.[/TARGET] Teacher: I'm giving you a choice. Teacher: Sit down here. Teacher: Can you leave my seat please?
Student: No. Teacher: So you were not keeping the time? Student: I was.  [TARGET]Teacher: Did you tell me when it was 15 minutes?[/TARGET] Teacher: Okay. Teacher: Now you're gonna go back to your seats with your slates. Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps.
Student: No. Teacher: Who's doing it? Student: She was -  [TARGET]Teacher: Student C.[/TARGET] Student: She was writing it. Teacher: Okay, so who's going to give her the information? Teacher: One person does the graph.
Student: No. Teacher: Why? Student: Because there's a zero.  [TARGET]Teacher: You have to speak up.[/TARGET] Teacher: Because why? Student: Because there's a zero in the tenths place. Teacher: Can you give me another one that's going to be greater than a half, Student D?
Student: No. Teacher: You're in charge. Student: I just drew a block right here and -  [TARGET]Teacher: You're the recorder have a seat over there.[/TARGET] Teacher: No let's see how many minutes. Teacher: Go sit down let's see how many minutes we have left. Student: He keeps saying stuff and he won't stop and no one can talk.
Student: Nobody. Student: I wouldn't. Teacher: Show me.  [TARGET]Teacher: Don't yell at me.[/TARGET] Teacher: Show me. Teacher: Show me. Teacher: Would you take the deal or not?
Student: Nothing's erased because you did it and I wrote it back. Teacher: Let's sit down. Teacher: I'm pretty sure if we're getting up at al - let's just stay focused on our math.  [TARGET]Teacher: There should be no reason to even stand up and see what's happening.[/TARGET] Student: You're believing the liars? Student: Wow. Student: You didn't see that.
Student: Nothing's erased so that doesn't make any sense. Teacher: You know what, I do know that I looked up several times and saw you standing. Teacher: I don't know if you erased this, and I'm not concerned about that.  [TARGET]Teacher: I'm concerned about you getting your math done.[/TARGET] Student: [Inaudible]. Teacher: Okay, so then just keep going. Student: But they're still on the first.
Student: Number of boys. Student: After we do the numbers of boy students and girls, what are we supposed to do after that? Teacher: Well, I'm giving you guys one more minute, so if you wait a minute, you'll be okay.  [TARGET]Teacher: Thank you.[/TARGET] Student: Four plus two plus - Teacher: You can double-check by adding up the boys and the girls. Teacher: To make sure they add up to the total number of students.
Student: Of the whole piece. Teacher: Of the whole set, of the whole area. Teacher: Hold on, let's wait for these guys.  [TARGET]Teacher: And they call themselves the smartest.[/TARGET] Teacher: [Crosstalk] Teacher: Thank you. Teacher: Now, listen, one third, two thirds.
Student: Of you finish it up, then - Teacher: Excuse me. Teacher: You're not talking in three, two, one, zero.  [TARGET]Teacher: Everybody should be working this problem out.[/TARGET] Multiple Students: [Inaudible] Teacher: [Inaudible] Student: Seven equals 9.
Student: Oh my gosh, you're giving me all this. Student: I swear in here. Teacher: Put your leg down, Student C, please.  [TARGET]Teacher: Student T, turn around and face me and leave him alone.[/TARGET] Student: [Inaudible]. Student: Shut up, Student T. Teacher: It's not your business right now.
Student: Oh no; oh, sorry. Teacher: Thank you. Teacher: Okay.  [TARGET]Teacher: Excuse me for that interruption.[/TARGET] Teacher: Moving on. Teacher: Now, here we go with this one. Teacher: We have more on this one.
Student: Oh, I didn't see where you was, I was writing this down. Teacher: I didn't - Yes? Multiple Students: [inaudible chatter]  [TARGET]Teacher: Oh, we're done with math, that's why.[/TARGET] Teacher: All right. Teacher: Did you use a calculator to solve this, because this isn't right? Teacher: It should be 40.
Student: Oh, I mean, C, L and - Teacher: Yeah. Teacher: C, L, oh, ah!  [TARGET]Teacher: My bad, hold up.[/TARGET] Student: That's where we stopped. Teacher: I know. Teacher: Yeah, I realize that.
Student: Oh, [inaudible]. Teacher: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: You got both of them?[/TARGET] Teacher: Looks like it. Teacher: I want to see [inaudible] when you got both of them done. Teacher: Good job, Student K, you're on fire today.
Student: Oh, man. Teacher: You are at the two-minute mark. Teacher: [Give me your multiplication chart.]  [TARGET]Teacher: Your multiplication chart and - no, you need to get busy.[/TARGET] Teacher: [Pause, background noise] Teacher: [Papers shuffling, background noise, students working] Teacher: You're about the 30 to 40 second mark.
Student: Oh, my God. Teacher: Student B, is that your voice? Student: Sorry.  [TARGET]Teacher: Move your clothespin, please.[/TARGET] Teacher: [Students working on problem]. Teacher: We said that our goal this week was to work on volume control. Teacher: You yelling is not helping our challenge.
Student: Oh, my gosh - Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student J. Teacher: And then we've got brother, right? Student: Yes.
Student: Oh, my gosh. Teacher: All right. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Eyes on the board. Teacher: We're going to wrap up math with an energizer so that we can move on from math, because math has worked us, today. Teacher: Guys?
Student: Oh, okay. Teacher: Seven rows of eight. Teacher: So to solve the problem, if we didn't even know the problem we could count the rows and multiply it times how many are in each row.  [TARGET]Teacher: We're gonna try something a little bit trickier.[/TARGET] Teacher: I'm gonna give you a paper like this. Teacher: Can somebody turn off one light? Student: I'll do it.
Student: Oh, on the desk. Teacher: Leave it. Teacher: Come out.  [TARGET]Teacher: Student A, leave it.[/TARGET] Student: I don't care. Student: I heard you. Teacher: Student N, sit down.
Student: Oh, page five? Teacher: Page five. Teacher: [Crosstalk]  [TARGET]Teacher: All right, yeah, page five.[/TARGET] Teacher: Yeah, page five. Teacher: Hold on. Teacher: Now, let's see.
Student: Oh, sorry Teacher. Teacher: And you'll be sorry if you drop it. Teacher: Thank you.  [TARGET]Teacher: Student A and Student M.  And I haven't called your side yet.[/TARGET] Teacher: That's because you need to push your chair up, Student S.   Student: I can't see the board. Teacher: There's nothing on the board yet.
Student: Oh, that's why that don't go right. Teacher: Yeah. Student: Mr. H?  [TARGET]Teacher: Ask Student A where she put that extra one.[/TARGET] Teacher: Yes, sir? Student: Look. Student: I dropped down the year.
Student: Oh, three times four. Teacher: Excellent. Teacher: Put it in here, honey.  [TARGET]Teacher: So I want you to do this now by yourself.[/TARGET] Teacher: If you do not know, you can now - you can break it in two. Teacher: I know you know how to break four into two plus two. Teacher: So in that case, you're going to do 33 times 2.
Student: Oh, you said cover the whole entire thing. Teacher: With the graph. Student: With graph.  [TARGET]Teacher: Group three is not talking.[/TARGET] Teacher: Everybody's working. Student: This is my title on the back of the graph. Teacher: You're only using one side because on the back you have something else you're gonna do.
Student: Oh. Student: Ew, what's that smell. Student: It's my marker.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Quick. Student: There isn't no missing one on mine. Teacher: I know, you just have to solve the property on that one.
Student: Oh. Student: I was [inaudible]. Student: [Inaudible] just want to move on [inaudible].  [TARGET]Teacher: Student C, don't give up.[/TARGET] Teacher: Don't give up. Student: [Inaudible]. Teacher: [Inaudible].
Student: Oh. Student: It's under the table. Student: Oh, on the desk.  [TARGET]Teacher: Leave it.[/TARGET] Teacher: Come out. Teacher: Student A, leave it. Student: I don't care.
Student: Oh. Student: No. Student: So I got it.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student K? Student: [Inaudible]. Teacher: No, I can't [inaudible].
Student: Oh. Student: Or you can do seven [inaudible] times three. Teacher: Yeah.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, watch. Teacher: Wait a minute. Teacher: We're not done.
Student: Oh. Student: So one, two, three four [inaudible]. Student: [Students talking with each other].  [TARGET]Teacher: You go around and ask your ... excuse me.[/TARGET] Teacher: [Inaudible]. Teacher: Focus. Teacher: You go around.
Student: Oh. Student: [Whining noise]. Teacher: Not 60.  [TARGET]Teacher: But Student X is getting upset.[/TARGET] Teacher: Student X, knowing that 16 ounces is in a pound is a memorization thing. Teacher: You just need to know that 16 ounces is in a pound. Teacher: So this is an easy fix.
Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with. Teacher: Let's see.  [TARGET]Teacher: I want you all to [try these].[/TARGET] Teacher: Five and three, four. Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page. Teacher: [Crosstalk]
Student: Oh. Teacher: And the chalk board, please. Student: I can see it.  [TARGET]Teacher: Okay, I just need to know you're paying attention.[/TARGET] Teacher: Now my second way. Teacher: We have penny tails with - what is our next branch coming off? Teacher: Student A?
Student: Oh. Teacher: But you didn't bring me any [inaudible], so change your card. Student: I didn't [inaudible].  [TARGET]Teacher: I'm just kidding.[/TARGET] Student: [Laughter]. Teacher: All right, so Student T, congratulations, and thank you for - next time I call or I don't call on you, let's not get upset about it, because I can't call on everybody. Teacher: And when I pull sticks, you know, sometimes we don't get a response.
Student: Oh. Teacher: I know. Teacher: And all of the sudden, come here Mr. Parenthesis, Student A goes on vacation.  [TARGET]Teacher: I'm so sorry you're sad.[/TARGET] Teacher: You come over here. Teacher: You come in here. Student: Oh.
Student: Oh. Teacher: Let's go, Miss G's group. Teacher: Let's go.  [TARGET]Teacher: This is your time.[/TARGET] Teacher: Smile, smile for the camera, Student T.   Teacher: [Laughter] Teacher: Make sure you stay with [her].
Student: Oh. Teacher: Okay, I'm going to give you guys another three or four minutes to finish sorting your shapes for this open sort, and then we're going to move on, because there's some other things we got to talk about. Student: Are we [inaudible] them?  [TARGET]Teacher: Put those away.[/TARGET] Teacher: I did not tell you to - what are you doing with those? Teacher: No. Teacher: I said put those away.
Student: Oh. Teacher: Okay. Teacher: If you can hear me, clap your hands once.  [TARGET]Teacher: If you can hear me, clap your hands twice.[/TARGET] Teacher: Let's look up here. Teacher: Everyone has drawn an 11 by 16 array. Teacher: Everyone please look at your 11 by 16.
Student: Oh. Teacher: Okay? Teacher: All right, now.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Listen. Teacher: Listen. Teacher: Listen.
Student: Oh. Teacher: Please move your clothespin. Teacher: You're not following directions.  [TARGET]Teacher: Student G is working on B, and you're bothering him with your chit-chat.[/TARGET] Teacher: Okay, so this one's what we're going to start with, and basically what you need to do is take some cards on your desk, and now you need to find the matching side for number ten. Teacher: So if it's a digit like this is, you need to find a fact that equals ten, so everyone look for a fact in your pile that equals ten. Student: Ten times ten.
Student: Oh. Teacher: So she had it correct. Teacher: So I need all of you to pay attention.  [TARGET]Teacher: So right now, what you're going to do for the next few minutes is I'm going to give you another problem, but I need you to sit with Student A and Student A - excuse - not to - sweetie.[/TARGET] Teacher: Okay, where's your dollar sign? Teacher: Always bring down your dollar sign. Teacher: See, I always bring down my dollar sign.
Student: Oh. Teacher: What were you erasing? Student: [Inaudible].  [TARGET]Teacher: Okay, that's - you cannot do that.[/TARGET] Teacher: Do you understand me? Teacher: That's cheating. Teacher: Last column, 14, 54, 16, six, 21, 27, 18, eight, 18, 24, 15, nine, 12, 10 and six.
Student: Oh. Teacher: Yeah. Teacher: Sorry I didn't say that ahead.  [TARGET]Teacher: Just start copying.[/TARGET] Student: On paper or in the notebook? Teacher: In your notebook. Teacher: So, first thing I did, didn't take a lot of math.
Student: Oh. Teacher: You have to divide the to - [crosstalk]. Teacher: It has to have one - we can't - shh.  [TARGET]Teacher: Sweetie.[/TARGET] Teacher: We cannot talk at the same time, because then nobody's going to hear. Teacher: Listen, if you can divide a number by a common factor, right, you can make it smaller. Teacher: If the only common factor is one, you can't make it any smaller.
Student: Okay so when are we going? Teacher: Let's finish this work. Student: What work?  [TARGET]Teacher: You could if you like.[/TARGET] Teacher: You could if you like. Teacher: Let's go, let's go. Student: No January 8th.
Student: Okay, I've got that one. Teacher: Give him his pencil. Teacher: Oh, I took it.  [TARGET]Teacher: Here's your pencil.[/TARGET] Teacher: I don't know what is really going on there. Teacher: Student C, go back to your seat please. Student: What am I doing?
Student: Okay, good for you. Teacher: At this point, you know what? Teacher: I just want you focused on your math.  [TARGET]Teacher: This is not worth arguing over.[/TARGET] Teacher: Student F, if you can't handle it, go back to your seat. Student: Good. Teacher: If we're having a problem and we can no longer focus on our math, then we need to move and find a different situation to sit in 'cause this, we could easily move on from and continue to focus.
Student: Okay, got all [inaudible]. Student: We need - Teacher: Uh-uh.  [TARGET]Teacher: You're picture's not showing me that.[/TARGET] Student: We need [inaudible]. Student: We [inaudible] Teacher: Okay, here's some more paper.
Student: Okay. Student: But do we have to stay on that one game? Teacher: No.  [TARGET]Teacher: Check your multiplication website.[/TARGET] Student: Okay. Teacher: All right, try to work this one. Teacher: It's the same as the one that we just did together.
Student: Okay. Student: I'm looking now. Teacher: This exponent is to the fourth power.  [TARGET]Teacher: Student E, just [inaudible].[/TARGET] Teacher: [Inaudible] to the fourth power. Teacher: [Inaudible] this. Teacher: [Inaudible].
Student: Okay. Student: Name the greatest common factor of the numerator and the denominator. Teacher: So you're going to tell - this time all they want you to do is name the greatest common factor of the numerator and the denominator.  [TARGET]Teacher: Student L, and Student E, Teacher T is not happy.[/TARGET] Teacher: Okay, so we're going to name the greatest common factor. Teacher: Teacher T would love to help you with this but you already know what to do, so I'm not going to help you. Teacher: I need you to list the factors of ten.
Student: Okay. Student: Oh, I got it right. Student: [Crosstalk]  [TARGET]Teacher: [Inaudible], stop.[/TARGET] Teacher: All right. Teacher: Let's see how you did. Teacher: Okay, so I have three right here.
Student: Okay. Teacher: And, Student D, can you step outside? Teacher: I'm busy right now.  [TARGET]Teacher: You have to raise your hand.[/TARGET] Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible]. Teacher: All right, keep it quiet, guys.
Student: Okay. Teacher: Okay. Teacher: All right, we need to make space for Student O.  [TARGET]Teacher: Student O, do you want to sit -[/TARGET] Student: She can sit over there. Teacher: Right over here, sweetheart. Teacher: Bring your chair to this space.
Student: Okay. Teacher: Okay. Teacher: Oh, my goodness.  [TARGET]Teacher: Everybody wants to - all right, that's cool; I'm really serious, I don't really mind.[/TARGET] Teacher: Okay. Teacher: Are we cool? Multiple Students: Yes.