stanford-nlpxed/classroom_management_data huggingface dataset:
Student: How many are there? Teacher: A hundred. Teacher: In each one of these boxes is a ten by ten grid and there's 100 squares in it.  [TARGET]Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that.[/TARGET] Teacher: Student A. Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls.
Student: How many fours go into 26. Teacher: Exactly, and Student K, want to help us out with that one? Student: What was the question?  [TARGET]Teacher: You shouldn't even have to hear it because you should know what the next step is.[/TARGET] Teacher: How many fours are there in 26 without going over? Student: 4 times 26- Teacher: You're saying 4 times 26 is 26?
Student: How many teams can they make? Teacher: Okay, Student S, can you explain what your sketch represents there from the problem? Student: I did three groups, and I thought if they -  [TARGET]Teacher: Please look.[/TARGET] Student: [Inaudible]. Student: [Crosstalk] Teacher: Please stop.
Student: How they're [Inaudible]. Teacher: No, they're not really. Teacher: They're kind of missing [inaudible].  [TARGET]Teacher: I don't see Student J wearing [inaudible] a little bit.[/TARGET] Teacher: That's not it. Teacher: Not the rule I'm thinking of. Teacher: Student D, what do you got?
Student: How will we get [inaudible]? Teacher: You have to think. Teacher: Read, and re-read.  [TARGET]Teacher: I'm starting the timer, now.[/TARGET] Teacher: How long did I say? Multiple Students: Ten minutes. Teacher: Ten minutes.
Student: Huh? Teacher: Excuse me. Teacher: Put all of these in here.  [TARGET]Teacher: Why are you walking around and this is in your mouth?[/TARGET] Teacher: Is that fourth grade behavior? Student: I didn't have them in my mouth. Student: Yes you did.
Student: Huh? Teacher: Where is your work? Student: I did some right here and then I was doing some right here.  [TARGET]Teacher: You're gonna have to transfer, sweetie.[/TARGET] Teacher: We have to follow directions, okay. Student: All right. Teacher: Don't transfer it now, though.
Student: Hundreds. Teacher: Into 20? Teacher: Times five  plus seven times five.  [TARGET]Teacher: Student T, I would advise you to follow this group so you know where we are.[/TARGET] Teacher: It doesn't call for that, please. Teacher: So what is 20 times 5? Student: One hundred.
Student: I added 2. Teacher: No. Teacher: That's not how to do it.  [TARGET]Teacher: Everybody stop.[/TARGET] Teacher: Let's read at the same time. Teacher: Come to play. Teacher: Come to this side.
Student: I agree. Teacher: You all are talking at one time and it's starting to irritate me. Teacher: Student N is the person who is talking now.  [TARGET]Teacher: Let him finish and I'll get to the rest of you.[/TARGET] Student: I got two sixths - no, I got - yeah, that's right. Teacher: So now do you understand that this is right? Teacher: Give me another one, Student M.
Student: I am finished. Teacher: All right. Teacher: Let's look at what Student J did.  [TARGET]Teacher: Look at this up here.[/TARGET] Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole. Student: Can I do mine? Teacher: Now -
Student: I am. Teacher: We are about to finish. Teacher: Thank you.  [TARGET]Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned.[/TARGET] Teacher: Simple. Teacher: Now, let's - one, two. Teacher: Yeah, go ahead.
Student: I can prove that a square has more than four lines of symmetry. Teacher: Then you can do the challenge too. Teacher: How did you do your project?  [TARGET]Teacher: Student S, not doing that now.[/TARGET] Student: He was showing above the ruler on the corner on top. Student: He's supposed to get a ruler itself to the top. Teacher: Student C, stop.
Student: I can see the board. Teacher: Okay, as long as we can see the board. Teacher: Student A, you need to be sitting because if you stand, you block their view.  [TARGET]Teacher: Okay, turning and facing this way, Student J, with your body.[/TARGET] Teacher: Student R, turn your body this way. Teacher: So if we look at number five, Student S is showing us - I'm going to stop. Teacher: Let's stop till I see people looking.
Student: I can - Teacher: I am glad. Student: I am glad you came to take a -  [TARGET]Teacher: Take care of.[/TARGET] Student: Take care of my [inaudible] so I - Teacher: Use the word can. Student: I can't see the word.
Student: I can't. Teacher: All right, right now we - Teacher: [Crosstalk]  [TARGET]Teacher: Boys, it's not a drum set.[/TARGET] Student: I counted 1, 2, 3, 4, 5. Student: 1, 2, 3, 4, 5 and 1, 2, 3, 4, 5, 6, 7, 8, and then 5, 6, 7. Teacher: Okay.
Student: I can't believe it. Student: It's only the second quarter. Teacher: All right, here we go.  [TARGET]Teacher: So turn your papers to the sides.[/TARGET] Teacher: But yours could look like it looked like over there. Teacher: All right, turn your paper to the side, that way. Student: Oh.
Student: I can't see. Teacher: Turn around. Student: I am.  [TARGET]Teacher: Push in your chair.[/TARGET] Teacher: Student S, what's next? Student: Three times two? Teacher: Which is?
Student: I can't see. Teacher: Waiting on two people. Teacher: Thank you.  [TARGET]Teacher: Waiting on one person.[/TARGET] Teacher: Okay. Student: [inaudible] Teacher: Now, you see where my fingers are?
Student: I could call my grandma. Teacher: Not today, I can't do it. Teacher: We are going to start staying.  [TARGET]Teacher: I have too.[/TARGET] Teacher: Do I have to turn it off now? Teacher: [End of Audio]
Student: I did 6 times 6 which is 36. Student: Then I added 2, which is 38. Teacher: Good job.  [TARGET]Teacher: Student R, are you paying attention to what he just said?[/TARGET] Teacher: No. Teacher: On the next one, you need to pay attention, okay? Teacher: You're not paying attention, and when you don't pay attention, you definitely don't understand.
Student: I did it this way. Student: You always do it a different way. Teacher: It's okay [inaudible] the answer.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Teacher: Did you guys get to 22? Student: [Inaudible].
Student: I did number nine and I added. Student: Do I have to times this number from that number? Teacher: No, that's a separate question.  [TARGET]Teacher: So what they're asking you is this - quietly.[/TARGET] Teacher: Student J, please don't do that. Teacher: So you have a square. Teacher: Okay, you have a square in here, so I'm going to draw our square and one of the sides is going to be 31, all right?
Student: I did one. Student: [Crosstalk] Teacher: Wait until it's done.  [TARGET]Teacher: Let me see what you are doing over here.[/TARGET] Teacher: [Crosstalk] Teacher: I'll be right over there, Student D. Teacher: [Crosstalk]
Student: I did ten and - Teacher: Oh, you were counting by tens, maybe? Teacher: [Announcement over speaker].  [TARGET]Teacher: Everyone's working on track?[/TARGET] Teacher: You have one minute left. Teacher: Student A? Student: [Inaudible].
Student: I did that first because - Student: [Crosstalk among students] Teacher: You know what?  [TARGET]Teacher: Student S is waiting because people are making noise over there.[/TARGET] Teacher: She's the one we're tracking and the one that we're listening to right now. Teacher: Go ahead. Student: I did that first 'cause the first was - I wanted to do the [inaudible], so first I did the one-third.
Student: I did. Teacher: Good. Teacher: Those are the two we're going to do.  [TARGET]Teacher: I need eyes up on the board.[/TARGET] Teacher: Student J, I need you to be sitting in your seat. Teacher: So we have our length and our width. Teacher: So this is my first strategy.
Student: I didn't hit him. Student: Yes you did. Teacher: Stop.  [TARGET]Teacher: Don't do that.[/TARGET] Teacher: [Inaudible]. Teacher: Let me see what you've done. Teacher: We want the number to be very close to 1,000.
Student: I didn't [inaudible]. Teacher: I'm just kidding. Student: [Laughter].  [TARGET]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.[/TARGET] Teacher: And when I pull sticks, you know, sometimes we don't get a response. Teacher: But I appreciate that. Teacher: That - he did that really well.
Student: I do. Student: Or lay down and watch TV. Teacher: [Laughter] or lay down and watch TV?  [TARGET]Teacher: You had all Spring Break to watch TV.[/TARGET] Student: Nope. Student: I don't even have cable. Teacher: Well -
Student: I don't care. Student: I heard you. Teacher: Student N, sit down.  [TARGET]Teacher: You're calling out, please.[/TARGET] Teacher: [Crosstalk] Teacher: Student C, don't worry. Teacher: Thank you.
Student: I don't have gum. Teacher: Well please, whatever's in your mouth. Teacher: All right.  [TARGET]Teacher: It was Student K and Student A and Student J.[/TARGET] Student: What happened? Teacher: When you were running around the coat room. Student: I didn't.
Student: I don't have one. Teacher: Do you know where I keep them? Teacher: Okay.  [TARGET]Teacher: Student E, I love your excitement.[/TARGET] Teacher: Student B, yours looks beautiful from here. Teacher: Notice, Student A, I labeled both the left and the right sides, so I remembered it's 10 on top and 4 on the bottom. Teacher: If you would like to make yours exactly like mine, I suggest you do it.
Student: I don't know. Student: I used a different one on the bottom. Student: [Inaudible]  [TARGET]Teacher: Who's confused?[/TARGET] Teacher: I'll be right over. Student: One-half plus one-half. Teacher: Huh?
Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please. Teacher: Let me have it.  [TARGET]Teacher: Everybody knows that math class is never like this in the classroom.[/TARGET] Teacher: It's time to [inaudible]. Teacher: Are you done? Teacher: The people are going to watch you and see what you do.
Student: I don't like pencil. Teacher: Excellent. Teacher: See, you know how to do it.  [TARGET]Teacher: It doesn't matter.[/TARGET] Teacher: You shouldn't copy other people's work. Teacher: Give your work here. Teacher: Let me give you the next one.
Student: I done with it. Student: I got 5 over 8 to 8 over 5. Student: I had rewrote it and then I [inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You sit down here. Teacher: You sit over here. Teacher: You finished question six?
Student: I don't feel comfortable. Teacher: You don't feel comfortable? Student: I wish I could lay down.  [TARGET]Teacher: Well, you can go ahead and lay down.[/TARGET] Teacher: Just don't nap though because you need to pay attention. Teacher: Actually I really don't mind you all doing it, as long as you all are paying attention; do you understand that. Student: Okay.
Student: I don't feel good. Teacher: You don't feel good? Teacher: You're a little [inaudible].  [TARGET]Teacher: You're a little warm.[/TARGET] Teacher: Do you think you can try to do this or join with the nurse? Student: It's poison! Teacher: Student N.  So what kind of representation are you doing?
Student: I don't got my own paper. Teacher: All right, you need to share with somebody. Teacher: I didn't have enough.  [TARGET]Teacher: Share with Student M this time.[/TARGET] Teacher: All right, okay, get your pinkie. Teacher: I mean, get your index fingers again. Student: Or, that's how you do [inaudible]
Student: I don't know how to make an acute triangle. Teacher: Okay. Teacher: We're gonna continue on this tomorrow.  [TARGET]Teacher: We need to stop because it's almost time for class to be over.[/TARGET] Teacher: Do me a favor, though. Teacher: Please carefully put the rubber bands and any of your trash in the basket, okay? Teacher: Stack up the rulers, and then stack the geo boards.
Student: I don't know what you're talking about because [inaudible]. Teacher: Who is doing your graph, here? Student: She's [inaudible].  [TARGET]Teacher: No.[/TARGET] Teacher: No. Teacher: No. Teacher: Who is doing the graph?
Student: I don't know. Teacher: Okay, put a check there, 'cause you just checked it. Teacher: I want you to find 850 and make sure it's on the right chart, okay?  [TARGET]Teacher: Okay, I need all eyes up at me please.[/TARGET] Teacher: Five, four, three, two, one. Teacher: I'm really impressed with how quickly students went through, and I do apologize if I wasn't clear enough, because I notice a lot of you were whizzing through it, and you weren't asking yourselves these questions. Teacher: And some of you were asking yourself the questions, but you weren't using your thousands books.
Student: I don't want to be nice to him when he's doing something - when I'm doing something and he just takes the paper. Teacher: Then you need to talk to him about it. Student: I did.  [TARGET]Teacher: Give me 5, really quickly, because we need to shut it down.[/TARGET] Teacher: We need to shut things down and we need to think about today. Teacher: Wrap it u and tell me in one sentence, what did we learn? Teacher: What are the major things that we learned today?
Student: I don't want to. Teacher: Student J stop. Teacher: Student J stop.  [TARGET]Teacher: Can you please stop?[/TARGET] Student: Yes I could. Teacher: Okay. Student: I don't want to but I could.
Student: I don't want you to help me. Student: I don't want you to help me! Student: Gonna get a big fat second knuckles.  [TARGET]Teacher: Let's see says that [Inaudible][/TARGET] Student: Student J is stupid! Teacher: Let's do it. Teacher: The 9 [Inaudible] Come back here Student T now!
Student: I erased it and then I tried to help. Student: You don't need to raise your voice, little girl. Teacher: Neither one of you need to talk like that.  [TARGET]Teacher: In fact, will both of you stand up?[/TARGET] Teacher: Would you both step outside? Teacher: I'll call you back in when you're ready, and you've cooled down. Teacher: Student S, you stand outside the door and Student S, you stand by the locker.
Student: I feel like throwing up. Teacher: All right, hold on, hold on. Teacher: We - I have a pencil for people that need to borrow a pencil.  [TARGET]Teacher: But listen, can - I'm gonna see if this one can help you, Student F.  Student F.  What we did here.[/TARGET] Teacher: We had 24. Teacher: We had half, we had one fourth and we had - excuse me - one eighth. Teacher: One eighth.
Student: I forgot about the same thing. Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay? Teacher: I love it, but today we're a little too chatty.  [TARGET]Teacher: Here we go.[/TARGET] Teacher: So we have three right here. Teacher: Can I get five out of that three? Multiple Students: No.
Student: I forgot one zero here. Teacher: All right, are we ready? Student: Yes.  [TARGET]Teacher: I'm hearing lots of extra talking.[/TARGET] Teacher: Now. Teacher: Stop, okay. Teacher: Write your King Henry on the side just like I have it.
Student: I get it. Teacher: So write a sentence about that. Teacher: Okay, guys.  [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: Well, no.
Student: I go. Teacher: On your desk there are two greater than, less than, papers. Teacher: I need you to stay.  [TARGET]Teacher: No.[/TARGET] Teacher: This is an activity that you should be able to do independently. Student: [Inaudible]. Student: [Crosstalk].
Student: I got 1.626. Teacher: Very close. Teacher: Student T and Student E, this is my warning before I separate you.  [TARGET]Teacher: You all should be standing up measuring.[/TARGET] Teacher: Everyone in the class is up measuring except you all. Teacher: Stand up. Teacher: Let's go.
Student: I got 10 boys. Student: Mr. H [inaudible] Teacher: I'm not gonna look at that.  [TARGET]Teacher: I'm not a student.[/TARGET] Teacher: I'm not a student, I can't answer. Student: You is a student. Student: If he's over 18 [inaudible]
Student: I got 26. Teacher: Shh it's okay. Student: I have 18.  [TARGET]Teacher: Shh.[/TARGET] Student: I have 21. Teacher: So everybody's somewhere around 20 whether you're a little over or a little under? Teacher: But you're not like, you're not more than like 10 over right you have no more than 30?
Student: I got 5 over 8 to 8 over 5. Student: I had rewrote it and then I [inaudible]. Teacher: Excuse me.  [TARGET]Teacher: You sit down here.[/TARGET] Teacher: You sit over here. Teacher: You finished question six? Student: Yes.
Student: I got 6 again. Teacher: Honey, 11 take away 4 is 7. Teacher: Thank you.  [TARGET]Teacher: Following directions.[/TARGET] Teacher: The rest are to the side. Teacher: You are to use them, but you need to refer back to your staircase. Teacher: Student E, there's one of each in a staircase.
Student: I got 8 sides Ms. H.   Teacher: Okay, you're not telling me. Teacher: You're telling your group.  [TARGET]Teacher: You need to follow directions.[/TARGET] Student: [Inaudible]. Teacher: Uh-oh. Student: [Inaudible].
Student: I got another idea. Student: I did one. Student: [Crosstalk]  [TARGET]Teacher: Wait until it's done.[/TARGET] Teacher: Let me see what you are doing over here. Teacher: [Crosstalk] Teacher: I'll be right over there, Student D.
Student: I got it. Student: [0:43:00] Teacher: Don't say, I got it.  [TARGET]Teacher: Thumbs up.[/TARGET] Teacher: It's not correct. Student: Help me [inaudible] Student: [inaudible] today.
Student: I had 5, but instead - Teacher: Hold on just a second, hold on. Teacher: [Crosstalk]  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: No. Teacher: Don't switch with somebody that has the same color as you, unless you are finished with your five.
Student: I had another strategy. Teacher: All right, here's another strategy. Teacher: Listen up, please.  [TARGET]Teacher: Stop.[/TARGET] Student: If your total was 280 and you rolled a 2, you could times it by 20 and you would have 300 exactly. Teacher: Okay, all right. Teacher: There was one exact 300.  Who was it?
Student: I had rewrote it and then I [inaudible]. Teacher: Excuse me. Teacher: You sit down here.  [TARGET]Teacher: You sit over here.[/TARGET] Teacher: You finished question six? Student: Yes. Teacher: You finished question seven?
Student: I hate this pen. Teacher: Hurry up. Teacher: You still have a lot to do.  [TARGET]Teacher: Why don't you use pencil?[/TARGET] Teacher: Why don't you use pencil? Student: I don't like pencil. Teacher: Excellent.
Student: I have [3,518]. Teacher: Okay. Teacher: Did you do the process correctly?  [TARGET]Teacher: Okay, so I need you to pay attention Student I.  I need you to be focused on me.[/TARGET] Teacher: Watch the teacher. Teacher: Student E, I need you to move up. Teacher: So Student I, I need you to really pay attention.
Student: I have a V.  There's some in the bottom right here. Teacher: Student D. Student: No V in here.  [TARGET]Teacher: Student D, please look up here.[/TARGET] Teacher: Oh, you have one. Teacher: Okay. Student: I have two triangles.
Student: I have a question. Teacher: 4 times 6. Teacher: That is going to be 24.  [TARGET]Teacher: Hold on.[/TARGET] Teacher: We're going to bring up our 2, bring that down, and I'm going to very quickly go through this because I think it's just a matter of math facts. Teacher: How many fours are there in 22 without going over? Teacher: Subtract.
Student: I have a question. Teacher: Sure. Student: Is that a microphone?  [TARGET]Teacher: Yes.[/TARGET] Student: Why is it covered in Styrofoam? Teacher: In my mind I know that 400 plus 600 is going to give me 1,000, and I have two 6s here. Teacher: What I'm trying to do is make a number that is very close to 1,000.
Student: I have a question. Teacher: Sure. Student: [Inaudible].  [TARGET]Teacher: Student is asking a question, so our attention needs to be [inaudible].[/TARGET] Student: If you do that - Teacher: Yes. Student: Never mind.
Student: I have, like, three of them. Teacher: Okay. Teacher: Go put the question marks in them.  [TARGET]Teacher: Put that away now.[/TARGET] Student: Why? Teacher: Because it's not time to draw. Teacher: It's time for math.
Student: I just drew a block right here and - Teacher: You're the recorder have a seat over there. Teacher: No let's see how many minutes.  [TARGET]Teacher: Go sit down let's see how many minutes we have left.[/TARGET] Student: He keeps saying stuff and he won't stop and no one can talk. Teacher: Okay you've just lost your group. Student: [Mumbling].
Student: I just finished it. Teacher: Then you raised your hand to answer the question instead of helping your partner. Teacher: [Crosstalk]  [TARGET]Teacher: That is not what a good team player does.[/TARGET] Teacher: Okay. Teacher: I want you to look at what I have. Teacher: Does that look like what you have?
Student: I just think that you [inaudible], and it's only one zero so I [inaudible] ten. Teacher: But you could say 35 times what's 350. Teacher: And we know times ten.  [TARGET]Teacher: But if you couldn't figure that out in your head - ah, we're getting a little too loud.[/TARGET] Teacher: Shh. Teacher: You would take 350 -  Student: I figured it out.
Student: I knew I was right. Teacher: I know you knew. Teacher: I know you're smart.  [TARGET]Teacher: And I know this - sweetie, you want to take that jacket off.[/TARGET] Teacher: I don't want that; I want you to do - what you got? Student: Four times seven. Teacher: Okay, there you go.
Student: I knew something was wrong. Teacher: Can you please take care of what you need to take care of. Teacher: That's not your job.  [TARGET]Teacher: What are you supposed to be doing?[/TARGET] Student: For what? Teacher: We are going to give eight people slices of pie. Teacher: How many slices of pie will each person get?
Student: I know 1  fourth has one more but 1 third's blocks are bigger. Teacher: I agree, I agree. Student: I don't.  [TARGET]Teacher: Everybody look here, I shaded these rectangles and they are the same size.[/TARGET] Teacher: I shaded these into fourths and these ones I shaded into threes. Teacher: Which one do you think will get more? Student: Um, those.
Student: I know a good one. Teacher: Now let me think. Teacher: [Crosstalk]  [TARGET]Teacher: No, guys, I'm giving you the problems.[/TARGET] Teacher: I'm giving you the problems. Student: Can I use my pencil to do it? Teacher: Yes.
Student: I know how to do it. Teacher: Let's look here. Teacher: Let's read the story first.  [TARGET]Teacher: Student E, stop.[/TARGET] Student: He's doing this. Student: He doing that. Teacher: In the first week of their trip, the Jones family drove how many miles?
Student: I know something was wrong, but I [inaudible]. Student: Yeah. Student: I knew something was wrong.  [TARGET]Teacher: Can you please take care of what you need to take care of.[/TARGET] Teacher: That's not your job. Teacher: What are you supposed to be doing? Student: For what?
Student: I know that's one whole, but I - Teacher: But that's not five fives, 1, 2, 3, 4, 5, 6, 7, 8, 9 by - that's five nines. Student: Oh.  [TARGET]Teacher: Okay, let's see what you've got, Student D.  Are you talking when you should be working?[/TARGET] Student: I am finished. Teacher: All right. Teacher: Let's look at what Student J did.
Student: I know where it is. Teacher: Okay, all right. Teacher: Guys, give me five.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Okay, I'm going to pass this out.
Student: I know where she made a mistake. Teacher: Okay. Teacher: Look up at me because I am going to give you directions.  [TARGET]Teacher: I ignore people who shout out.[/TARGET] Teacher: I am going to give each of you this worksheet. Teacher: The only thing I want in each box is the answer, the product. Teacher: Each box has a letter which means - I'm sorry it got copied out of order.
Student: I know why you're not. Student: [Laughter]. Teacher: Why are you being so mean to me, today?  [TARGET]Teacher: Because my face is all messed up, you think you can be mean to me?[/TARGET] Student: What happened to you? Teacher: Student M, [inaudible] in the face. Student: I did not.