stanford-nlpxed/classroom_management_data huggingface dataset:
Student: 400. Teacher: What's next? Student: 400.  [TARGET]Teacher: Are you paying attention or are you talking?[/TARGET] Teacher: 700. Teacher: Go ahead. Student: 800, 900.
Student: 44 and 20. Teacher: You've got to write it down. Teacher: You can't be stretching your hand from here to here.  [TARGET]Teacher: Can you stop?[/TARGET] Teacher: I see what you're doing. Teacher: Now it says here where does the 11 come from? Student: I really didn't know.
Student: 48. Student: Teacher F? Teacher: Am I working with someone?  [TARGET]Teacher: You got to wait.[/TARGET] Teacher: So you got to see how many tables do I need? Teacher: One, two, three, four, five, six, seven, eight. Teacher: Seven times eight is?
Student: 48. Teacher: Put the 8, carry the 4. Teacher: Let's do a division problem.  [TARGET]Teacher: Aren't you supposed to be reading silently?[/TARGET] Teacher: You almost got it? Teacher: Check it with multiplication, silly. Teacher: It's pretty easy to figure out if you have the right answer.
Student: 5 Teacher: 6, 7. Teacher: You add the two numbers together, and add it up to 1,000.  [TARGET]Teacher: Student T, why are you struggling with that?[/TARGET] Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote.
Student: 5 Teacher: And you have how many points? Student: 5  [TARGET]Teacher: Don't let her see your thing, don't let her see.[/TARGET] Student: I'm not looking. Teacher: Which one did you just ask her? Student: 4.
Student: 5 plus 6 is 11, so you put the 1 on top of the 9, and 10 plus 2 is 12, so [inaudible]. Student: 121 Teacher: Good job.  [TARGET]Teacher: There's something you did here that's really - Student J, would you please sit down?[/TARGET] Student: Can we do more 100 plus problems? Student: I like those. Teacher: I don't think your mom would like to see you acting this way during this lesson.
Student: 5 times 3 is 15, 5 times 5 is 25. Teacher: So fifteen twenty-fifths equals what, Student K? Teacher: Three fifths.  [TARGET]Teacher: Can you all just give yourself a hug?[/TARGET] Teacher: If you didn't write all of that down, that's fine. Teacher: Now we're going to switch your thinking. Teacher: It's just the opposite thinking, and it's fun.
Student: 50 Teacher: [Inaudible]. Teacher: You have plenty of space.  [TARGET]Teacher: You can do the back, that way you don't have to worry about - you can see the numbers.[/TARGET] Teacher: Where's your pencil? Teacher: On your desk, or in your desk? Teacher: I don't have an eraser.
Student: 500. Student: What in the world? Teacher: Shh.  [TARGET]Teacher: Teacher L is trying to keep a straight face.[/TARGET] Teacher: What comes after 501, Student A? Student: 502. Teacher: Yes.
Student: 6 - Teacher: Are you done with H? Teacher: Do this then.  [TARGET]Teacher: Do this.[/TARGET] Teacher: You didn't do this yet, there's no way. Teacher: When you are done read it before you answer - read it. Student: [inaudible]
Student: 6 Teacher: 6 Teacher: This is [Inaudible] Student J can you please come and sit.  [TARGET]Teacher: Sit down Student J.[/TARGET] Teacher: Student J please come and sit down here. Teacher: Student J please. Student: 7 and 1.
Student: 6. Teacher: [Inaudible]. Teacher: 86 remainder of 7.  [TARGET]Teacher: Please put this away.[/TARGET] Teacher: [Inaudible]. Teacher: You may now take out your Cuisenaire rods and arrange them in order. Teacher: You need to share with him the best that you can 'cause I don't know where my others are.
Student: 60 Teacher: 60 Teacher: All right, I'm gonna show you one just a little bigger.  [TARGET]Teacher: I don't see my spray bottle of water.[/TARGET] Student: It's just 12 times 5. Student: [Crosstalk] Teacher: Shh.
Student: 600 Teacher: Which is 700. Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s.  [TARGET]Teacher: Can you stop, Student A?[/TARGET] Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom. Teacher: I have the 2 in the tens, and I have the 5 in the ones. Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what?
Student: 7 drawings in each binder. Teacher: Thank you. Teacher: 14 divided by 2 is what, Student J?  [TARGET]Teacher: Not paying attention.[/TARGET] Teacher: 14 divided by 2 equals 7. Teacher: 7 drawings in each binder. Teacher: You need to be looking up here.
Student: 7. Teacher: How many pennies do you have? Student: 3.  [TARGET]Teacher: You're not looking at this last paragraph.[/TARGET] Teacher: Two of the stacks have the same number of coins. Teacher: That means it can be nickels and dimes the same, or pennies and dimes. Teacher: Something's going to be the same, and then the next one has twice as many.
Student: 700 Teacher: 700 Teacher: Stop calling out.  [TARGET]Teacher: I would like you to raise up your hand.[/TARGET] Teacher: 96 - sit down. Teacher: Turn around and sit down, please. Teacher: Turn around and sit down properly.
Student: 72 degrees? Teacher: Yes, 72 degrees. Teacher: I'll be right there to show you.  [TARGET]Teacher: Student M, would you like to show her?[/TARGET] Teacher: Would you like me to show her? Teacher: Yes. Teacher: That's the other 20 percent.
Student: 8 - no. Teacher: How many sets of 42? Student: One.  [TARGET]Teacher: Okay, turn around please.[/TARGET] Teacher: We do need to wrap this up. Teacher: We will continue it - Student: Tomorrow.
Student: 8, 3? Teacher: Okay keep going. Teacher: What are you doing?  [TARGET]Teacher: Okay why do you have this?[/TARGET] Teacher: This should always be face up. Student: Do you have 1, 13? Teacher: 1, 13 where's that Student T show me on here.
Student: 800. Teacher: All right - Student: No, [inaudible].  [TARGET]Teacher: All right, don't do her that way.[/TARGET] Student: No, 80. Teacher: 80. Teacher: Why don't you get 800?
Student: 9 plus 41 is 50. Teacher: Yes, I see that too. Teacher: I'm going to show you all something.  [TARGET]Teacher: Student S, I would really love it if when we're doing our math, if you would pay attention.[/TARGET] Teacher: 5 plus 0 is 5. Teacher: 4 plus 1 is 5. Multiple Students: 5, 5, 5, 5.
Student: 90. Teacher: That's not how we do it. Teacher: You raise your hand.  [TARGET]Teacher: Everyone needs to go ahead and put down "too hot" beside 93.[/TARGET] Teacher: Student D? Student: 212. Teacher: Well if 110 is too hot, should you guess 212?
Student: 950 pounds for the horse. Teacher: Student R, what's your statement here? Student: The African elephants are [inaudible].  [TARGET]Teacher: Guys, listen.[/TARGET] Teacher: Student R is talking and you need to show respect. Student: And a lot of people keep on trying to kill them to get their tusks to sell them. Teacher: You know what I love about you, Student R?
Student: 96. Teacher: Worst game yet. Teacher: Teacher K was interfering with my game.  [TARGET]Teacher: She was singing show tunes.[/TARGET] Teacher: Uh-oh, next. Teacher: Student D. Student: 98.
Student: 98. Teacher: Yeah. Teacher: It was a bad day.  [TARGET]Teacher: That was when Student J went with me.[/TARGET] Teacher: She was making fun of me. Teacher: Now, I don't just stick these in between. Teacher: I want to put them in order, right.
Student: A bar graph. Teacher: You know that this is called a? Multiple Students: Bar graph.  [TARGET]Teacher: This is one thing I didn't really get a chance to talk about, and I had a teacher come in to help me and we talked about some of the terms Student S have a seat.[/TARGET] Teacher: So over here where the numbers are these are called the intervals. Teacher: Everybody say interval. Multiple Students: Interval.
Student: A giant sunflower. Student: And she got some Fruity Pebbles. Student: We're doing ounces.  [TARGET]Teacher: Trying to throw me over here.[/TARGET] Teacher: How are we doing with kilograms? Student: Okay. Teacher: All right, I need everybody to freeze.
Student: A row. Teacher: He was dividing by a row. Teacher: Now tell me the math problem like this.  [TARGET]Teacher: Student K, raise your hand.[/TARGET] Teacher: Give me the math problem like this. Teacher: Division problem. Student: 17 divided by 5 equals 3 remainder 2.
Student: A row. Teacher: It did not have a row. Teacher: Now I'm looking at it from this end.  [TARGET]Teacher: I need everybody here to step back, way back.[/TARGET] Teacher: You can even get up on the desk, some of you. Teacher: Now I see an array. Teacher: Do we still have a remainder?
Student: A whole different number. Teacher: What is it? Student: Zero point [inaudible].  [TARGET]Teacher: Stop.[/TARGET] Teacher: Say it to me in a chorus, one, two, three. Multiple Students: Zero point two eight five seven one four two eight five seven. Teacher: Hmm.
Student: A whole. Teacher: A whole, or sixteen sixteenths. Teacher: I said, "Student C, I didn't give you that."  [TARGET]Teacher: I don't know why anybody's playing with their board right now.[/TARGET] Teacher: I specifically told you to get your hands off your cubes. Teacher: So I started thinking. Teacher: She said, "I didn't do it, Mr. R."  What did she do to represent it?
Student: A whole. Teacher: A whole. Teacher: So what's a representation?  [TARGET]Teacher: You're gonna have to wait for water.[/TARGET] Teacher: Student C, what's a representation? Student: [Inaudible] Teacher: When you represent something.
Student: Actually you're stupid, remember that. Teacher: 6 what? Student: Oranges.  [TARGET]Teacher: Are you level please?[/TARGET] Student: I have another way, I have another way. Teacher: Do we agree? Student: Yes.
Student: Add it. Teacher: What did I add? Student: 44 and 20.  [TARGET]Teacher: You've got to write it down.[/TARGET] Teacher: You can't be stretching your hand from here to here. Teacher: Can you stop? Teacher: I see what you're doing.
Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible]. Teacher: Thumbs up if you agree with what Student C just said.  [TARGET]Teacher: Thumbs up - they've got one person that you believe you.[/TARGET] Teacher: Two? Teacher: Three? Teacher: I believe him, too, I think it's a good idea.
Student: Ah, yes. Student: It's equal to two-eighths. Teacher: It's equal to two-eighths.  [TARGET]Teacher: Stop.[/TARGET] Student: It's equal to two-eighths, and ... Teacher: Student J. Student: It's ... it's ... [inaudible] one whole, and the two wholes.
Student: All I do is that. Teacher: [Inaudible]. Teacher: That would be no problem.  [TARGET]Teacher: Finish your work.[/TARGET] Teacher: Look up here. Teacher: It says how would you explain to someone how solution two works? Teacher: Look at solution two.
Student: All of the cubes have a different size and are going to have a different volume. Teacher: All three cubes, different sizes, probably going to have a different volume. Teacher: What else, Student C?  [TARGET]Teacher: Listening.[/TARGET] Student: For C and A, you can't use the cubes to make them because there's half marks and you can't cut the cubes in half. Teacher: Okay. Teacher: What did you see?
Student: All right. Student: [Inaudible] Teacher: Yes you are.  [TARGET]Teacher: I keep telling you that.[/TARGET] Teacher: But you don't want to listen to me. Teacher: [End of Tape]
Student: All right. Teacher: All right. Teacher: I like how I see Student V ready to listen to instructions and Student E and Student B.  [TARGET]Teacher: Girls, sit down and raise your hands if you have a question.[/TARGET] Student: Can I get some [Inaudible]? Teacher: No. Teacher: Much better.
Student: All right. Teacher: Now what Student S did works, remember? Teacher: Remember, she had the hundreds block?  [TARGET]Teacher: Thanks Student A, you can sit down.[/TARGET] Teacher: But - Student: This was a [inaudible]. Teacher: - if you do that, you need to make sure you do one-fourth of 100, then.
Student: All right. Teacher: What is that number called? Student: Two hundred sixty.  [TARGET]Teacher: I'm waiting for you.[/TARGET] Student: Wait. Teacher: Okay, now you know the answer. Teacher: You write it here.
Student: And -6. Teacher: So it's -7,-6. Teacher: Very good.  [TARGET]Teacher: Number 10, go ahead Student D.  I'm going to wait.[/TARGET] Teacher: Student D, there's yours. Teacher: Where is this located on the X axis? Teacher: Draw it up.
Student: And does it have to be done [inaudible]? Teacher: I would skip a line before you go to B to kind of break it apart. Student: [Inaudible].  [TARGET]Teacher: You're doing A, B, and C, yes.[/TARGET] Teacher: Move on. Teacher: If you have A done, move onto B. Teacher: Did the timers give you a little warning, yet?
Student: And for this one it's the same but it's two times four. Student: Yeah, two - wait. Student: Basically two times two equals four.  [TARGET]Teacher: Allow him.[/TARGET] Student: Two times two equals four so if you plus it it equals - Teacher: This is a very excellent strategy that I'm learning for the first time now. Teacher: Sit down.
Student: And six. Teacher: And six. Teacher: All right, so I'm gonna let you work for 10 minutes on this one, because some people already did a few of them.  [TARGET]Teacher: Yeah, some people.[/TARGET] Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand. Teacher: But now I know they're gonna kind of be mm.
Student: And that would be six. Student: Six. Student: So now you've got me back.  [TARGET]Teacher: I've got you?[/TARGET] Student: Yeah. Teacher: So one eighth is three twenty fourths, so two eighths must be - Student: Six twenty fourths.
Student: And the five-twelfths are right here, and that was wrong. Teacher: Okay, so that X-out, we're supposed to ignore? Student: [Inaudible].  [TARGET]Teacher: Yeah, we ignored it.[/TARGET] Teacher: Not there. Student: This was what equaled the five and three-twelfths. Teacher: Okay.
Student: And then I - Teacher: Okay. Student: [Inaudible].  [TARGET]Teacher: Next time please don't draw when I'm teaching.[/TARGET] Teacher: Okay. Teacher: I asked you to do Number 6, page 439. Student: What number?
Student: And then I've got to do that. Teacher: Where, what students? Teacher: What students?  [TARGET]Teacher: You have to start asking students what their favorite colors are.[/TARGET] Teacher: Student T, when you are done you've got to start asking students what their favorite colors are. Teacher: So write, get a loose-leaf sheet of paper and start surveying people. Teacher: I'm gonna do H on the board.
Student: And then the shaded in was 60. Teacher: Ah, the shaded in was 60 out of? Student: A hundred.  [TARGET]Teacher: So if I'm going out of the five, how many out of the five bigger groups - I need all eyes right now.[/TARGET] Teacher: This is really important. Teacher: Out of these five groups, Student J, how many are blue? Student: [Inaudible].
Student: And then you add one to eight and it would be nine. Student: And then nine plus eight would nine-nine plus I mean would equal seven-would not-oh yeah. Student: Nine plus eight equals seventeen and then-  [TARGET]Teacher: I'm gonna move you.[/TARGET] Student: Sixteen plus two equals eighteen. Teacher: That's-is that your thinking? Student: Yes.
Student: And we need - Teacher: We're good. Teacher: We've got Student D, and Student D and Student M maybe.  [TARGET]Teacher: I suggest coming to the carpet.[/TARGET] Teacher: Thank you. Teacher: All right, can someone read the question for me? Teacher: Read H, Student D.
Student: And we're done with the third. Student: Okay, good for you. Teacher: At this point, you know what?  [TARGET]Teacher: I just want you focused on your math.[/TARGET] Teacher: This is not worth arguing over. Teacher: Student F, if you can't handle it, go back to your seat. Student: Good.
Student: And what about the positive? Teacher: Positive, the farther away they get from zero. Teacher: We're not changing anything you know about regularly adding positive numbers.  [TARGET]Teacher: I do see you, but I'm addressing her.[/TARGET] Student: Oh. Teacher: Positive numbers stay the same as what you already know about positive numbers. Teacher: Negative numbers is where you have the issue.
Student: And you divide it by 5. Teacher: Okay. Teacher: Yeah, I can see that.  [TARGET]Teacher: WE need to be careful though, with that.[/TARGET] Teacher: If it works for you, Student N, use it. Student: It works for some of them. Teacher: It works for some of them, not all of them, but I think it's best to use one that works for all of them, right?
Student: And, then the y-axis is how high it is. Student: That's how you find out where things are. Teacher: Okay.  [TARGET]Teacher: Stop there.[/TARGET] Teacher: So, on my x-axis I travel in this direction away from zero. Student: Yes. Teacher: Okay.
Student: And, wait, should we write in a Bunsen? Teacher: You could if you wanted to. Student: [Inaudible].  [TARGET]Teacher: Student G and Student B, there's no talking.[/TARGET] Student: Oh. Student: Yes, [inaudible]. Student: Zero isn't much - do I [inaudible] -
Student: Angles for 100. Teacher: What angle is that? Teacher: We worked on this yesterday, I think.  [TARGET]Teacher: Student D, you cannot talk.[/TARGET] Teacher: Quiet. Student: Acute angle. Teacher: What is an acute angle?
Student: Are we [inaudible] them? Teacher: Put those away. Teacher: I did not tell you to - what are you doing with those?  [TARGET]Teacher: No.[/TARGET] Teacher: I said put those away. Student: Oh. Teacher: Not what you're working - supposed to be working with.
Student: Are we in our groups? Teacher: No, we're not going to do any group work. Student: I put it in my desk and now it's not there.  [TARGET]Teacher: You two stop.[/TARGET] Student: I did check. Teacher: I tell you when you finish with your math review, you need to put it in your daily math review notebook, put the notebook in your desk so that you don't lose it. Teacher: I have another one, I think.
Student: Are we supposed to do it all on the back? Teacher: Where are we supposed to write our answer? Student: On the answer sheet.  [TARGET]Teacher: On the answer sheet.[/TARGET] Teacher: Very good. Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper?
Student: Are we supposed to? Teacher: Uh-huh 'cause that's how you write out expanded form. Teacher: It's showing that you took it all apart, and if you put it all back together like adding it back together, it would be the original number.  [TARGET]Teacher: Stop whispering.[/TARGET] Teacher: I can hear you. Student: What? Teacher: 50 wholes plus three-tenths plus seven hundredths plus five thousandths - 375 thousandths.
Student: Argh! Student: She's hitting me. Teacher: You stop yelling.  [TARGET]Teacher: Continue.[/TARGET] Teacher: How many one fourth is Student T, Student T can you please go back and do your math? Student: Uh. Teacher: [Inaudible] you have to go.
Student: Attendance. Teacher: I know. Teacher: You gonna ask and make sure I do attendance after this video.  [TARGET]Teacher: Don't let me get in trouble.[/TARGET] Teacher: Student M, Student J. Teacher: Student D, Student G. Student: No, I'm already with -
Student: Balances two balls? Student: Equal? Teacher: Equal.  [TARGET]Teacher: Great job, Student K.  Move your clothespin up.[/TARGET] Teacher: She's thinking. Teacher: She knows that if these two are the same, they must be? Multiple Students: Equal.
Student: Be quiet. Student: He's [inaudible] talking about. Multiple Students: [Laughter].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Turn around. Student: Student I, when you added - when you multiply the ten, say like you would, like 30 times ten, all you got to do is take the zero away. Student: And then when you multiply 30 times ten, add the zero.
Student: Because - Teacher: Student A, why is it 3 over 13 and not 3 over 37? Student: Because -  [TARGET]Teacher: Let him answer it.[/TARGET] Teacher: Student C, why is it 3 over 13 and not 3 over 37? Teacher: For that answer. Teacher: I can tell who's paying attention.
Student: Because I can't. Student: It's because I [inaudible]. Teacher: Where'd your paper go, darling?  [TARGET]Teacher: I gave it to you.[/TARGET] Student: No, I think it's [inaudible]. Teacher: Well go look for it. Student: We have to do our own?
Student: Because I know that ... that six ... I know that six - Teacher: Do you want to move your clip? Teacher: [Silence].  [TARGET]Teacher: Stop making noise.[/TARGET] Student: Because I know that six-twelfths is a half, so ... I ask myself in my head, "What is half of four ... fourths?" And I knew that it was two-fourths, so I put instead of six-twelfths, two-fourths. Student: One-fourth is two-fourths, which is three-fourths. Teacher: Does everybody - can anybody follow what ... he's saying?
Student: Because I need one. Teacher: Okay, so this has a perimeter of eight, okay? Student: I can't see.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: What's the area, Student A, Student A, what's the area of this. Student: [Inaudible] Teacher: What's the area of this figure?
Student: Because I said I had a partner [inaudible]. Teacher: Okay, so you and [inaudible] are together. Teacher: [Crosstalk]  [TARGET]Teacher: Can you move over just a little bit so I can sit here?[/TARGET] Teacher: Keep rolling. Teacher: You need to roll five times. Teacher: Can you [inaudible]?
Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay. Teacher: Go ahead.  [TARGET]Teacher: Finish.[/TARGET] Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65. Teacher: No.
Student: Because I'm trying to explain my thinking. Teacher: And they're not listening? Student: No.  [TARGET]Teacher: Guys, you need to listen.[/TARGET] Teacher: You have to share the thinking. Teacher: Have you shared some thinking? Teacher: Can you guys listen to what Student K is saying?
Student: Because half of six is three. Teacher: Half of six is three. Teacher: So three out of six pieces is half of them.  [TARGET]Teacher: I can tell that is bothering classmates when we have side conversations.[/TARGET] Teacher: I don't know who it is, but it need to stop. Teacher: So if half are yellow, we know have are yellow. Teacher: Now there are 30 marbles in the whole bad.
Student: Because he has like two wholes and like- Teacher: Two wholes? Student: I meant-  [TARGET]Teacher: Sit up.[/TARGET] Student: He has one whole and two sixths. Teacher: Okay. Student: He won.
Student: Because if you [Inaudible]. Teacher: You got it Student J. Student: I forgot.  [TARGET]Teacher: Alright, sit up straight.[/TARGET] Teacher: You, too, Student J. Teacher: You guys have the whole weekend to rest, okay. Teacher: You come into school super tired, then we need to talk to the parents about you going to bed a little bit earlier.
Student: Because if you count by - because 30 times 10 is 300 - Teacher: Are we showing props? Student: If 30 times 10 is 300 then 300 times 10 is 600 and then 10 plus 10 is 20.  [TARGET]Teacher: Nice and loud, Student N, for everybody.[/TARGET] Student: If 30 times 10 is 300, then 300 times 10 is 600 and 10 plus - Teacher: So hold on there. Teacher: So we said that 30 times 10 is 300.
Student: Because it was [inaudible]. Teacher: You had the same what? Student: Denominator.  [TARGET]Teacher: I just said something that - well, a lot of people weren't listening to, that has everything to do with what our lesson is supposed to be about, today.[/TARGET] Teacher: The reason that the second one was easier, and most of you should agree with that - that's my tape. Teacher: Can you stop using my tape, please? Teacher: The reason that the second one should be easier is because all you had to do was use your ... use your skills that you're already good at, of comparing whole numbers.
Student: Because it's a hexagon. Teacher: Okay. Teacher: It's a hexagon, which was one of our examples.  [TARGET]Teacher: Student M, can you please put that on the back table?[/TARGET] Teacher: Student P? Student: It's all straight sides. Teacher: All straight sides.