stanford-nlpxed/classroom_management_data huggingface dataset:
Student: That's mine here, SHUTUP! Student: [Class counts to 24 with teacher] Teacher: Now Student J back to you again and we say that what would this be?  [TARGET]Teacher: Student S what would this be?[/TARGET] Student: 6 Teacher: What would this part be I'm not talking about what is the size. Student: 6 fourths.
Student: That's not right. Teacher: I might look again at number six again if I were you guys, okay? Teacher: I know you weren't here and you weren't here, so I might look at number six again just to let you know.  [TARGET]Teacher: Student C, are you paying attention, or are you playing with your pencil?[/TARGET] Teacher: Come on. Teacher: Come on. Teacher: Are you with me?
Student: That's the farthest piece on the game board, so - Teacher: If you were there, yeah, you just stay there until you got a positive. Teacher: You'd basically be losing a turn, 'cause it only goes to negative ten.  [TARGET]Teacher: Student B and Student I, you need to be focused and paying attention.[/TARGET] Teacher: So whatever you're doing Student I, stop. Teacher: All right, so I think we'll just divide the class in half. Teacher: So the back of the class is going to be Team Two.
Student: That's what I'm going to do. Teacher: All right, guys. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Tonight, you're going to work on practice book 22.4.  all of it. Teacher: All of it. Teacher: We'll be ready to check that tomorrow, all right?
Student: The 0, 0 equals hundreds. Teacher: I understand what you said to me, that 100 plus 200, but you're not representing it. Teacher: Student A, please.  [TARGET]Teacher: Can you sit down?[/TARGET] Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1. Teacher: 2 plus 0 plus 0 is going to give me 2. Teacher: What you write in here that is the hundreds, I don't see the need for this here.
Student: The Thinker from Night at the Museum: Battle of the Smithsonian. Student: A house. Student: [Inaudible].  [TARGET]Teacher: Just listen, please.[/TARGET] Student: Some statues. Student: What is this? Student: It's a hand - it's a skyscraper.
Student: The beginning number. Teacher: The beginning number gives you the answer. Teacher: But the beginning number is a five.  [TARGET]Teacher: Are you listening to her?[/TARGET] Teacher: She's saying this five is giving me the answer. Teacher: This five is telling me that it's five. Student: No, [not really].
Student: The boxes are [inaudible]. Teacher: Okay. Student: The length times [inaudible].  [TARGET]Teacher: All right we have - my children, I cannot hear my group, over here.[/TARGET] Teacher: You need to take it down. Teacher: It's quiet [inaudible]. Teacher: Shh.
Student: The circles - Student: Oh, no, because I was looking at what you just said. Teacher: Okay, but we're being rude to Student A who is trying to explain.  [TARGET]Teacher: I cannot hear her when you guys are talking.[/TARGET] Student: I can see that she did three circles with 12 dots in it. Student: The 12 dots represent the kids and the circles represent teams. Student: And she only did three and she marked the dots.
Student: The denominator is - Teacher: So now we have five-tenths? Student: Yes, it is.  [TARGET]Teacher: Shh.[/TARGET] Teacher: And we - calm down. Teacher: I haven't even asked the question. Teacher: I know you got it.
Student: The denominator is divided by [Inaudible] Teacher: What does the denominator huh? Student: The denominator is what is divided by.  [TARGET]Teacher: The denominator is what it's divided by okay stop please.[/TARGET] Teacher: Please put over that. Teacher: [Someone parked in the handicap spot, over loud speaker] Teacher: Let's go back to this, denominator.
Student: The denominators aren't the same. Teacher: Very good. Teacher: [I'll use his words.  [TARGET]Teacher: Is now stop, is not stop you putting it in your own words.][/TARGET] Teacher: Because that's the only way you're going to remember it because there has been a problem in the past that you sometimes forget things. Teacher: But if you put it in your own words you're going to never forget it. Teacher: Everyone understand that?
Student: The earth is a sphere. Student: Yeah, yeah. Student: The earth is a sphere.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Student: Sphere. Student: I said that [inaudible].
Student: The have the same end. Teacher: You mean the one that's kind of on the other side? Student: Yes.  [TARGET]Teacher: So the opposite angles - are you listening?[/TARGET] Teacher: The angle that's opposite to that angle is the same, has the same measure. Teacher: Is that true? Multiple Students: Yes.
Student: The hundreds. Student: The 0, 0 equals hundreds. Teacher: I understand what you said to me, that 100 plus 200, but you're not representing it.  [TARGET]Teacher: Student A, please.[/TARGET] Teacher: Can you sit down? Teacher: You're not representing it well because you said 1 plus 1 plus 0 is going to give me 1. Teacher: 2 plus 0 plus 0 is going to give me 2.
Student: The improper fraction is six fourths. Teacher: Not quite. Teacher: I didn't ask that, but since Student S introduced it, what would this be equivalent to if it were an improper fraction?  [TARGET]Teacher: I'm going to move on because it's time to move on, but I'm glad you brought up the point though.[/TARGET] Teacher: So Student S, you were I think looking in the right direction. Teacher: Denominator times the whole number is what? Teacher: 4 times 2 is 9?
Student: The least common multiple. Teacher: Did you ask your team members? Student: They're not here because they're still on this.  [TARGET]Teacher: Then you need to wait for them.[/TARGET] Teacher: Maybe they can answer it. Teacher: If they can't answer it, you can come back to me. Teacher: And there's also a Social Studies - I mean, sorry, a math book you can use, too.
Student: The length times [inaudible]. Teacher: All right we have - my children, I cannot hear my group, over here. Teacher: You need to take it down.  [TARGET]Teacher: It's quiet [inaudible].[/TARGET] Teacher: Shh. Teacher: Take it down a notch. Teacher: All right.
Student: The numbers of zero is zero. Teacher: Yes. Teacher: Do your own here.  [TARGET]Teacher: Do your own.[/TARGET] Teacher: Start with 33 plus 33. Teacher: It's the same things as 33 times 2. Teacher: So start using it.
Student: The range. Teacher: Find the range. Student: And you need to pick four numbers [inaudible] and pick - get [inaudible] multiplication.  [TARGET]Teacher: I'm gonna wait, because there's someone who is using their marker right now.[/TARGET] Teacher: And that person is not gonna understand how to play. Teacher: And you're trying to be kind and explain that. Teacher: Some of us are moving our feet.
Student: The title of - the title of my graph is, "Favorite Food."  The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it? Teacher: Underneath the [inaudible].  [TARGET]Teacher: Underneath.[/TARGET] Teacher: [Crosstalk]. Student: We decided to do a [inaudible] graph [inaudible] to get extra credit. Teacher: Okay so what story is it showing?
Student: The total number of balls to balance 10 cans is- Teacher: Is, and then we have a blank. Student: I know the answer.  [TARGET]Teacher: Shh, I'm so happy that you do okay hold on to that, hold on to that put your hand down please I'll say it only one more time.[/TARGET] Teacher: Okay. Teacher: So here we go, we looked at the question, we reread it a second time. Teacher: We underlined important information, we circled the question.
Student: The troll's going to get back up? Student: The troll's going to break the [inaudible comment]. Teacher: Clickety-clack, clickety-clack, clickety-clack.  [TARGET]Teacher: "Oh, who's crossing my bridge now?" grumbled the troll with a soggy sigh and a gurgle.[/TARGET] Teacher: "Just little old me," said the giant with a snip. Teacher: "Fee, fie, foe, fum, is that a troll I smell? Teacher: Yummy, yum, yum."
Student: The whole. Teacher: The whole number so the whole number divided in the whole. Teacher: And Student J stop.  [TARGET]Teacher: Student J I'm gonna send you out.[/TARGET] Student: I got the next question, got it! Teacher: And what does the numerator tell? Teacher: What does the numerator tell first off?
Student: The - Student: Last [Inaudible]. Student: Yeah.  [TARGET]Teacher: No, you're not watching that.[/TARGET] Teacher: No, it's saying that the angle is greater than 90 degrees. Student: Oh. Teacher: So this is pointing to the angle.
Student: Then 3 times I'm supposed to have 27 so that's plus 2 is 6 so I'll have to plus six to a number that is close. Student: [Crosstalk] Teacher: Turn around, Student T.  Turn around, Student C, and let him - yes, we'll go back to it.  [TARGET]Teacher: People are trying to share how they are solving their math.[/TARGET] Teacher: We want to learn from them. Teacher: Turn around. Student: What math?
Student: Then I added 0 plus 1 which equals 1. Teacher: After I heard you say that eight ninths is close to 9, that it's closest to 9, that is your decision. Teacher: Did you hear that?  [TARGET]Teacher: Can I have you sit down please, on your butt, please?[/TARGET] Teacher: What is in your mouth? Teacher: Student A, you're hiding. Teacher: I want you out.
Student: Then I added. Teacher: You guys are supposed to listen so you can either agree or disagree with Student J. Teacher: Excuse me.  [TARGET]Teacher: Get your hand down.[/TARGET] Teacher: Let's see what Student J did. Teacher: Student J said this is automatically a 0, and this she moved to a 1. Teacher: She said, "I know I got 1, no matter what."
Student: Then I doubled 10 and halved 3, so I got 20 lockers and 3 books in them. Teacher: Very good. Teacher: Student V, come up and show us yours.  [TARGET]Teacher: You're still paying attention to everyone else's.[/TARGET] Student: We made a graph and we did - we put 5 times 8 equals 10 times 4, because 8 divided by 2 is 4 and 5 times 2 is 10, and 10 times 4 is 40. Teacher: Good. Teacher: But explain this.
Student: Then, um, you had to take how many times five will go into ten, which is two. Student: So two out of two. Student: And then you times -  [TARGET]Teacher: Stop there.[/TARGET] Teacher: What she's saying is the right way, except for we're - we have to ... step it back and show our work, because we're just learning them. Teacher: Mom is remembering it from when she was back in her high school days. Teacher: Like we were taught.
Student: There are 24 people in the classroom. Student: [Inaudible]. Teacher: Stop.  [TARGET]Teacher: A little louder.[/TARGET] Teacher: I can't hear you. Teacher: Thank you. Student: There are 24 people in your class.
Student: There is no answer [inaudible]. Student: Yes there is. Student: It's 48.  [TARGET]Teacher: Shh, shh, shh.[/TARGET] Teacher: Wait a minute. Teacher: Listen. Teacher: Guys, here's the thing.
Student: There's nothing on my lap. Teacher: Student K, I asked you to throw away the gum. Student: I don't have gum.  [TARGET]Teacher: Well please, whatever's in your mouth.[/TARGET] Teacher: All right. Teacher: It was Student K and Student A and Student J. Student: What happened?
Student: There's two of them missing. Student: No, I wanna do the last one. Student: Can I do the next one?  [TARGET]Teacher: Guys, if you don't stop asking me, "Can I, can I" you're not gonna do anything.[/TARGET] Student: Okay. Student: I'll stop. Teacher: Okay, Student Z.
Student: There's two - Teacher: Shh. Teacher: Wait.  [TARGET]Teacher: I'm - people are not listening.[/TARGET] Teacher: Student L? Teacher: When you're done writing your couple sentences, if you're done with all that, put it over on the back table to dry, and come and see me. Teacher: I have another paper you can work on where you're coloring in some decimals and solving some problems, okay?
Student: These are wrong. Teacher: You know what? Teacher: It's not your business to tell them that they are wrong.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student J, you two need to stay in your seats. Teacher: All right, eyes up here. Teacher: Eyes up here.
Student: These were ... [inaudible] six sides. Teacher: Okay, so they took these two shapes, and said these both have six sides. Teacher: So they put them together.  [TARGET]Teacher: Student D, put that away.[/TARGET] Teacher: Put it on that back table. Teacher: And what about this one? Student: [Inaudible].
Student: They can't hear us. Teacher: They can hear you. Student: Is this live?  [TARGET]Teacher: No, it's recorded.[/TARGET] Student: So when you wear that they can hear everybody? Teacher: There's a microphone on there and there's also a microphone on here. Teacher: So when you talk to me and I have this on they can hear everything you're saying.
Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here. Teacher: Can you stop please?  [TARGET]Teacher: Let's go.[/TARGET] Teacher: Student A, I need you to finish your work. Teacher: Write the numbers fully here. Teacher: Let's see what it is.
Student: They didn't even say one thing to help me. Teacher: It is a group effort. Teacher: I like what Student S is doing.  [TARGET]Teacher: She is raising her hand to talk.[/TARGET] Teacher: She will be the last person to speak before we move on. Student: Okay. Student: One, Student S is over there drawing random things on her board when we're saying Student S, come on, can you help us?
Student: They equals 19 people, and this is the bar [inaudible]. Student: Sixteen. Student: Twenty-four plus [inaudible].  [TARGET]Teacher: Student G.  Student G.[/TARGET] Student: I have [inaudible]. Student: I didn't ask that. Student: I said what ice cream do you like most?
Student: They said they don't need help. Student: I helped them. Student: They said they don't -  [TARGET]Teacher: When did I say that?[/TARGET] Teacher: That's who needs ... Teacher: Here is your next challenge. Teacher: Okay.
Student: They were on the wrong page. Teacher: You know what, can you do me a favor - can you sit and work on that, please? Teacher: Okay, Louis, know what I need you to do?  [TARGET]Teacher: I need you to do me a favor.[/TARGET] Teacher: I need you to really focus on what you're doing instead of rushing. Teacher: Let's look at it, 'cause I'm looking - do you notice anything on it? Teacher: So we have -
Student: They're gonna play around [inaudible]. Teacher: Okay, Student J, could you shut that door correctly? Teacher: Now - Student D, no, not right now.  [TARGET]Teacher: Let's look at this page, page 29.[/TARGET] Teacher: Student C, over here. Teacher: Page 29, it says, "Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem."
Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me. Teacher: It is a group effort.  [TARGET]Teacher: I like what Student S is doing.[/TARGET] Teacher: She is raising her hand to talk. Teacher: She will be the last person to speak before we move on. Student: Okay.
Student: They're equal. Teacher: Yes. Teacher: They're equal.  [TARGET]Teacher: You need to speak up Student N because most the time you have the right answers but for some reason you don't want to say them loud enough.[/TARGET] Teacher: Next, girls. Teacher: Whose turn is it? Teacher: How are we doing over here?
Student: They're not together. Teacher: I need really good math words here. Student: You hardly can't see all the animals.  [TARGET]Teacher: We're going to step back.[/TARGET] Student: Some animals are tiny and some are big. Teacher: Okay. Teacher: Student K, take over.
Student: Third. Teacher: - [inaudible]. Teacher: He was third.  [TARGET]Teacher: Are you paying attention, at all?[/TARGET] Student: I'm [inaudible]. Teacher: No. Teacher: Student M, was first.
Student: Thirty, thirty, fifteen, fifteen. Teacher: You can kind of see it now? Student: Yeah.  [TARGET]Teacher: Student A's paying attention.[/TARGET] Teacher: He's listening. Teacher: And Student C.  Okay. Teacher: So, now, what he's saying it, "We're gonna use this calculator."
Student: Thirty-seven hundredths. Teacher: Very good. Teacher: Sorry.  [TARGET]Teacher: I was trying to listen to her.[/TARGET] Teacher: Anybody can come up here and put it in expanded form for me? Teacher: Student S.  While Student S is doing that for us, Student T, tell us what you did up here with your pieces. Student: I took three tenths.
Student: This doesn't work. Teacher: Then just hold it. Teacher: Student A, what is she trying to do with her sketch?  [TARGET]Teacher: Student A, sit down.[/TARGET] Student: I see that she did three circles. Teacher: Put that away. Student: The circles -
Student: This is [inaudible] eighths. Teacher: Are you doing anything? Teacher: Are you understanding what you're doing?  [TARGET]Teacher: Is he doing anything?[/TARGET] Student: No. Teacher: Okay, what's the problem? Teacher: Hmm?
Student: This is big paper. Teacher: Yeah, they didn't have any of the little paper. Student: Teacher, can I get [inaudible]?  [TARGET]Teacher: No, not right now.[/TARGET] Teacher: What are you looking for? Teacher: Student T, make sure you stay behind. Teacher: [Crosstalk]
Student: This is like show and tell. Teacher: If you can hear me, clap once. Teacher: If you can hear me, clap two times.  [TARGET]Teacher: Give me the marker, please.[/TARGET] Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. Teacher: I do want to learn from him, please.
Student: This is only mine. Teacher: You know what? Student: They're not mine!  [TARGET]Teacher: I'm really sad that you're not doing the work because you're too - I will take care of this.[/TARGET] Teacher: Excuse me Teacher. Teacher: I'm gonna come around and get the raisins 'cause they're too many people who can't do two things at once. Teacher: Please throw them in the trash please.
Student: This is our [our table]. Teacher: No, you're not supposed to be doing that. Teacher: You're supposed to be doing your worksheet.  [TARGET]Teacher: Put that down.[/TARGET] Teacher: Get back to your paper. Teacher: You understand how to do it? Student: Do your graphs.
Student: This is the question that I made. Teacher: Can you hold that until he get through showing me? Teacher: I'll give you the opportunity.  [TARGET]Teacher: Student R, I'm glad you're excited.[/TARGET] Teacher: Give me a minute, okay? Teacher: Go ahead. Student: Five eighths is half -
Student: This is what I got. Student: [Crosstalk] Teacher: Let me show you something.  [TARGET]Teacher: Student I, Student W, look.[/TARGET] Teacher: You and him, do you all have the exact same thing, 24 minus four? Teacher: 24 minus four? Teacher: Is that - wasn't that right?
Student: This one can be- Teacher: Let's see what you're doing. Teacher: 1, 2, 3, 4, 5, 6, 7, 8.  [TARGET]Teacher: Spread your card.[/TARGET] Teacher: I'm going to help you. Teacher: This is going to be too much. Teacher: You have to use three cards.
Student: This one is for rows, the last one - Teacher: The first one is for rows. Teacher: So I need three rows of seven in each row, right.  [TARGET]Teacher: Okay, go ahead and color it.[/TARGET] Student: Any color? Teacher: Whatever color you want. Student: So three rows of seven.
Student: This one. Teacher: Good. Teacher: Thank you very much.  [TARGET]Teacher: Student J is on top of things.[/TARGET] Teacher: Stop what you're doing. Teacher: So how many blocks do you need? Student: Three?
Student: This says it's not a polygon and that says that. Teacher: I know and that's my bad. Teacher: Guys, that's my bad.  [TARGET]Teacher: Ignore what's up here, okay.[/TARGET] Teacher: I was getting ready for our next steps. Teacher: [Crosstalk] Teacher: Student X, your seat is over here.
Student: Three and [inaudible]. Teacher: You can figure it out? Teacher: Good.  [TARGET]Teacher: Recorders are ready?[/TARGET] Teacher: Recorders, take that blank paper. Teacher: That extra one that you had. Teacher: That extra answer sheet.
Student: Three fourths is - Teacher: How many pieces? Student: [Inaudible].  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: One fourth, two fourth, three fourths. Multiple Students: 18 pieces. Multiple Students: [Crosstalk]
Student: Three tall. Teacher: Would you come sit right here, Student S? Teacher: Come sit right here.  [TARGET]Teacher: Woops.[/TARGET] Teacher: Let me get my [inaudible]. Teacher: Trying to keep them together is a problem. Teacher: We're doing four on the bottom, two wide, and three tall is what we're trying to make.
Student: Three tenths. Teacher: There's not a three tenths on Thursday's DMR. Student: Five sixths.  [TARGET]Teacher: You need to turn it upright, honey.[/TARGET] Teacher: He has five sixths as the greatest, okay? Teacher: What did you have next, Student E? Student: Nine twelfths.
Student: Three-fifty. Teacher: Student C's going to talk. Student: Three fifty.  [TARGET]Teacher: Okay, you have to solve for this right here, which is L.  Are you watching and listening?[/TARGET] Teacher: You have to solve for L.  How do you do that? Student: That is - Student: Seven times five equals 35.
Student: Three. Student: Zero, six times. Student: We went through this.  [TARGET]Teacher: This is not going to happen.[/TARGET] Teacher: Come back and let me help you. Teacher: Come around, Student A. Teacher: Turn around.
Student: Three. Student: [Inaudible]. Teacher: We're getting the hang of this, now.  [TARGET]Teacher: It's not - it's getting together.[/TARGET] Teacher: This is something new that I'm trying. Student: [Inaudible]. Teacher: Yes.
Student: Three. Teacher: Look, look, look, look. Teacher: Some people are not looking.  [TARGET]Teacher: Let me see those that are - I know if Student L was looking, she would be the first one telling me.[/TARGET] Teacher: If you were paying attention, and I'm looking for your attention. Teacher: Student S, where are you? Teacher: Student L?
Student: Three. Teacher: So what fraction goes right here? Teacher: Someone said it.  [TARGET]Teacher: I wish they would raise their hand.[/TARGET] Teacher: Student D? Teacher: I said what fraction, not what letter. Teacher: Somebody's yelling out.
Student: Three. Teacher: Three centimeters. Teacher: If we made an error, do we see what the error is?  [TARGET]Teacher: You need to wait until I call on you.[/TARGET] Teacher: There are other people in this group. Teacher: Student A? Teacher: One and a half.
Student: Three. Teacher: Three for each week. Teacher: All right guys.  [TARGET]Teacher: One, two, three, eyes on me.[/TARGET] Multiple Students: One, two, eyes on you. Teacher: We're not going to be able to finish today. Teacher: So you need to put your names in the back, and we'll finish this tomorrow.
Student: Three? Teacher: Three. Teacher: Okay, so now you need to explain your thinking for that.  [TARGET]Teacher: Okay, the next step.[/TARGET] Teacher: We've just ran out of time, so I have to speed this up. Teacher: We'll have to have more time. Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response.
Student: Three? Teacher: Three. Teacher: So we can try to do this 26 times 10, 26 times 10, 26 times 10 because you know how to do.  [TARGET]Teacher: Four more minutes.[/TARGET] Teacher: I am waiting for you, Student A. Teacher: Zero. Teacher: Two thirty-one.
Student: Times what? Teacher: Fifty-six. Teacher: Uh-huh.  [TARGET]Teacher: Continue.[/TARGET] Teacher: Are you done with this? Teacher: Get to your next workshop please. Teacher: Continue, Student C.  We have five more minutes.
Student: To compare - Teacher: Excuse me. Teacher: Hold on one second.  [TARGET]Teacher: Back group, you're getting a little too loud.[/TARGET] Teacher: You need to keep your volume down please. Teacher: Go ahead Student A. Student: To compare means to see what's equivalent.
Student: Today in math I learned that - Teacher: Some people are not listening. Teacher: Somebody is sharing.  [TARGET]Teacher: Some people are not - [inaudible] listening.[/TARGET] Teacher: Student M is not listening and Student A is not listening. Student: I am. Teacher: We are about to finish.