stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Yes. Teacher: Listen, when you go out in the hall for partner, if you will split yourselves up, make sure that you're using quiet voices. Teacher: This last group's gotten a little loud out there.  [TARGET]Teacher: Student D, will you please let the group outside know to come on in.[/TARGET] Teacher: My friends at Independent, if you'll please go put your paper at your seats and come join me. Student: The thing I didn't get was that it was like that, and then I turned it sideways. Student: The thing I didn't get when it was that and then you turn it sideways and it's like that far out.
Student: Yes. Teacher: Now I'm going to look at the second expression. Teacher: Student M, get back in the row, please.  [TARGET]Teacher: Student A.[/TARGET] Teacher: Now the second one. Teacher: Seventeen minus four, times three. Teacher: Student A, look up here, please.
Student: Yes. Teacher: Okay, I agree with you. Teacher: Okay, I'll take one more different representation for one third.  [TARGET]Teacher: Student C, I need for you to be on task and not off task.[/TARGET] Teacher: All right, Student P, you think you have one? Teacher: All right, bring it up. Teacher: Push it up just a little, sweetie.
Student: Yes. Teacher: Okay, everybody stop talking. Student: [Inaudible] equals X, too.  [TARGET]Teacher: Stop talking.[/TARGET] Teacher: Okay, do you understand? Multiple Students: Yes. Teacher: All right.
Student: Yes. Teacher: Okay, so I think what I'm going to do for the sharing, now is I'm going to have the two Student J's hold up the posters from their group. Teacher: Can I have the markers back?  [TARGET]Teacher: Student L, you can sit down.[/TARGET] Teacher: So, I need everybody sitting down. Teacher: And Student J, I'm going to have both of you stand over here. Student: They have the same one as us.
Student: Yes. Teacher: Okay. Teacher: All right.  [TARGET]Teacher: See, he is talking.[/TARGET] Teacher: If I have you back, then you are listening, not talking. Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning.
Student: Yes. Teacher: Okay. Teacher: I need the supply monitor.  [TARGET]Teacher: Now, let's take out all of the papers that are in there.[/TARGET] Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions.
Student: Yes. Teacher: Raise your hand if you are the task manager. Teacher: Okay, so my task manager, you've got an important job today, okay?  [TARGET]Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay?[/TARGET] Teacher: Who is my noise control person? Teacher: Okay. Teacher: Keep it down in here, okay?
Student: Yes. Teacher: So this is going to become three and a half times five and a half. Student: You should multiply 7 over 3 times 3 over 2.  [TARGET]Teacher: Can you please move back to the floor, Student M, and bring your notebook?[/TARGET] Teacher: I'm not sure why you went back to your seat. Teacher: All right. Teacher: Tell me, is this wider or not?
Student: Yes. Teacher: Student C, the question is for you. Teacher: Now, look at me, what I've done.  [TARGET]Teacher: Yes, if anybody want to help me out, they can raise their hand.[/TARGET] Teacher: Now, what am I doing? Teacher: I'm going down. Teacher: I'm going down, so the fraction is going one half, one fourth, and this one becomes -
Student: Yes. Teacher: Student L, can you please move your cards? Teacher: Your dry erase board stays on your desk, and you don't play.  [TARGET]Teacher: You're making yourself look bad.[/TARGET] Teacher: The camera is right on you watching you do absolutely nothing. Teacher: Go stand in the hallway, please. Teacher: Give me 5, 4, 3 - I still want you to do seven.
Student: Yes. Teacher: Tell me. Teacher: Be patient - put your hand down.  [TARGET]Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair.[/TARGET] Teacher: Thank you, Student A. Teacher: Student M? Student: Now you're supposed to look at white and red -
Student: Yes. Teacher: This one. Student: Yes.  [TARGET]Teacher: Can everyone see?[/TARGET] Multiple Students: Yes. Teacher: So today we're gonna talk about input and output tables. Teacher: Here's an input chart.
Student: Yes. Teacher: What is it? Student: Three-fifty.  [TARGET]Teacher: Student C's going to talk.[/TARGET] Student: Three fifty. Teacher: Okay, you have to solve for this right here, which is L.  Are you watching and listening? Teacher: You have to solve for L.  How do you do that?
Student: Yes. Teacher: What's half of 10? Student: 5.  [TARGET]Teacher: Put it down.[/TARGET] Teacher: Is 11 an even number? Student: No. Teacher: What about 12?
Student: Yes. Teacher: What's half of 8? Student: 4.  [TARGET]Teacher: Put it down.[/TARGET] Teacher: Is 9 an even number? Student: No. Teacher: What about 10?
Student: Yes. Teacher: When I say I want you to hole up how many-I want you to hold up the amount of fingers that of eighths were that fit on the three fourths. Teacher: When I say-hands down, I didn't say go.  [TARGET]Teacher: I didn't say go.[/TARGET] Student: You didn't say go. Teacher: All right, go. Teacher: And wasn't that what we changed our fraction into?
Student: Yes. Teacher: Yes. Student: And you [inaudible] twelve -  [TARGET]Teacher: Stop, the two of you.[/TARGET] Student: [Inaudible]. Student: He's kicking me. Student: So that ... that way you know that it's half.
Student: Yes. Teacher: Yes. Teacher: Okay.  [TARGET]Teacher: Why don't you take your hands down and pay attention.[/TARGET] Teacher: Okay, Student M.  Student: The answer is 0.96. Teacher: 0.96 bingo, same as my dividend.
Student: Yes. Teacher: Your timer did? Teacher: Who was your timer?  [TARGET]Teacher: Nice job, Student D, move your clothespin up.[/TARGET] Teacher: Nice job. Teacher: Any other timers give their group a warning? Student: Mine did.
Student: Yes? Student: Do I have to solve the problem? Teacher: Yeah, I need an answer so you can solve it.  [TARGET]Teacher: What percentage of students - yes, you have to show me your work.[/TARGET] Teacher: How do you go from one set type of number to another? Student: I got it. Student: [0:43:00]
Student: Yes? Teacher: I have three once. Teacher: In parenthesis five minus two.  [TARGET]Teacher: And [inaudible] the same numbers [inaudible] another problem, Student M?[/TARGET] Student: Yes. Teacher: Three plus five in parenthesis, minus two. Teacher: So our order of operations.
Student: Yes? Teacher: I need you to focus. Teacher: I need it quiet, now.  [TARGET]Teacher: I need it quiet.[/TARGET] Teacher: [Inaudible] up here. Teacher: Today we're going to talk about the order of operations. Teacher: Mathematicians ... mathematicians solve problems by using the order of operations.
Student: Yes? Teacher: Please take a look. Teacher: Student A.  [TARGET]Teacher: Now I'm gonna wait till it's absolutely quiet in here.[/TARGET] Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths. Teacher: Put that away, Student K.  Four-fifths plus five-eighths equals one.
Student: You already know [inaudible]. Teacher: You got lower and lower. Teacher: No one heard you.  [TARGET]Teacher: You got to speak up, baby.[/TARGET] Student: Because we already know that it's a square, and each side is going to [inaudible]. Teacher: Each side is going to equal the same thing, so you have to look for a number that you can multiply the same number by and get the answer. Teacher: Can you multiply a number by a number and get six, that's the same number?
Student: You better be joking. Student: No. Teacher: Yes, no?  [TARGET]Teacher: I better be joking?[/TARGET] Teacher: What? Student: [Inaudible]. Teacher: No, I'm not joking.
Student: You can see it. Teacher: Okay, you guys are right again. Multiple Students: [Crosstalk]  [TARGET]Teacher: Shh, wait a second.[/TARGET] Teacher: Yeah, just two, just half. Teacher: No, the other half, split them. Teacher: There, that's what I want.
Student: You don't need to raise your voice, little girl. Teacher: Neither one of you need to talk like that. Teacher: In fact, will both of you stand up?  [TARGET]Teacher: Would you both step outside?[/TARGET] 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. Teacher: Did you guys have an answer at all?
Student: You give each player six cards. Teacher: Yep. Teacher: So whoever has the cards you're gonna give yourself six cards and give six cards to your partner.  [TARGET]Teacher: Student N you need to be focused on your group only.[/TARGET] Teacher: You're not concerned about other groups right now. Teacher: Please remember when you're picking up your fraction you need to say the fraction then you need to say the percent equivalent. Teacher: What fraction do you have?
Student: You got 110 because of 9 plus 2 equals [inaudible]. Teacher: Allow him to talk. Teacher: Look up here.  [TARGET]Teacher: The classroom respects adults and classmates.[/TARGET] Teacher: Can you give him the respect? Teacher: Sit down, Student D.  I'm listening to you, Student A. Teacher: Student A, I'm listening.
Student: You got 110 by that 9 and that 2. Teacher: What is the value of this 9 here? Teacher: What is the value of 9?  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Stop calling out. Teacher: Thank you. Student: 90
Student: You got it? Student: [Teacher opening up candy bars]. Teacher: All right, the first thing I want you to do is I want you, [laughter] to take your chocolate bar and I want you to look at it.  [TARGET]Teacher: Don't touch.[/TARGET] Teacher: Don't smell. Teacher: Don't eat. Teacher: Don't feel.
Student: You got me back, Teacher. Teacher: I got you back? Student: You got me back.  [TARGET]Teacher: I got you back.[/TARGET] Teacher: Yeah, I got you back. Teacher: All right, listen - listen. Teacher: How many tenths are in here?
Student: You got me back. Teacher: All right, I get you back. Teacher: All right.  [TARGET]Teacher: Now, listen carefully.[/TARGET] Teacher: Listen. Teacher: Listen. Teacher: For those of you that were paying attention and I know those people who they are, they are ready to do more problems, and she already told me.
Student: You got me back. Teacher: I got you back. Teacher: Yeah, I got you back.  [TARGET]Teacher: All right, listen - listen.[/TARGET] Teacher: How many tenths are in here? Teacher: One. Teacher: One tenth.
Student: You gotta find the common denominator. Teacher: You think we gotta find the common denominator? Student: Yeah, by turning-  [TARGET]Teacher: Just stop there.[/TARGET] Teacher: Student T? Student: I'm missing one ten and one two. Teacher: All right.
Student: You have [inaudible]. Student: It's 4, and if you have 4 quarters, you can start there because there's 4 and you can split them. Teacher: Okay.  [TARGET]Teacher: Student D is over there waving.[/TARGET] Teacher: Student D, can we start with halves? Student: You could. Student: [Inaudible].
Student: You have to multiply [Inaudible]. Teacher: Okay, explain to me how you got this. Teacher: 8 times 60.  [TARGET]Teacher: Student D, I want you to listen too.[/TARGET] Teacher: 8 times 60? Student: I know that 8 times 6 is 48. Teacher: So 48?
Student: You know what Student D! Student: [Student screaming at top of lungs] Teacher: That's what I got -- All eyes, all eyes on the board please.  [TARGET]Teacher: All eyes on the board Student J please, thank you honey.[/TARGET] Teacher: On the board please. Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student?
Student: You need equivalent fractions so you know how - like if you're using it for something. Teacher: Okay. Teacher: I just need one sentence, one simple sentence.  [TARGET]Teacher: Student E, please stop talking.[/TARGET] Teacher: We already said we make equivalent fractions. Teacher: We need to know how to make equivalent fraction so that we can make fractions simplified, so that we can reduce so that they are easier to work with. Teacher: What are some other reasons why we need to understand how to make equivalent fractions?
Student: You put all of the first row and the first column and you multiply them. Teacher: Just multiply them, right. Teacher: Now this is a simple one.  [TARGET]Teacher: We're gonna do a hard one in a minute.[/TARGET] Teacher: Student S. Student: You can also count all the cubes that are colored. Teacher: You could count all the cubes, but if it was a big problem that would take a lot of time, but that's possible.
Student: You put the 1 on top of the 9. Teacher: Go back to your seat please. Teacher: Sit down.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Student D, what does 9 here mean to you? Student: 90 Teacher: Good job.
Student: You said 1. Teacher: 1 plus 9 is 8. Teacher: Plus 1 you borrowed from me is 10.  [TARGET]Teacher: Sit down now.[/TARGET] Teacher: Sit down right now. Teacher: You have a choice to go outside to the [inaudible]. Teacher: [End of Audio]
Student: You said 37. Teacher: Do the work on your sheet. Teacher: Just the warm-up, just the number of students.  [TARGET]Teacher: That's all you've got to do.[/TARGET] Teacher: Number of boys, number of girls. Student: 37 Student: 37
Student: You said this was our test for [inaudible]. Teacher: It is a test. Teacher: So here we go.  [TARGET]Teacher: If you missed zero to six, raise your hand.[/TARGET] Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk] Teacher: Oh, we [haven't got under 13].
Student: You said when I finished this page I get to have a snack. Teacher: You didn't finish it properly. Student: Yes, I did.  [TARGET]Teacher: No you didn't.[/TARGET] Teacher: Look at how this game goes. Teacher: Your mom is going to witness that. Teacher: You know that?
Student: You set up that [inaudible] Teacher: Where do I put it? Teacher: You want to come up here and show me?  [TARGET]Teacher: Student D, you need to be on the carpet.[/TARGET] Student: What is it? Teacher: [inaudible] what's that answer? Teacher: Use your calculator.
Student: You skipped me. Teacher: Seven - you called out, and I don't think I like that. Student: When did I call out?  [TARGET]Teacher: Just now.[/TARGET] Student: Oh. Teacher: Student C, what's the fraction in number six? Student: [Inaudible] ninths.
Student: You're not taking my $5.00 coloring book, no, unless you'll be paying. Teacher: Excuse me. Teacher: You don't say that to me, Student O.  [TARGET]Teacher: If you touch that again before the end of the school day I will take it away.[/TARGET] Teacher: Okay. Teacher: Now I need everybody looking at me. Teacher: All right.
Student: You're shuffling everything. Student: That was you. Student: You kept making noises.  [TARGET]Teacher: Stop.[/TARGET] Teacher: You know what, Student T, put your hands on your desk. Teacher: Both hands folded over each other. Teacher: And Student D, remember your goal is to always be faced all the way around.
Student: You, you, you. Teacher: That camera is on now so I'm gonna ask all silliness to stop which means if you're chewing gum, candy or anything of that nature please put it in the trash. Teacher: And I need your math hard book, your math note book out of your desk please.  [TARGET]Teacher: No Student A and D are demerits.[/TARGET] Student: I'll say whatever I wanted to. Teacher: Go sit down in your seat please. Student: He say people shouldn't be judged by-
Student: You're pretty much doing it by the same thing 'cause you said it's 600 and that's all the [inaudible]. Teacher: Yeah. Teacher: We're gonna do one more and then I'm gonna give you grid paper and you're gonna do two of your own.  [TARGET]Teacher: There's room on the front and the back.[/TARGET] Teacher: Student E, give me a number. Teacher: If it's in the teens sometimes I call it a teenager number. Teacher: So give me a number that's either a teenager or in the 20s.
Student: You've got to reduce the problem, reduce the fraction [inaudible]. Teacher: Now you follow all the steps. Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer.  [TARGET]Teacher: So let's move on with the steps.[/TARGET] Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk] Teacher: What did you all do here?
Student: You've got to reduce the - Student: [Inaudible]. Student: You've got to reduce the problem, reduce the fraction [inaudible].  [TARGET]Teacher: Now you follow all the steps.[/TARGET] Teacher: A will make sure that everybody follows the steps 1, 2, 3 to the final answer. Teacher: So let's move on with the steps. Teacher: You were doing question 6, 7 and 8.
Student: Zero, six times. Student: We went through this. Teacher: This is not going to happen.  [TARGET]Teacher: Come back and let me help you.[/TARGET] Teacher: Come around, Student A. Teacher: Turn around. Teacher: No frustration.
Student: Zero. Teacher: Stop. Teacher: Stop yelling out.  [TARGET]Teacher: I've got people who are not even thinking, or not even counting.[/TARGET] Teacher: I need to see hands. Teacher: Look and see. Teacher: Starting at zero, how many dots do we have before we get to the number one, Student T?
Student: Zero. Teacher: Zero. Student: Then you brought down.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Hold on, Student M.  I'll explain. Teacher: Thank you. Teacher: And then we have to bring down the next number, right?
Student: [40 plus 9]. Teacher: Guys, can we put the pencil sharpening on pause please. Teacher: Right now all we need to do is listen.  [TARGET]Teacher: You don't need to write anything.[/TARGET] Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds. Teacher: So Student D is figuring out how many thirds there are in 4 wholes.
Student: [Cough]. Student: [Silence]. Teacher: That sound is annoying, and I can't concentrate.  [TARGET]Teacher: Put the chair down.[/TARGET] Student: [Inaudible]. Teacher: What else do we know about one-fourth? Teacher: Student H?
Student: [Coughing in background]. Student: [Inaudible] times two is six. Student: Add [inaudible].  [TARGET]Teacher: Sit up, please.[/TARGET] Teacher: [Coughing]. Teacher: Student K, what's next? Student: Three hundred [inaudible] eight.
Student: [Counting] Teacher: Can you go back to your seat please? Student: She did it again!  [TARGET]Teacher: Go back to your seats and leave her alone.[/TARGET] Student: No! Teacher: Get back to your seats. Teacher: [Incredibly high pitched squeal]
Student: [Crosstalk] Student: It's clear. Student: Clear, clear.  [TARGET]Teacher: How about we just do this?[/TARGET] Teacher: All right, I don't [Inaudible]. Teacher: This is math class. Teacher: We're not at recess.
Student: [Crosstalk] Student: [Crosstalk] Teacher: Now I'm going to continue.  [TARGET]Teacher: Move over here please, over here.[/TARGET] Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps. Teacher: We start from question one right now. Teacher: [Crosstalk]
Student: [Crosstalk] Teacher: Are you sure? Teacher: [Crosstalk]  [TARGET]Teacher: I'm not gonna have time today.[/TARGET] Student: You're not gonna have time for what? Teacher: 18 times 27. Teacher: [Crosstalk]
Student: [Crosstalk] Teacher: Go and sit down. Student: No, you're ignoring me.  [TARGET]Teacher: I'm not ignoring you, but I want you to sit down.[/TARGET] Teacher: When we finish, we're rounding up. Teacher: [Crosstalk] Teacher: Sit down please.
Student: [Crosstalk] Teacher: Hold on, hold on. Teacher: Let me - let me - stop for a minute.  [TARGET]Teacher: Look at Student D's.[/TARGET] Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D.  Student D, [inaudible] give me your attention. Teacher: Do I have you back?
Student: [Crosstalk] Teacher: I'll be there in a minute. Teacher: Okay.  [TARGET]Teacher: What page was that?[/TARGET] Student: 29 Student: 29, 26, 29, 26, 29, 25. Student: [Crosstalk]
Student: [Crosstalk] Teacher: In the fourth grade? Teacher: Under Teacher?  [TARGET]Teacher: Where are you from?[/TARGET] Student: [Inaudible]. Teacher: We don't [talk] that way. Teacher: You go to - then you go to math with science, you go to math with science and then you will see -
Student: [Crosstalk] Teacher: I'm sorry. Teacher: Student M, would you like to come sit over here beside me?  [TARGET]Teacher: I didn't think so.[/TARGET] Teacher: [Crosstalk] Teacher: You can [write] on the back. Teacher: [Crosstalk]
Student: [Crosstalk] Teacher: Not at one time. Teacher: All right, let's do it together so we can understand.  [TARGET]Teacher: Watch.[/TARGET] Teacher: Take four - Student: Do you only do the something once? Teacher: No, you do it a couple times and you can move on.
Student: [Crosstalk] Teacher: Now I'm going to continue. Teacher: Move over here please, over here.  [TARGET]Teacher: Now, everybody, with your partner, unable to read all the steps before you proceed into the doing the questions, A reads all the steps.[/TARGET] Teacher: We start from question one right now. Teacher: [Crosstalk] Teacher: Do not destroy that.
Student: [Crosstalk] Teacher: Okay, I'm going to give another example. Teacher: In the last one we did here, it says here 255 plus blank equals 1,000.  [TARGET]Teacher: Yes, you may.[/TARGET] Teacher: Plus eight? Teacher: [End of Audio]
Student: [Crosstalk] Teacher: Page one. Teacher: Page one, we're gonna omit page one.  [TARGET]Teacher: Page one we're gonna omit.[/TARGET] Teacher: Page one. Teacher: Omit means leave it. Teacher: [Crosstalk]
Student: [Crosstalk] Teacher: Please stop. Teacher: Just look.  [TARGET]Teacher: I'm sorry, Student S, I'm sorry to interrupt you.[/TARGET] Teacher: People are writing and some people are talking. Teacher: If Student S is taking the time to put her work up there for us to talk about, let's check what we did. Teacher: Let's put our pencils down.
Student: [Crosstalk] Teacher: Right now the class, which you are members of, is reviewing the answer on the board. Student: [Inaudible].  [TARGET]Teacher: This is why I need you paying attention.[/TARGET] Teacher: Student S, please bring your eyes to the board. Teacher: Student S, so we split it into thirds, yes? Teacher: So we can do 1, 2, that's two-thirds.
Student: [Crosstalk] Teacher: Student C, do you need to go to your desk? Student: No.  [TARGET]Teacher: If I have to call your name one more time to be quiet, you're going to your desk.[/TARGET] Teacher: [Crosstalk] Student: Do we have to work it out? Teacher: Yes, you have to work it out.
Student: [Crosstalk] Teacher: They didn't write 950. Teacher: Somebody else wrote 950.  [TARGET]Teacher: Okay, and if you two can go have a seat please.[/TARGET] Teacher: Take your fist; put it in front of your chest. Teacher: If you agree, if you can agree with everything that is up there just do a thumbs up against your chest. Teacher: If you're not sure about some items, let me see a sideways thumb.
Student: [Crosstalk] Teacher: Turn around, Student T.  Turn around, Student C, and let him - yes, we'll go back to it. Teacher: People are trying to share how they are solving their math.  [TARGET]Teacher: We want to learn from them.[/TARGET] Teacher: Turn around. Student: What math? Student: This is like show and tell.
Student: [Crosstalk] Teacher: Wow, I call one person's name. Teacher: Listening.  [TARGET]Teacher: Wow.[/TARGET] Teacher: Okay, half, we put one half and one half must be -  Teacher: [Crosstalk] Teacher: Okay.
Student: [Crosstalk] Teacher: You need a pencil. Teacher: What's the problem?  [TARGET]Teacher: Sit here.[/TARGET] Teacher: You want to work with me? Teacher: Let's work with me, come on. Teacher: Come on, work with me.
Student: [Crosstalk] Teacher: [Inaudible], stop. Teacher: All right.  [TARGET]Teacher: Let's see how you did.[/TARGET] Teacher: Okay, so I have three right here. Teacher: I have three. Teacher: That means you don't understand it.