stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: How do you know? Teacher: So three sixths would be a half? Teacher: Does he have more or less than half?  [TARGET]Teacher: I need you to sit up.[/TARGET] Teacher: How about - what's half of 3? Student: Two and a half. Teacher: Plus three and a half equals 3?
Teacher: How do you say that? Student: 855 Teacher: Thank you.  [TARGET]Teacher: All right, what is the next problem?[/TARGET] Teacher: [Crosstalk] Student: Three times two [inaudible]. Teacher: I know, but I want a clear -
Teacher: How do you solve number one? Teacher: Everyone stop - I said freeze. Teacher: No one should be talking to anyone.  [TARGET]Teacher: Your ears and eyes should be at Student J.[/TARGET] Student: I solved number one because I looked at number 45, and I looked at the end of the chart, and it's in the hundreds chart, so I put 45 is on the hundreds chart. Teacher: Excellent. Teacher: Did you circle 45 in your book?
Teacher: How do you turn that into a percent [inaudible]? Teacher: What's that? Student: [inaudible]  [TARGET]Teacher: [inaudible]  Don't come up to me - I'm working with somebody.[/TARGET] Teacher: I'll come to you. Teacher: Or, Student C seems to understand what's going on - Student G seems to understand. Teacher: You can come to them.
Teacher: How have I written this? Teacher: Do you like how it's written? Student: No.  [TARGET]Teacher: You don't like how it's written, Student K?[/TARGET] Student: I don't like it. Student: I think you should a two and 36-hundredths, and then under it you should put the [inaudible]. Teacher: Okay.
Teacher: How long did I say? Multiple Students: Ten minutes. Teacher: Ten minutes.  [TARGET]Teacher: People who are the timers, you'll know it's ten minutes when it gets to be what time?[/TARGET] Student: 3:00, I think. Multiple Students: 2:30. Teacher: 2:30.
Teacher: How many  Teacher: more slaves in Maryland than Alabama. Teacher: Go to time out take your stuff and go over there I can't take that noise.  [TARGET]Teacher: And you making a fool of yourself on camera.[/TARGET] Teacher: Take your stuff, go on over there. Teacher: When you get to three questions come on back and let me know okay? Teacher: Thank you.
Teacher: How many are not sure? Teacher: Good job guys. Teacher: That's the answer.  [TARGET]Teacher: What was that?[/TARGET] Student: [Inaudible]. Teacher: I kind of explained, but go ahead. Student: [Inaudible].
Teacher: How many balloons will each person get? Teacher: Student A, I need your eyes up here, please. Teacher: Can you repeat Student J's question, Student A?  [TARGET]Teacher: Look at me, please.[/TARGET] Teacher: Here we go. Teacher: 20 balloons. Teacher: I'm going to put this in context for you.
Teacher: How many boxes do you have? Teacher: Check your answer. Teacher: Are you done?  [TARGET]Teacher: Did you tell me what you learned about multiplying fractions?[/TARGET] Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups. Teacher: When writing what you learned, I would write more than a sentence.
Teacher: How many cubes [inaudible]. Teacher: When I'm talking - when I'm talking. Teacher: When I'm talking you're not rattling your cubes.  [TARGET]Teacher: Try to be quiet.[/TARGET] Teacher: How many - how long is it if each one's a centimeter and I have four? Student: Four? Teacher: Four centimeters.
Teacher: How many degrees are there in a complete circle? Student: 360 Teacher: Mm-hmm.  [TARGET]Teacher: So if you'll take a moment, go ahead and fill in that information.[/TARGET] Teacher: That would be perfect. Teacher: Multiply 360 times those decimal numbers. Teacher: Go ahead and multiply those.
Teacher: How many do you have in all? Other Adult: Ah, ah, ah, ah, camera. Student: Oh, Student D is bad.  [TARGET]Teacher: Please, please stop, can you please stop?[/TARGET] Teacher: Do your work. Teacher: So that means that you did 24 divided by 3 times 2. Teacher: What's that?
Teacher: How many do you have? Teacher: Now we've got a double 9. Teacher: If you have 9, you need to double, or you need to match this one and one of those needs to double.  [TARGET]Teacher: Stop throwing please.[/TARGET] Teacher: Student C, no fraternizing with another team. Teacher: You can't give away your answers. Student: I need 9 more.
Teacher: How many drawings will go in each book? Student: 7. Teacher: Make it a complete sentence.  [TARGET]Teacher: I hear a little bit of talking.[/TARGET] Teacher: If you're talking to your friend, I should hear words like divide, numbers. Teacher: Love to see the complete sentences. Teacher: A little less with the drawing.
Teacher: How many eighths? Teacher: How many eighths? Student: Six.  [TARGET]Teacher: You are not looking.[/TARGET] Teacher: See, one eighth, one eighth, one eighth. Teacher: How many eighths? Multiple Students: Three.
Teacher: How many factor pairs would you have for 7? Teacher: Find one that equals 7. Teacher: What have you drawn so far?  [TARGET]Teacher: Stop skipping pages.[/TARGET] Teacher: Leave it all there together. Teacher: Where are yours, Student K? Student: [Inaudible].
Teacher: How many fours are there in 20? Teacher: So the answer using a whole number, divisor, and a dividend that has a decimal point is 99.655. Teacher: It was even.  [TARGET]Teacher: So hold on.[/TARGET] Teacher: Let's go back. Teacher: You don't actually know. Teacher: There aren't two decimals.
Teacher: How many girls? Teacher: [inaudible]  So, it's 5 over 24. Teacher: Now - this is where it gets tougher.  [TARGET]Teacher: If you remember from yesterday, that's why I gave you calculators.[/TARGET] Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. Teacher: Thank you. Teacher: Sit down, please.
Teacher: How many groups of eight will go into four? Teacher: Half of that group of eight will go into four. Teacher: Student H, that's very nice of you.  [TARGET]Teacher: You let Student J go.[/TARGET] Teacher: Go ahead, Student P.  I think there's two more; one for you and one for Student J to do. Teacher: Yes? Student: [Inaudible]
Teacher: How many halves are there in 3? Teacher: That is your bonus question. Teacher: How many halves are there in 3?  [TARGET]Teacher: Raising your hand, does anyone need one repeated?[/TARGET] Teacher: [Crosstalk] Teacher: How many 4s in 32? Teacher: Student P.
Teacher: How many halves in 3? Teacher: [Crosstalk - excessive noise] Teacher: Hold on, hold on.  [TARGET]Teacher: I know that was exciting.[/TARGET] Teacher: I do need you back with silence in 5, 4, 3, 2, 1. Teacher: If you remember from yesterday what we said working on our goal is that you will know how to divide fractions. Teacher: Okay.
Teacher: How many is it? Student: 12 Teacher: She is not even looking.  [TARGET]Teacher: You're not even looking up there.[/TARGET] Student: Three. Teacher: Look, look, look, look. Teacher: Some people are not looking.
Teacher: How many is it? Student: 12. Teacher: She is not even looking.  [TARGET]Teacher: You're not even looking up there.[/TARGET] Student: Three. Teacher: Look, look, look, look. Teacher: Some people are not looking.
Teacher: How many is taken, is taken from the whole. Student: [Yelling and one student making animal noises] Teacher: Alright let's do it from the beginning.  [TARGET]Teacher: Come back.[/TARGET] Teacher: Using this thing you know now I want you to do it by yourself. Teacher: The denominator tells you how many parts the whole is divided. Teacher: What is the whole here?
Teacher: How many more slaves in Maryland than Alabama? Teacher: How many  Teacher: more slaves in Maryland than Alabama.  [TARGET]Teacher: Go to time out take your stuff and go over there I can't take that noise.[/TARGET] Teacher: And you making a fool of yourself on camera. Teacher: Take your stuff, go on over there. Teacher: When you get to three questions come on back and let me know okay?
Teacher: How many of you are not quite sure what the answer is? Teacher: So that is the correct answer. Teacher: Can you explain to us how you got it?  [TARGET]Teacher: It's not a matter of you telling her.[/TARGET] Teacher: She needs to know for herself. Teacher: Okay. Teacher: We have to go on.
Teacher: How many of you got that one correct? Student: I got that correct. Teacher: How many of you got that one correct?  [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Okay. Teacher: Please sit up, Student A.  That's inappropriate. Teacher: All right, here we go.
Teacher: How many of you got that one correct? Teacher: Raise your hand. Teacher: Okay.  [TARGET]Teacher: Please sit up, Student A.  That's inappropriate.[/TARGET] Teacher: All right, here we go. Teacher: No, we're going to groups. Teacher: Sorry.
Teacher: How many of you put down letter C for obtuse? Teacher: If you put that down, put a plus five by this number six. Teacher: Everyone else, I just want you to draw an X through it.  [TARGET]Teacher: I'm going to go over that again, so you need to listen.[/TARGET] Teacher: An acute triangle means that all three angles are acute. Teacher: A right triangle means that one of the angles has 90 degrees in it. Teacher: The other two angles would be acute.
Teacher: How many of you were able to use mental math to get this answer? Teacher: Since you know you do not add or subtract denominators, you could actually look at the numerators and you can subtract five minus three, right? Teacher: So a lot of you use mental math because you knew what five minus three was, correct?  [TARGET]Teacher: Student G, sit up please.[/TARGET] Teacher: All right. Teacher: Find the sum in simplest form. Multiple Students: One whole.
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.  [TARGET]Teacher: Unless you settle down.[/TARGET] Student: That's not my friend, I don't like him. Student: There she goes she [yelling] Student: [Laughter] This is hard.
Teacher: How many parts in the whole this is Student J what is the whole number here? Student: 7 Teacher: The what?  [TARGET]Teacher: Look it Student J I want you to get this.[/TARGET] Teacher: The denominator tells, the denominator tells how many parts a whole is divided into. Teacher: What are we dividing? Student: Um, 24 divided by 1 fourth.
Teacher: How many pencils can I give away total without going over? Student: 16. Teacher: I can give away 16 pencils.  [TARGET]Teacher: Student O, sit.[/TARGET] Teacher: How many can each child get? Student: 8. Teacher: 8.
Teacher: How many people are going to be sitting in each row, Student T? Student: 6. Teacher: 6, because 6 times 4, good, equals 24, or 24 divided by 4 equals 6.  [TARGET]Teacher: So, follow directions.[/TARGET] Teacher: We are doing this together. Teacher: There is no reason you should not have the equation done. Teacher: Now we need to come up with a complete sentence for our answer.
Teacher: How many people have that strip in their desk, in that area so to speak? Teacher: Perfect. Teacher: I need you to take that out.  [TARGET]Teacher: Student N I need you to take that out for me please.[/TARGET] Teacher: This is just one of the materials that you will need to play this game. Teacher: You're gonna use it as a reference to help you. Teacher: Most of you may not need it, but I want you to have it just in case.
Teacher: How many pieces would that be? Teacher: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: That - let's get back.[/TARGET] Teacher: Good job. Teacher: I'm back. Teacher: [Crosstalk]
Teacher: How many pieces? Teacher: [Crosstalk] Teacher: Student J, you may talk to anyone.  [TARGET]Teacher: Yeah, talk to someone.[/TARGET] Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes. Teacher: Listen to them.
Teacher: How many princes is each princess going to have? Teacher: [Laughter]  That would be wonderful, because I know you like princesses. Teacher: Think about it.  [TARGET]Teacher: You want to stare?[/TARGET] Teacher: I can stare back. Teacher: Yes? Teacher: Make sure that you're not going to the next one.
Teacher: How many sets of 42? Student: One. Teacher: Okay, turn around please.  [TARGET]Teacher: We do need to wrap this up.[/TARGET] Teacher: We will continue it - Student: Tomorrow. Student: [Crosstalk]
Teacher: How many tenths are there? Teacher: Zero. Teacher: You can play it.  [TARGET]Teacher: Student G, sit up.[/TARGET] Teacher: You need to be sitting up. Teacher: Student C, who's your partner? Teacher: Why aren't you over there?
Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: How many three-quarters of a pound boxes of candy can be made from 6 pounds of candy? Teacher: Try and draw a picture for yourself to solve this.  [TARGET]Teacher: Everyone should be trying to solve this problem right now.[/TARGET] Teacher: Number three, how many three-quarter pound boxes of candy can be made from 6 pounds of candy? Teacher: If you need an extra little slip of paper to do your work please raise your hand and let me know. Teacher: Let me see you working on this problem please.
Teacher: How many times did I bring something down? Teacher: How many times did I bring something down? Teacher: Once.  [TARGET]Teacher: Student M, stop, please.[/TARGET] Teacher: All right, let's try another one. Teacher: You've got to bring down twice. Teacher: Watch.
Teacher: How many times did I bring something down? Teacher: Once. Teacher: Student M, stop, please.  [TARGET]Teacher: All right, let's try another one.[/TARGET] Teacher: You've got to bring down twice. Teacher: Watch. Teacher: [Crosstalk]
Teacher: How many times will 6 go into 40? Teacher: 6, 36, subtract. Teacher: Bring down the next number.  [TARGET]Teacher: Someone's talking and not paying attention.[/TARGET] Teacher: How many times will 6 go into 40? Teacher: Just go over and over. Teacher: 4.
Teacher: How many times will two go into that two? Teacher: There you go. Teacher: All right, watch.  [TARGET]Teacher: If you missed that last step, you're gonna miss it.[/TARGET] Teacher: So we have two will go into five how many times? Multiple Students: Two. Teacher: Two.
Teacher: How many whole ones will go and how many leftovers? Student: I'm wondering if this makes sense. Student: Like -  [TARGET]Teacher: Guys, there's tape over here.[/TARGET] Student: Oh. Student: - if we say, like - if we buy 58 donuts and we round it to 50 donuts - Teacher: You can't round it.
Teacher: How much change - who has a phone? Teacher: Give it to me. Teacher: You're not supposed to have your phones here; you know this.  [TARGET]Teacher: They are to be turned in.[/TARGET] Teacher: Give it up. Teacher: Did you turn it off? Student: Mm-hmm.
Teacher: How much is 9 times 8? Student: [Inaudible] 71. Teacher: No, it's not 71.  [TARGET]Teacher: Put that away.[/TARGET] Teacher: You need to sit up. Teacher: Where is this? Teacher: He's doing this up there, and I don't see it.
Teacher: How much is that please? Teacher: How much is that please? Student: We've got a camera!  [TARGET]Teacher: Looking at what we have here.[/TARGET] Student: It doesn't go to our parents though. Teacher: What is this one bigger? Teacher: Student D?
Teacher: How much was that for? Student: 300. Teacher: Good.  [TARGET]Teacher: Over here, Student K.[/TARGET] Student: Lines for 500. Student: Line segment. Teacher: You're not supposed to help her.
Teacher: How this works is the Bingo is equivalent fractions. Teacher: These are the fractions that you have to choose from to put on your Bingo board. Teacher: Everybody is going to have 2 Bingo boards, so we're gonna play twice.  [TARGET]Teacher: Student K, please come out of the locker.[/TARGET] Teacher: [Crosstalk] Teacher: The top one, you get to decide. Teacher: You get to decide where you are putting your fraction.
Teacher: How to make your data. Teacher: You have a book. Teacher: Sit down.  [TARGET]Teacher: One person.[/TARGET] Teacher: Give me a paper towel. Teacher: One person is going - excuse me. Teacher: Your data is not correct.
Teacher: How would we-how could we figure out-how would we know that it's eight sixteenths? Teacher: What could we do to change one half into eight sixteenths? Teacher: So the thing is that we need to-Student S, sit down.  [TARGET]Teacher: The thing that we need to do-even you two back there, just because, sit up and be with me.[/TARGET] Teacher: Once you figure out what the common denominator is you change that one fraction or sometimes you have to change both fractions into something with the same denominator. Teacher: Once you've done that, you add your fractions. Teacher: So Student M is saying that I need to change-let me make sure I have this right-you're saying I need to change one half into eight sixteenths?
Teacher: How would you explain to someone else how solution one works? Teacher: Where does the [inaudible] here come from? Teacher: Get away from there.  [TARGET]Teacher: Come right here.[/TARGET] Teacher: Your mom did not sign it. Teacher: What is the problem with the camera? Teacher: You know how to do math.
Teacher: How would you like everyone to share their answers? Teacher: Okay, so everyone is going to do part A first? Teacher: Okay.  [TARGET]Teacher: Okay, so tell them what to do.[/TARGET] Teacher: Who's the recorder? Teacher: You got to listen carefully, okay? Teacher: And they'll let you know when to write something.
Teacher: How would you tell a 3rd grader how to do this math? Teacher: Yes, Student A? Student: [Inaudible].  [TARGET]Teacher: Stop.[/TARGET] Teacher: Sit down. Student: I lost it. Teacher: You lost what?
Teacher: How would you use it in a video game? Student: In story mode, like, [inaudible]. Teacher: Student A, please pay attention.  [TARGET]Teacher: Thank you.[/TARGET] Student: In the beginning, the winter seasons, then there's summer- Teacher: So the amount of time you spend playing in each season? Student: No.
Teacher: How you follow this data is this. Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention.  [TARGET]Teacher: You do not know everything.[/TARGET] Teacher: Over here. Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies?
Teacher: How 'bout now? Student: Getting bad [Inaudible] Student: [Inaudible]  [TARGET]Teacher: No, you can stay today.[/TARGET] Teacher: Unless you - well, if you ladies want to go, go ahead. Student: It's not me [Inaudible] Teacher: Oh, it's not you.
Teacher: Huh? Student: I changed it to percent. Teacher: Okay.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Listen. Teacher: What answer do you have? Student: Sixteen and one-third.
Teacher: Huh? 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.  [TARGET]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. Teacher: Student E, give me a number. Teacher: If it's in the teens sometimes I call it a teenager number.
Teacher: Huh? Student: [Inaudible] Teacher: Excuse me?  [TARGET]Teacher: Student F, you go to Miss G.[/TARGET] Student: [Sometimes I hate -]. Student: Nope. Teacher: What, can't you tell [her?]
Teacher: Huh? Student: [Inaudible]. Teacher: Thank you.  [TARGET]Teacher: Look again.[/TARGET] Teacher: See, this is what we did. Teacher: We are kind of revising it. Teacher: See, we take the group and we will remember we had a half.
Teacher: Huh? Student: [Inaudible]. Teacher: What's the problem?  [TARGET]Teacher: Let's write this.[/TARGET] Teacher: What are we going to break? Student: Oh, 21. Teacher: Twenty-seven into?
Teacher: Hurry up. Teacher: Write your [inaudible]. Teacher: It's time to share.  [TARGET]Teacher: Put down your crayons.[/TARGET] Teacher: It's time. Student: [Inaudible]. Teacher: It's time to share.
Teacher: Hurry up. Teacher: You still have a lot to do. Teacher: Why don't you use pencil?  [TARGET]Teacher: Why don't you use pencil?[/TARGET] Student: I don't like pencil. Teacher: Excellent. Teacher: See, you know how to do it.
Teacher: I agree. Teacher: This is good. Teacher: Can somebody else solve this math in a different way?  [TARGET]Teacher: You may, Student J.[/TARGET] Student: Can I go after he goes back? Teacher: Yes. Teacher: Student C, sit down please.
Teacher: I am going to - Student: Come on, turn it up. Teacher: - turn this off.  [TARGET]Teacher: I'm going to turn this off.[/TARGET] Teacher: Okay, all right. Teacher: Raise your hand if you have not completed the rest of this problem. Teacher: If you have not completed the rest of this problem.
Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today.  [TARGET]Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself.[/TARGET] Teacher: Then pair. Teacher: We're not going to do it with a pair, though. Teacher: We're going to do it in our small group.
Teacher: I am keeping it. Teacher: Okay, so - Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: Student L, clean that up.
Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board? Teacher: Can you use highlighters?  [TARGET]Teacher: If they're blue and yellow you may.[/TARGET] Teacher: Okay, the computer's not working. Teacher: It's going slow. Teacher: All right, you should be ready.
Teacher: I am not playing with you now. Teacher: This is a quiet table. Teacher: If you are working, you are working with me.  [TARGET]Teacher: Last warning.[/TARGET] Teacher: I'm sorry. Teacher: We can't take any snack until this is finished. Teacher: Did you hear what I said?
Teacher: I am the student that is going to play. Teacher: I have 1, 2, 3, 4, 5, 6, 7. Teacher: This is the card that is dealt to me.  [TARGET]Teacher: I'm going to change the [inaudible] cards.[/TARGET] Teacher: Okay. Teacher: I'm going to show you also how to use the wild card. Teacher: All eyes on Ms.
Teacher: I appreciate the way you ignored him. Teacher: Thank you so much. Teacher: Let's all look here again.  [TARGET]Teacher: Look at what Student C did.[/TARGET] Teacher: Look at. Teacher: He said that he knows that this is 25 times 3. Teacher: That he counted two down.
Teacher: I asked you to bring your paper with you, please. Teacher: Okay. Teacher: All right.  [TARGET]Teacher: We need to be at the floor in 10, 9,  you're embarrassing yourself.[/TARGET] Teacher: Is this your paper? Teacher: 8, 7, 6, 5, 4, 3, 2, and 1. Teacher: Okay.
Teacher: I asked you to take them both off if you got them right. Teacher: You all are turning them upside down. Teacher: What was my direction?  [TARGET]Teacher: Take them off if you get them right.[/TARGET] Teacher: Put them in the bag. Teacher: Next, beach weather. Teacher: You want it to be 32 degrees Celsius and 86 Fahrenheit.
Teacher: I asked you to think about before. Teacher: Student A? Teacher: What's changed?  [TARGET]Teacher: Student N, stand up.[/TARGET] Teacher: Come here. Teacher: Student N, what has changed? Student: The whole.
Teacher: I better be joking? Teacher: What? Student: [Inaudible].  [TARGET]Teacher: No, I'm not joking.[/TARGET] Teacher: I'm gonna pull these two desks back so I can - ah! Teacher: Okay. Teacher: Now, this is Mrs. S's spinner; whee!
Teacher: I bumped my head. Teacher: What happened? Teacher: Okay, what do I do first?  [TARGET]Teacher: Help me out.[/TARGET] Teacher: Student L. Student: You take the denominator - Teacher: Take my denominator like that.
Teacher: I called on Student E.  Let's see. Teacher: If he needs help, Student L, we'll get to you. Teacher: I'm sorry.  [TARGET]Teacher: Some people are playing with their counters.[/TARGET] Teacher: That means they're not gonna listen to you, Student E.  That would be sad. Teacher: So we're not gonna twirl them. Teacher: We're not gonna spin them and we're certainly not gonna stack them.
Teacher: I came [inaudible]. Teacher: For example I have 103 plus 102. Teacher: So I have 1,005.  [TARGET]Teacher: Look here.[/TARGET] Teacher: My score is going to be 5. Teacher: You take away this from 1,000, because it goes to 1,000. Teacher: That's what you do.