stanford-nlpxed/classroom_management_data huggingface dataset:
Student: I know, but it's similar. Teacher: Okay. Teacher: [Crosstalk]  [TARGET]Teacher: So with the person next to you - Student E, why don't you move over here next to Student C?[/TARGET] Teacher: [Crosstalk] Teacher: Student A, bring your chair and your things, and then come sit right here. Teacher: All right, Student A, what do you have?
Student: I know, but nobody going to [inaudible]. Student: [Speaker announcement]. Student: [Students talking with each other].  [TARGET]Teacher: Who wants Student R to do it?[/TARGET] Student: [Inaudible]. Teacher: Okay, Student R, but you have to decide on what type of graph. Student: [Inaudible] graph.
Student: I learned that you could use counting 1,000 to help you with your multiplication. Teacher: Counting by thousands, now, very good. Student: I learned how to get to 5,000 by 100.  [TARGET]Teacher: Shh, shh.[/TARGET] Student: I learned how to multiply by 100 to get to 1,000. Teacher: I learned how to multiply by 100 to get to 1,000. Teacher: Okay.
Student: I like those. Teacher: I don't think your mom would like to see you acting this way during this lesson. Teacher: Thank you, Student D.  You have been participating.  [TARGET]Teacher: I don't want to divert your attention.[/TARGET] Teacher: Thank you Student T.  Thank you, Student A. Teacher: Good job. Teacher: There's something you said here that's really - you added the 6 out of 5.
Student: I lost it. Teacher: You lost what? Student: My math notebook.  [TARGET]Teacher: Don't worry about it.[/TARGET] Teacher: For now use your [inaudible] paper. Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S.  Student A wants to answer.
Student: I mean 7. Teacher: Thank you. Student: 3 divided by 18-  [TARGET]Teacher: Listen.[/TARGET] Teacher: 18 divided by 3. Student: 18 divided by 3 is 6. Student: 20 divided by 4 is 5.
Student: I mean- Teacher: Give him a minute. Teacher: Give him a minute.  [TARGET]Teacher: Don't do that.[/TARGET] Teacher: Give him a minute. Student: The resistors. Teacher: The resistors.
Student: I need a blue folder. Teacher: Okay, well I'll get you a folder later. Student: Okay.  [TARGET]Teacher: Student S, pick your head up, sweetheart.[/TARGET] Student: My folder broke, so I had to use this one. Teacher: Okay. Teacher: [Crosstalk among students]
Student: I need you to write me a pass. Student: I need to go see Mr. S. Teacher: No.  [TARGET]Teacher: You need to do your math.[/TARGET] Student: I need to. Teacher: No. Teacher: Now you're going to write 176.
Student: I never got one. Student: That's not done. Student: It is done.  [TARGET]Teacher: You should have.[/TARGET] Student: It's not all the way done. Teacher: Student M. Student: Are we in our groups?
Student: I noticed something. Student: [Crosstalk]  Teacher: I'm sorry, Student M raised her hand very nicely and she said I noticed something.  [TARGET]Teacher: Now we should be giving her our attention.[/TARGET] Student: [Inaudible]. Teacher: What about it? Student: [Inaudible].
Student: I noticed something. Teacher: What did you notice? Student: That every one of them-  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: This conversation is not about geometry, Student L.  Let's get it back about geometry. Student: That every one of them, every line meets except the circle because the circle has no angles at all, because it's round, and the more sides you have on some of them, the more chances you have to have a circle or curved line. Student: Because a circle as no sides and goes all the way around doing 180 degrees.
Student: I only have two. Teacher: I thought you had a purple. Teacher: Sorry.  [TARGET]Teacher: Boys, excuse me.[/TARGET] Teacher: I gave you a few. Teacher: Thank you. Teacher: Here you go.
Student: I put food [inaudible]. Student: What do we do again? Teacher: Check, stay on task on your passport.  [TARGET]Teacher: And I need you to leave it alone and just continue working on your math.[/TARGET] Student: [Inaudible]. Teacher: Yes. Student: Teacher, when [inaudible].
Student: I said 18. Teacher: Wait a minute. Teacher: Student L, Student L, yes, your attention is on me.  [TARGET]Teacher: All right, so next one.[/TARGET] Student: Yes. Teacher: Student C, the question is for you. Teacher: Now, look at me, what I've done.
Student: I said no. Teacher: I said raise your hands. Student: Aw.  [TARGET]Teacher: You're not raising your hands.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible] asked that question, only two of you raised your hands. Teacher: Now it becomes a matter of recognition.
Student: I see what everybody else is doing. Teacher: Good thinking. Teacher: All right, now take your finger, okay?  [TARGET]Teacher: I want you to repeat after me on your strip, okay?[/TARGET] Teacher: I want you to go 12. Multiple Students: 12 Teacher: Multiplied by.
Student: I showed it on my [inaudible]. Teacher: Because obviously, you're probably making an error in multiplication, or something somewhere, because I can see if you did three of the problems right, and three up here right, you know what you're doing. Teacher: [Sneeze].  [TARGET]Teacher: Excuse me.[/TARGET] Student: Bless you. Teacher: Thank you. Teacher: That means, I can tell you know what you're doing, so if you do - if you're making mistakes here, more than likely it's in multiplication, or in your addition at the end.
Student: I started - Teacher: I know. Teacher: [Crosstalk]  [TARGET]Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with.[/TARGET] Teacher: Excuse me? Teacher: Now, you stay in your seat, in your seat. Teacher: Student E, in your seat, please.
Student: I think [inaudible]. Teacher: You do? Teacher: Okay, go outside.  [TARGET]Teacher: Put your jacket on, and go outside.[/TARGET] Teacher: [Inaudible] garbage can. Teacher: [Side conversation with other teacher about a student not feeling well and leaving the classroom]. Teacher: All right.
Student: I think it's [inaudible]. Teacher: Can you come up and point to where you think this eight is coming from? Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Count them for us. Student: One. Student: Two.
Student: I thought it was my turn. Teacher: No. Teacher: You need to wait your turn.  [TARGET]Teacher: Pay attention and wait your turn.[/TARGET] Teacher: What fraction is that? Student: Three tenths. Teacher: Three tenths is equal to what percent?
Student: I thought this was [on] a chapter here. Student: [It doesn't make sense]. Teacher: Good.  [TARGET]Teacher: So that - now I want you to sit over there.[/TARGET] Teacher: For the next 30 minutes you're going to work on what we were working on yesterday with your chapters. Teacher: And then you can check your work back there. Teacher: But you can sit right here and work on it.
Student: I thought we were doing A. Teacher: And you should not be writing in pen. Student: [Inaudible]  [TARGET]Teacher: You should not be writing with pen in math.[/TARGET] Teacher: [Crosstalk] Teacher: And yes it is. Teacher: [Crosstalk]
Student: I thought you said stand behind your seat. Teacher: Stand behind your seat. Teacher: Thank you, Student E.  Student H, Student M, can I have your papers?  [TARGET]Teacher: Stand behind your seat.[/TARGET] Teacher: [Crosstalk] Teacher: All right, listen up. Teacher: Sit.
Student: I told you. Teacher: Now let's decide. Teacher: Excuse me.  [TARGET]Teacher: Everything is not an argument.[/TARGET] Teacher: Let's decide - you all decided for Student B to draw the graph, correct? Student: [Inaudible]. Teacher: Student D, what are you doing?
Student: I took one-half, and my mom taught me a different way. Student: My mom taught me a different way, and I don't - Teacher: Hold on just a second.  [TARGET]Teacher: I don't know why we have a lot of communication going on in the classroom right now, but you're disturbing students that are working.[/TARGET] Teacher: All right. Student: I'm having trouble with what number you multiply here. Teacher: So you know that you want this mixed number to have a denominator of 12, right, because that's your common denominator.
Student: I used a different one on the bottom. Student: [Inaudible] Teacher: Who's confused?  [TARGET]Teacher: I'll be right over.[/TARGET] Student: One-half plus one-half. Teacher: Huh? Student: One-half plus one-half.
Student: I used the zero and it messed me up. Teacher: Okay, well then let's don't use the zero. Teacher: Ladies and gentlemen, I need you to still allow others to concentrate, so that means turning your voices off.  [TARGET]Teacher: Student L, that includes you, sir.[/TARGET] Teacher: Okay, can I have you say that out loud? Student: What? Teacher: What you just told me.
Student: I want to be - Teacher: Student D, come here, Student D.  Student D, you do not have on green. Teacher: You are not associating with these girls.  [TARGET]Teacher: Come over here.[/TARGET] Student: Uh-huh. Student: You look [inaudible]. Teacher: Come here for just a minute.
Student: I want to do that. Teacher: Go to [inaudible]. Teacher: Student D.  Okay.  [TARGET]Teacher: Student A, I don't like how you're having a conversation over there.[/TARGET] Teacher: [Crosstalk] Teacher: Were you talking about that? Teacher: [Crosstalk]
Student: I want to make something. Teacher: I'm gonna wait till everyone is sitting though and ready. Teacher: [Crosstalk]  [TARGET]Teacher: You need to sit down.[/TARGET] Teacher: Okay. Student: Teacher. Teacher: Yes.
Student: I was first. Student: I went - Student: No, I was second.  [TARGET]Teacher: Don't argue.[/TARGET] Student: You go first, I'll go second. Student: Okay. Multiple Students: [Crosstalk].
Student: I was gonna say two out of four are wearing [inaudible]. Teacher: I can't hear anyone. Teacher: Student M, put the chair down.  [TARGET]Teacher: Student T, put your pen down if you don't want to pay attention.[/TARGET] Teacher: So two out of four are wearing gray, which equals what? Student: 50 percent. Teacher: 50 percent.
Student: I was looking for Student A. Teacher: Okay. Teacher: Now today what we're gonna start to do is to look at fractions again.  [TARGET]Teacher: There's no talking.[/TARGET] Teacher: Put that away now. Teacher: Thank you. Teacher: We're looking at fractions to see what equals one, one whole.
Student: I was paying attention. Student: I just - Teacher: No.  [TARGET]Teacher: When I'm up here teaching where do your eyes belong?[/TARGET] Student: They were up there. Teacher: So you were drawing like this? Student: Whenever it was time to go to blackboards, I drew a couple of pictures and then I also did the problems.
Student: I was wrong. Teacher: Can you correct yourself? Student: Yes.  [TARGET]Teacher: Tell me.[/TARGET] Teacher: Be patient - put your hand down. Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. Teacher: Thank you, Student A.
Student: I was, and I just read. Teacher: Why don't you have a two-column chart with the two labels? Teacher: I'm not sure why you're putting anything in that scale.  [TARGET]Teacher: Go sit down and read the directions again.[/TARGET] Teacher: Put all the weights down. Teacher: You're not following directions. Teacher: You guys are better at following directions than that.
Student: I was. Teacher: Did you tell me when it was 15 minutes? Teacher: Okay.  [TARGET]Teacher: Now you're gonna go back to your seats with your slates.[/TARGET] Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps. Teacher: You must follow all the steps. Teacher: A will read all the steps before you proceed into answering the questions.
Student: I wasn't here yesterday. Teacher: You don't need to sit on the carpet. Student: Do you put the numbers on?  [TARGET]Teacher: Uh, no, I'll help you.[/TARGET] Student: Somebody wrote w-w-w that [inaudible]. Teacher: All right, everybody get a worksheet. Teacher: I will give you time to make yours, also.
Student: I went to both. Teacher: All right, listen up, guys. Teacher: Have a seat.  [TARGET]Teacher: You still didn't do the very first thing, Student K.  Student F, is your name Student K?[/TARGET] Teacher: On camera I'm gonna yell at you. Student: [Inaudible] Student: Oh.
Student: I wish I could lay down. Teacher: Well, you can go ahead and lay down. Teacher: Just don't nap though because you need to pay attention.  [TARGET]Teacher: Actually I really don't mind you all doing it, as long as you all are paying attention; do you understand that.[/TARGET] Student: Okay. Teacher: Okay. Teacher: Oh, my goodness.
Student: I won't change the answer. Teacher: It will not change the answer. Teacher: I will work this on the board with adding extra zeros.  [TARGET]Teacher: But I don't like this and let me tell you again why I don't like this.[/TARGET] Teacher: When you guys put extra zeros in the problem then you tend to make more mistakes. Teacher: You have more numerals involved. Teacher: In general that leads to more mistakes, and then on top of that when you guys see zeros, something about a zero seems to confuse fifth graders.
Student: I wouldn't. Teacher: Show me. Teacher: Don't yell at me.  [TARGET]Teacher: Show me.[/TARGET] Teacher: Show me. Teacher: Would you take the deal or not? Student: [Inaudible].
Student: I wrote the first [inaudible]. Teacher: Shh. Teacher: Student W?  [TARGET]Teacher: Then get this ... if you're not going to sit and talk to Student L about this, then get this cleaned up, and then you can start on this.[/TARGET] Student: Is that the same one as that? Teacher: Student W, you have directions. Teacher: What are you supposed to be doing?
Student: I'll have to move my desk. Student: [Crosstalk] Student: Can I [inaudible]?  [TARGET]Teacher: Go.[/TARGET] Student: It's not funny, Student. Student: I'm not laughing. Teacher: Again, guys, this is a video camera, no big deal, okay.
Student: I'm confused. Teacher: That's okay because of this. Teacher: So it's okay if you're confused, right?  [TARGET]Teacher: Stop right there.[/TARGET] Teacher: I want to know why you do this? Student: Because that's how you get the answer. Teacher: Okay, so this is how you get the answer.
Student: I'm finished. Teacher: Student J, sit down. Teacher: Student J, sit down.  [TARGET]Teacher: Are you done?[/TARGET] Student: Yep. Teacher: Student A, are you done? Teacher: Where are you?
Student: I'm not even [Inaudible]. Student: You call people whispering pass notes. Student: Man, you're all whispering in my ear.  [TARGET]Teacher: I need you to get off that.[/TARGET] Student: Do you have an air-conditioner? Student: I mean an air freshener? Teacher: I see table four is on task.
Student: I'm okay. Teacher: Let's put those away. Teacher: Put 180.  [TARGET]Teacher: That's inappropriate.[/TARGET] Teacher: For the 180, that's going to do the whole top part. Teacher: Would you agree? Student: Mm-hmm.
Student: I'm working my heart out. Teacher: Sit down. Teacher: Stay here.  [TARGET]Teacher: Do your work here.[/TARGET] Teacher: Sit down. Teacher: Sit. Teacher: Sit down here.
Student: I've been doing this and I'm trying to get close to that. Teacher: So what are you - can you turn this division problem into a multiplication equation? Student: Yeah.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Excuse me. Teacher: [Crosstalk] Teacher: I know.
Student: I've got 44. Teacher: 44 even? Teacher: Were there any little - let me see again.  [TARGET]Teacher: Student E, you've got to stand up honey.[/TARGET] Teacher: You can't be sitting down for this. Teacher: Student Y, stand up and get busy. Teacher: Okay.
Student: If 30 times 10 is 300 then 300 times 10 is 600 and then 10 plus 10 is 20. Teacher: Nice and loud, Student N, for everybody. Student: If 30 times 10 is 300, then 300 times 10 is 600 and 10 plus -  [TARGET]Teacher: So hold on there.[/TARGET] Teacher: So we said that 30 times 10 is 300. Teacher: So 30 times 20 would be? Student: 600.
Student: If he can't be seen, we're not going to be seen. Teacher: Did you know that everything you've been yelling is recorded? Teacher: You know this math.  [TARGET]Teacher: I don't know why it is a problem.[/TARGET] Teacher: Let's go. Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works.
Student: If you get the right answer the next time [inaudible]. Teacher: A explanation. Student: Yeah, an explanation [inaudible].  [TARGET]Teacher: I need Student B to stay on task and focus.[/TARGET] Student: [I am but] I'm having trouble [inaudible]. Teacher: Where is your partner? Student: Over here.
Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern. Teacher: We're going to move on.  [TARGET]Teacher: Question about this?[/TARGET] Student: Kind of. Teacher: It has to be about this because I want to move on. Student: How did you get this?
Student: If you sit at the first table. Teacher: Student J, Student L, please follow directions. Teacher: Follow directions.  [TARGET]Teacher: No one [inaudible] should be up.[/TARGET] Teacher: [Inaudible] that first table. Teacher: If you sit at this table, [inaudible]. Teacher: Student M,  [inaudible] sit there.
Student: In a video game. Teacher: How would you use it in a video game? Student: In story mode, like, [inaudible].  [TARGET]Teacher: Student A, please pay attention.[/TARGET] Teacher: Thank you. Student: In the beginning, the winter seasons, then there's summer- Teacher: So the amount of time you spend playing in each season?
Student: In what? Teacher: You see how he's looking at you and laughing? Teacher: Student R, that also gets you silence as well.  [TARGET]Teacher: It's not just my student, because if you're interacting with my students and I told you not to?[/TARGET] Student: I'm not talking to him. Student: Yes [inaudible]. Teacher: That was an interaction.
Student: Is 4. Student: [Inaudible]  Teacher: Well she started and you cut her off.  [TARGET]Teacher: Table 4, I need you to pay attention please.[/TARGET] Student: The least common denominator is 4. Student: So one-half times two-halves equals two-fourths. Student: One-fourth times one -
Student: Is it 1 and 15 hundredths? Teacher: No - well, it's 1 and 15 hundredths, but we don't have to say it out loud when you're writing it on paper, so 1.15 is right. Teacher: Yes, 1 and 15 hundredths.  [TARGET]Teacher: Honey, you're gonna need to sit down because you walk in front of that every time.[/TARGET] Student: I was [inaudible]. Teacher: I know, but you're gonna have to not walk in front of it. Teacher: We don't wanna be videoed again because something went wrong with it.
Student: Is it gonna be a grade? Teacher: It's gonna be I'm gonna look at it to see if you understand. Teacher: [Side discussion]  [TARGET]Teacher: Everybody should be getting out a blank sheet of paper.[/TARGET] Teacher: I want you to have a blank sheet of paper because I'm collecting this sheet of paper in a few minutes. Teacher: You need to take out your colored pencils. Teacher: You're gonna be modeling these.
Student: Is it the motivator's time? Teacher: Yeah. Teacher: Motivators.  [TARGET]Teacher: I want to hear you, too.[/TARGET] Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock. Teacher: Go ahead.
Student: Is that a marker? Student: [Inaudible]. Teacher: You have to use it.  [TARGET]Teacher: Oh, you got it here.[/TARGET] Teacher: Student A, I'm waiting for you. Student: I got mine. Student: Shut up.
Student: Is that for whoever's watching us? Teacher: Yeah, they're watching you right now. Teacher: They're watching me more than they're watching you.  [TARGET]Teacher: They're watching me teach more than they are watching you.[/TARGET] Teacher: They're showing how I teach. Teacher: Okay. Teacher: So 32 times 24.
Student: Is the camera there? Teacher: Work with me. Student: No.  [TARGET]Teacher: Sit down, Student A.[/TARGET] Teacher: Student A, come and sit here. Teacher: I'm going to work with you. Teacher: I'm giving you a choice.
Student: Is this a part? Student: Is this a part? Teacher: Okay.  [TARGET]Teacher: You know what?[/TARGET] Teacher: This shows me that you're not paying attention when I'm up here teaching so you need to bring me your passport now, please. Student: What? Student: I was paying attention.
Student: Is this a part? Teacher: Okay. Teacher: You know what?  [TARGET]Teacher: This shows me that you're not paying attention when I'm up here teaching so you need to bring me your passport now, please.[/TARGET] Student: What? Student: I was paying attention. Teacher: Go down to [Inaudible]and bring me your passport.
Student: Is this live? Teacher: No, it's recorded. Student: So when you wear that they can hear everybody?  [TARGET]Teacher: There's a microphone on there and there's also a microphone on here.[/TARGET] Teacher: So when you talk to me and I have this on they can hear everything you're saying. Student: You mean this? Student: They [inaudible] kindergarten?
Student: Is this on? Student: [Students working noisily] Student: I did lattice.  [TARGET]Teacher: All right, if you are not on the carpet, that's because you're still talking to your partner about the problem.[/TARGET] Teacher: All right, this is what Student Y had. Teacher: And she had this. Teacher: And this.
Student: Is - what's the question it's asking? Teacher: Very good. Teacher: What is the question that's being asked?  [TARGET]Teacher: What is the question that's being asked, Student N and Student K, please do not get ahead of me.[/TARGET] Teacher: We are doing this together. Teacher: What is the question that is being asked Student N? Student: What is the total cost?
Student: Isn't repeated addition multiplication? Teacher: Mm-hmm. Teacher: Yes.  [TARGET]Teacher: All right, Student A and Student B, guys, because you guys have lunch and it's a testing day you've got to go.[/TARGET] Teacher: So all the crayons back in the bowl, all the pencils back in the baskets. Teacher: Student E is gonna collect the papers. Teacher: Stand by your chair.
Student: It depends on the slice of bread. Teacher: Exactly. Teacher: It depends on the slice, but.  [TARGET]Teacher: All right, I'm gonna wait.[/TARGET] Teacher: Thanks. Teacher: So there's 16 ounces in a pound, 28 grams in an ounce, and then you have the rest. Teacher: So out of all of the measurements, all of those, what weighs the most?
Student: It doesn't matter. Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it. Teacher: I don't think what you're doing now is the right thing to do.  [TARGET]Teacher: Student A, come over here.[/TARGET] Teacher: I'll help you. Student: What is this? Teacher: Bring it.
Student: It fell out I think. Teacher: You're gonna have to make sure you transfer that. Teacher: Who's got my first answer, Student D?  [TARGET]Teacher: Get a tissue.[/TARGET] Student: [Inaudible]. Teacher: I didn't hear you. Student: Nine hundred.
Student: It has to be 9, 9, and this will be a 5. Student: Wait. Student: This one can be-  [TARGET]Teacher: Let's see what you're doing.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Spread your card. Teacher: I'm going to help you.
Student: It hurts around here. Teacher: Can you open it like this? Student: How did you fall off the bed?  [TARGET]Teacher: Student A, is funny that he's hurt?[/TARGET] Teacher: No. Teacher: You can do that? Student: Yes.
Student: It is for your information. Teacher: Yeah, but you were playing with it. Teacher: Let's do this.  [TARGET]Teacher: Let's do this again.[/TARGET] Teacher: Uh-huh. Teacher: Let's go. Student: Fifty-six?
Student: It says, "What fraction of students?" Teacher: Was out of the classroom. Teacher: So three-eighths of them were at recess and one-fourth were in the library.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student B. Student: [Inaudible] not doing this. Teacher: Student D is not doing this problem.