stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Today we have gym? Teacher: 5, do you have a partner Student S? Teacher: 6, do you have a partner?  [TARGET]Teacher: Okay go sit down then.[/TARGET] Teacher: I have to wait and see that you're all set up. Teacher: 7, 8, I said quiet teams ready for boards. Teacher: 9, Student S can you put that candy away, oh, well still put it away give it to me after.
Student: Twenty-seven. Teacher: Twenty-seven. Teacher: [Inaudible] a few more.  [TARGET]Teacher: Shh.[/TARGET] Teacher: [Cubes rattling]. Teacher: I did not tell you talk out. Student: Twenty-four.
Student: Twenty. Student: Obvious, that's why [inaudible]. Student: I feel so relieved.  [TARGET]Teacher: Kiss your [inaudible].[/TARGET] Teacher: All right, it says that 33 million 452 thousand 835, rounded to the nearest ten. Student: It's the same thing, but it's just ... Teacher: Student J, I'm going to look at the three, because they say round to the nearest ten.
Student: Two eighths is the same as - Teacher: Look at these two. Teacher: Look at these two.  [TARGET]Teacher: Some people are not looking.[/TARGET] Teacher: They don't get it. Teacher: She is not getting it. Teacher: See, we did it up here.
Student: Two eighths. Teacher: Why is that two eighths? Teacher: That's jumping the gun.  [TARGET]Teacher: Slow down.[/TARGET] Teacher: That's skipping lines. Teacher: One eighth, two eighths, three eighths, four eighths. Teacher: Got it now?
Student: Two fourths. Teacher: No, I do not. Teacher: What do I get?  [TARGET]Teacher: Your eyes are up here.[/TARGET] Teacher: They're not anywhere else. Teacher: Come up here and look. Teacher: You can see it.
Student: Two ninths plus two thirds. Teacher: Someone come up here and work it out for me on this exemplar area. Teacher: Go.  [TARGET]Teacher: Student S, go.[/TARGET] Teacher: Can you guys scoot back just a bit so we can get in here to write? Student: Can I do the last one? Teacher: I don't know because we're not there yet.
Student: Two sixths is thirty-three hundredths, and three sixths is five tenths. Student: So I added that and got thirty-three hundredths. Teacher: Nice job.  [TARGET]Teacher: You're not making the ooh sound.[/TARGET] Teacher: What is it? Teacher: Something about her board? Student: [Inaudible].
Student: Two thirds is equal to 66 and two thirds. Teacher: Mm-hmm. Teacher: Let's see.  [TARGET]Teacher: Can you put it down?[/TARGET] Student: Yes. Teacher: Where can you put it? Student: Here.
Student: Two wholes. Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy. Teacher: [Crosstalk]  [TARGET]Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off.[/TARGET] Teacher: Thank you those of you who are paying attention and are still trying to learn. Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet.
Student: Two-twelfths and then three-twelfths. Teacher: But you have to have different ones that don't end in 12. Teacher: [Crosstalk]  [TARGET]Teacher: Can you give that to Student A?[/TARGET] Teacher: [Crosstalk] Teacher: We already did that one on the board. Teacher: One-fourth and one-fourth is one-half.
Student: Two. Student: Two. Teacher: So we're going to make that [inaudible].  [TARGET]Teacher: So - excuse me.[/TARGET] Teacher: Pay attention. Teacher: Now [inaudible] you are. Teacher: How many people chose brownies?
Student: Two. Student: Yes. Student: Student S, no recess for you.  [TARGET]Teacher: That's not nice.[/TARGET] Teacher: At least he took a risk. Teacher: All right. Teacher: [Crosstalk]
Student: Two. Student: [Crosstalk] Teacher: All right.  [TARGET]Teacher: Stop.[/TARGET] Teacher: I'm not sure if that's correct. Teacher: What can I do? Teacher: Go.
Student: Two. Teacher: So we're going to make that [inaudible]. Teacher: So - excuse me.  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Now [inaudible] you are. Teacher: How many people chose brownies? Multiple Students: Eight.
Student: Two. Teacher: Thank you. Teacher: What fraction?  [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Don't yell out. Teacher: Student A? Student: Four thirds.
Student: Two. Teacher: Two, so I move that 1, 2, now I'm done. Multiple Students: No.  [TARGET]Teacher: Take it easy on me, okay.[/TARGET] Teacher: I'm sensitive. Teacher: Help me out. Teacher: What am I forgetting to do?
Student: Two. Teacher: Two. Teacher: I don't want to hear a cube move.  [TARGET]Teacher: I don't want to hear a cube.[/TARGET] Teacher: Student T, go get the cubes off your desk. Teacher: Put your hands on your lap. Teacher: Everybody put your hands on your lap.
Student: Two. Teacher: Why number two Student E? Student: Because -  [TARGET]Teacher: I'm calling on Student E.  So let's listen.[/TARGET] Student: It shows [inaudible] seems like a big clump. Teacher: It does. Teacher: Who agrees with Student E?
Student: Two? Teacher: How many? Teacher: Pardon me?  [TARGET]Teacher: That wasn't the question Student R.  That's why I'm a little bit upset right now because there's some playing going on right here.[/TARGET] Teacher: The question was, 'How many different numbers were rolled?'  One was rolled, the two was rolled, the five was rolled and the six was rolled. Teacher: So how many different numbers were rolled? Teacher: Four of them.
Student: Uh-huh. Student: You look [inaudible]. Teacher: Come here for just a minute.  [TARGET]Teacher: Come here.[/TARGET] Student: Hi, Student D. Teacher: Student D is not associating with them. Student: [Inaudible.]
Student: Um ... um ... [inaudible] equivalent [inaudible] because I [inaudible]. Teacher: Remember, what is a unit fraction? Student: It has [inaudible] fraction [inaudible].  [TARGET]Teacher: All right, I'm going to stop you right there, because I want you to think about something.[/TARGET] Teacher: A unit fraction is a fraction with a numerator of one, so that is how many pieces make up this ... this whole, right here? Teacher: For one-half? Teacher: How many pieces?
Student: Um, Teacher. Teacher: If you think that Student J didn't answer it correctly thumbs down. Other Adult: Some people just don't know.  [TARGET]Teacher: If you do not know raise your hand.[/TARGET] Teacher: Whether he did this right or wrong you don't know? Teacher: Okay, now we said that the denominator is what? Student: It's 6.
Student: Um, [inaudible]. Multiple Students: [Crosstalk]. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Multiple Students: [Crosstalk]. Multiple Students: [Students working on project].
Student: Um, the [inaudible] corner. Teacher: First corner. Teacher: Corner to corner.  [TARGET]Teacher: Stop.[/TARGET] Student: You keep going down. Teacher: Find my next corner. Teacher: Corner to corner, and down.
Student: Underline important information. Teacher: Underline important information. Teacher: So, let's go.  [TARGET]Teacher: Pencil ready.[/TARGET] Teacher: Okay, let's look at part A. Teacher: "If one block weighs ten pounds, what is the weight in pounds, of one ball?"  So, what's important in that sentence? Teacher: Was there any information they gave us that's important?
Student: Use the tenths. Teacher: Oh. Teacher: How are the tenths going to help me?  [TARGET]Teacher: Student G, I asked you to take your hands off your pieces.[/TARGET] Teacher: I can compare tenths and tenths and be okay? Teacher: What if they're the same? Teacher: Then where do I look?
Student: Use this? Teacher: You have six. Teacher: Subtract nine gives you what?  [TARGET]Teacher: Sh.[/TARGET] Teacher: Yes? Teacher: Hold on a minute. Teacher: Student A, have you finished one problem?
Student: Vetoes [bills]. Teacher: James Madison. Multiple Students: Father of Constitution.  [TARGET]Teacher: Bye-bye.[/TARGET] Teacher: Coach didn't say. Teacher: Top two, right arm up. Teacher: Left arm up.
Student: Wait, it's my turn. Teacher: Student C, did you already meet with me yesterday? Student: Yeah.  [TARGET]Teacher: You met with me yesterday?[/TARGET] Teacher: [Crosstalk] Teacher: Five, four. Teacher: Student A, the only way to actually learn something is you have to physically try it.
Student: Wait. Student: Is the one - Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Student: - ten times bigger than the ... um ... tens? Teacher: Is it? Student: Yes.
Student: Wait. Student: This one can be- Teacher: Let's see what you're doing.  [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8.[/TARGET] Teacher: Spread your card. Teacher: I'm going to help you. Teacher: This is going to be too much.
Student: We already doing it. Teacher: Okay. Teacher: That's your work.  [TARGET]Teacher: I'm gonna be walking around.[/TARGET] Teacher: This is math. Teacher: No, until we're done with this in 10 minutes. Student: And, then we do some more math.
Student: We bring down the two. Teacher: Good. Teacher: Everybody, calm down now, before we bring this number down.  [TARGET]Teacher: Don't be mad at the two.[/TARGET] Teacher: The two didn't do anything mean, all right? Teacher: Take that arrow and jot all the way down to the equals sign, and we can just bring that two right there. Teacher: Nice and pretty.
Student: We can - Teacher: Don't open it! Student: Oh, okay.  [TARGET]Teacher: Don't open it![/TARGET] Teacher: Keep them wrapped 'cause we're gonna put them back in the bag. Teacher: Okay, I'm gonna call time. Teacher: Okay?
Student: We could tell. Teacher: We could see columns and rows. Teacher: The people that placed their animal need to come up and stand there.  [TARGET]Teacher: No mouths again.[/TARGET] Teacher: You're going to reset the array. Teacher: You have 30 seconds. Teacher: No mouths.
Student: We decided to put them into to thousandths. Teacher: Student P is talking and he has a great suggestion. Teacher: Student C, please sit down.  [TARGET]Teacher: Student C, please sit.[/TARGET] Teacher: Student P, all eyes are on Student P because Student P is speaking. Student: We decided to put, we decided to sort our whole numbers into thousandths, hundredths, hundreds, tens, and ones. Teacher: And then did you also sort your decimals?
Student: We did it with um, the sorts with the crazy shapes, and the lines, and the [inaudible] shapes. Teacher: Okay. Teacher: Hold on one second.  [TARGET]Teacher: [Teacher answering phone.[/TARGET] Teacher: Side conversation on phone]. Teacher: Okay. Teacher: I'm sorry.
Student: We didn't get a turn. Teacher: You're going to get it now. Teacher: Stop the singing.  [TARGET]Teacher: You guys, I will give you one minute.[/TARGET] Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem.
Student: We got 140. Student: We used the box method. Teacher: How many were in the scoop?  [TARGET]Teacher: You all are not listening to your classmates.[/TARGET] Teacher: Go ahead. Student: We had 28 jelly beans. Teacher: Okay.
Student: We got five. Student: We got five. Teacher: What did you get?  [TARGET]Teacher: I'm with a group, you need to move over, please.[/TARGET] Student: I got four. Teacher: It is. Teacher: It's four.
Student: We had two cards left. Teacher: Once you're done I'll take the cards. Teacher: You take the directions and your strips.  [TARGET]Teacher: Student N I need you to be sitting over there.[/TARGET] Teacher: Go ahead Student J.  Nope. Teacher: Sit at Student N's seat. Teacher: That is Student N's seat.
Student: We have 27. Teacher: 27 in your scoop, and how many does that mean you have in the jar? Teacher: Remember, it's 5 scoops.  [TARGET]Teacher: You need to turn around, you two.[/TARGET] Teacher: Just leave them. Teacher: Go ahead. Teacher: Student S, they're not doing this for you.
Student: We have it. Teacher: There it is. Teacher: It's okay guys, if you have it, don't be defensive.  [TARGET]Teacher: Student T, no side talk.[/TARGET] Teacher: Hold on. Teacher: Guys, Student D is talking. Teacher: Active listening on Student D.
Student: We have to do left over [inaudible]. Student: Teacher F, I got 12. Teacher: Okay.  [TARGET]Teacher: Student L, where are you, hon?[/TARGET] Teacher: Oh. Teacher: How many do you have? Teacher: How many leftovers?
Student: We have to do our own? Teacher: Yes. Teacher: Okay.  [TARGET]Teacher: I want to see your own.[/TARGET] Student: Is that it right there in front of your desk? Teacher: Let me see. Teacher: Okay, keep thinking.
Student: We just did this one. Student: Twenty-four. Teacher: Twenty-four feet.  [TARGET]Teacher: Student D, you've earned a spot with Student G, today.[/TARGET] Teacher: Let's try this one. Student: [Inaudible]. Teacher: Count the number of sides to determine the perimeter of this flat object.
Student: We know it's 37 - Teacher: All right. Teacher: Anybody?  [TARGET]Teacher: Stop yelling things out because I'm going to ask you to back it up.[/TARGET] Teacher: All right? Teacher: Okay, they don't know we are recording. Teacher: All right.
Student: We know we're dividing. Teacher: We're dividing and we're sharing, right? Student: Yes.  [TARGET]Teacher: We are just talking right now.[/TARGET] Teacher: Okay. Teacher: What else do we have to - now what do we have to find? Teacher: What does the author want us to find for him or her?
Student: We made it messy. Teacher: That's okay. Teacher: This is all I need to see.  [TARGET]Teacher: Why don't you get another ruler and make the intervals while she does the week?[/TARGET] Teacher: You might want to space this out even more, because remember, you're doing three bars. Teacher: You're going to need space, right? Teacher: Can you hold these?
Student: We multiplied and we [inaudible] and then we added 4 every time and we got our answer. Student: We added cookies. Teacher: Okay.  [TARGET]Teacher: Please stop.[/TARGET] Teacher: What were we focusing on today? Teacher: Look back at your EQ. Teacher: Problem solving.
Student: We need to know first how many triangles there are. Teacher: We need to know how many what, Student M? Student: How many - how many triangles -  [TARGET]Teacher: Tell her again, Student L.  She didn't hear.[/TARGET] Student: How many triangles are in Shape B. Teacher: In all. Teacher: Okay, and the number of triangles also tells us the number of what, Student B?
Student: We should have used zero. Teacher: Yes. Teacher: [Background talking]  [TARGET]Teacher: High five for a moment.[/TARGET] Teacher: We just noticed something interesting. Teacher: I need people seated. Teacher: Thank you so much for following directions.
Student: We still got two more rolls. Student: We got one more dice. Teacher: Okay, you need to hurry up.  [TARGET]Teacher: You need to hurry up.[/TARGET] Teacher: We're not gonna get to play another game if you don't come on. Student: [Inaudible] Teacher: Yes.
Student: We usually don't act like that when we're doing math, when the camera is not there. Teacher: Exactly. Student: [Inaudible]  [TARGET]Teacher: No.[/TARGET] Teacher: [Crosstalk] Teacher: Well that's what I'm saying. Teacher: This is not how we normally act during math, so let's try to make it normal.
Student: We went through this. Teacher: This is not going to happen. Teacher: Come back and let me help you.  [TARGET]Teacher: Come around, Student A.[/TARGET] Teacher: Turn around. Teacher: No frustration. Teacher: Come on.
Student: We'll start with 0. Teacher: No, 50. Teacher: You could start at 50.  [TARGET]Teacher: Come on.[/TARGET] Teacher: Let's get started. Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics.
Student: We're not even in the video. Teacher: I'm teaching math. Teacher: [Crosstalk]  [TARGET]Teacher: Put that away.[/TARGET] Teacher: Student A, give me it. Student: No. Student: Do you know the camera is on?
Student: We'll still be on the camera, right? Teacher: No. Teacher: 'Cause that one's over the heads.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: Five. Teacher: All right, going over the daily math review. Teacher: Everybody has it?
Student: We're just [inaudible]. Teacher: Group four let's go please. Teacher: Have a seat it's up on the board have a seat.  [TARGET]Teacher: Shh sit, sit, sit, sit.[/TARGET] Teacher: Student S all set? Teacher: Let's go. Student: Yeah.
Student: What am I doing? Teacher: Banging the desk and not working. Teacher: Now add this and this together.  [TARGET]Teacher: Let me see the people that are really working now.[/TARGET] Teacher: [Crosstalk] Teacher: Let me see people that are really working. Teacher: Student K is doing a good job being on task.
Student: What are we doing? Teacher: I'm going to change the numbers. Student: I don't think I can do it.  [TARGET]Teacher: Okay, then you go sit with Student I.[/TARGET] Teacher: Student I, you and Student E go up to the desk for a minute. Teacher: When you do it I want you to stick it on your desk, okay? Teacher: Okay, Student A, go sit up at your desk.
Student: What are we supposed to do? Teacher: No, not you. Teacher: It's okay.  [TARGET]Teacher: Solve this math.[/TARGET] Teacher: Let me give you your papers. Student: Why are you coughing? Teacher: I don't know.
Student: What are you doing? Teacher: Student J, you're working at the table, so why don't you tell what you're doing? Teacher: You're not copying off the board.  [TARGET]Teacher: That's not showing me you understand.[/TARGET] Teacher: [Crosstalk - students doing project] Teacher: You're talking about doubling and halving. Teacher: Doubling and halving won't always work?
Student: What color is this? Student: Made in China. Student: [Crosstalk]  [TARGET]Teacher: So pick your crayons in 3, 2, 1, all right, two colors.[/TARGET] Teacher: You just need two colors. Teacher: [Crosstalk] Teacher: Let me count again.
Student: What four things? Teacher: Math book, PW book, pencil, and your notebook. Teacher: Thank you for sitting quietly and waiting.  [TARGET]Teacher: Thank you for sitting quietly and waiting.[/TARGET] Teacher: Those of you who are gonna work individually with your skills from the benchmark with Miss F are - Teacher: Student G. Teacher: Student J, Student S, and Student P, you need to go with Miss F.
Student: What happened to you? Teacher: Student M, [inaudible] in the face. Student: I did not.  [TARGET]Teacher: Oh, well, then you better watch the way you're talking to me.[/TARGET] Student: [Laughter]. Student: How did you get stitches? Teacher: By the nurse.
Student: What if another boy gets bingo? Teacher: No, because it's the first boy and the first girl. Teacher: Student E, go ahead.  [TARGET]Teacher: Guys, you need to be quiet so I can hear Student E's-[/TARGET] Student: 58, 160, free space, 1,936, and 35. Teacher: He got bingo. Teacher: Like I said, don't clear your boards.
Student: What is the question I want to ask? Teacher: Okay. Student: Those questions.  [TARGET]Teacher: 1 - don't get up yet.[/TARGET] Teacher: 1, 2, 3. Teacher: I need someone at Tables 1 and 4 to count that there are 10 cards that go back in the bag. Student: I [inaudible].
Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay. Teacher: So, you should underline that whole thing?  [TARGET]Teacher: Who wants to help her out?[/TARGET] Teacher: Student C? Teacher: Okay, we can come back to you. Teacher: Student C?
Student: What is this? Teacher: Bring it. Teacher: Let me help you.  [TARGET]Teacher: Give me.[/TARGET] Teacher: Let me give you a piece of foam. Teacher: Student C, sit down. Teacher: Get to your workbook, this folder.
Student: What listen, don't do that, he just turned it back on. Student: I wanted to turn it back on. Teacher: That's done for me.  [TARGET]Teacher: Go back to your seats, finish your math.[/TARGET] Student: I don't like these cameras and I'll smack him in the head with the microphone. Student: Then I smack you again. Student: And then I stick it up your balls.
Student: What math? Student: This is like show and tell. Teacher: If you can hear me, clap once.  [TARGET]Teacher: If you can hear me, clap two times.[/TARGET] Teacher: Give me the marker, please. Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know.
Student: What number again? Teacher: 21. Student: Okay.  [TARGET]Teacher: [Whispering] Stop drawing.[/TARGET] Teacher: That's why you don't know where we are. Teacher: Good. Teacher: Good, Student B.
Student: What number did you say? Teacher: This one, 21. Student: Oh.  [TARGET]Teacher: Stop playing.[/TARGET] Student: [Inaudible]. Teacher: Yes. Student: Yay.
Student: What page should it be? Student: What page? Student: She's looking.  [TARGET]Teacher: All right, page 29.[/TARGET] Student: We've done that. Teacher: Page 29. Teacher: What?
Student: What page? Teacher: Page five. Student: Oh, page five?  [TARGET]Teacher: Page five.[/TARGET] Teacher: [Crosstalk] Teacher: All right, yeah, page five. Teacher: Yeah, page five.
Student: What the hell? Student: Can I go now? Student: Dang, Student C.  [TARGET]Teacher: Back to your seat.[/TARGET] Student: Oh my gosh, you're giving me all this. Student: I swear in here. Teacher: Put your leg down, Student C, please.
Student: What work? Teacher: You could if you like. Teacher: You could if you like.  [TARGET]Teacher: Let's go, let's go.[/TARGET] Student: No January 8th. Student: What are you talking about? Student: I just turned 9 stupid.
Student: What'd you say? Teacher: Let's make change for you. Student: Have him make what?  [TARGET]Teacher: Make change.[/TARGET] Teacher: Yes. Teacher: Let's look at, you dear, let's look at this first. Teacher: We're going to do 57 times 5.
Student: What? Student: Really? Student: [Crosstalk]  [TARGET]Teacher: Go and sit down.[/TARGET] Student: No, you're ignoring me. Teacher: I'm not ignoring you, but I want you to sit down. Teacher: When we finish, we're rounding up.
Student: What? Student: [Crosstalk] Teacher: Thank you, thank you.  [TARGET]Teacher: Thanks.[/TARGET] Teacher: Good job. Teacher: You did a good job, guys. Teacher: Can it go further up?
Student: What? Student: [Inaudible]. Teacher: Student A, [inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: This is an exponent. Teacher: Two to the second power [inaudible]. Teacher: Student A.
Student: What? Teacher: Go, Student K and Student O. Student: [Inaudible]  [TARGET]Teacher: No, I want both of you out there together, go.[/TARGET] Teacher: [Crosstalk] Teacher: What? Student: They're gonna play around [inaudible].
Student: What? Teacher: Have a seat. Teacher: You're smiling as you tell me that so I think you're going to be okay.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Let me grab you a tissue. Teacher: Sit down, Student A. Teacher: You know what, Student A, I don't want to have to show your parents that you're fooling around.
Student: What? Teacher: Stop, please. Teacher: Okay, sit up please [inaudible] down.  [TARGET]Teacher: Sit up.[/TARGET] Teacher: This time when we multiply we're going to do our wrestling multiplication, okay? Teacher: This is just plain, old, expanded form. Teacher: [Teacher writing on board].
Student: What? Teacher: Student L? Student: That's hard.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Okay, Student Z. Teacher: Student D.  Shh.
Student: What? Teacher: Twenty-nine times six. Student: Twenty-nine times six.  [TARGET]Teacher: You can come with your paper.[/TARGET] Teacher: No problem. Student: [Inaudible]. Teacher: Who has a dry eraser?
Student: What's exponents? Teacher: I'll explain that later. Teacher: I have explained that before, but I can review that later.  [TARGET]Teacher: You are not responsible for that in fourth grade, it's not until later.[/TARGET] Student: Fifth grade? Teacher: No, I don't think so, in fifth grade, it's later on in middle school. Teacher: Okay, so you have to determine what goes first, number 13, the correct answer is 23, you multiply5 times three first, so you can actually place your parenthesis around that.