stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Okay. Teacher: So now all eyes on the speaker. Teacher: Whoever is not finished.  [TARGET]Teacher: Speak loud.[/TARGET] Teacher: [Inaudible] you not listen. Teacher: Listening. Student: The title of - the title of my graph is, "Favorite Food."  The research shows that people like spaghetti, chicken, and crabs.
Student: Okay. Teacher: [Inaudible] crayons. Teacher: No.  [TARGET]Teacher: You always do the [inaudible] one.[/TARGET] Teacher: Teacher L, get the [inaudible]. Teacher: Excuse me. Teacher: Let them share.
Student: On six. Teacher: What do you want? Teacher: [Room noise]  [TARGET]Teacher: Student N, sit down.[/TARGET] Teacher: You have seven. Teacher: No, you've used the bathroom. Teacher: You have 17 here.
Student: On the answer sheet. Teacher: On the answer sheet. Teacher: Very good.  [TARGET]Teacher: Go ahead and get started.[/TARGET] Student: [Inaudible] plain piece of paper? Teacher: No. Teacher: You're using this paper, right here.
Student: On what? Teacher: On your graph paper. Teacher: No, based on that, on the graph.  [TARGET]Teacher: And to answer your question from that graph - this question right here from that graph.[/TARGET] Teacher: Don't talk out loud. Teacher: That's not a percentage. Student: Oh, oh.
Student: On your homework at home. Teacher: Your homework; maybe if you take it. Student: Boring answer.  [TARGET]Teacher: I'll take it.[/TARGET] Teacher: Student [O]. Student: The size of your shoes. Teacher: Your shoe size.
Student: One and a half. Teacher: So look at these and just take a minute. Teacher: I want to - hands down.  [TARGET]Teacher: No hand-raising.[/TARGET] Teacher: I just want to give you a - some think-time, because some people like to have more time, quiet time, to think. Teacher: What do you - what do you notice about either one of these? Teacher: Like, if one is harder for you, look at the other one, and first start with that one.
Student: One each. Teacher: Excuse me. Teacher: This is fine.  [TARGET]Teacher: So let's just put it over here.[/TARGET] Teacher: Now I want you to do this. Teacher: If you look at your number line, find the point that says one. Teacher: One whole.
Student: One eighth. Teacher: One eighth. Teacher: Okay, all right.  [TARGET]Teacher: Now, listen, I'm going to erase this and I need people's attention, because I'm going to ask you another question we've never talked about before.[/TARGET] Teacher: We have one third, we have one third - I mean, we have one half, we have one fourth. Student: And we have one eighth. Student: And we have -
Student: One eighth. Teacher: Very good. Teacher: Some people are talking instead of paying attention.  [TARGET]Teacher: Student S, do me a favor and move please.[/TARGET] Teacher: Thank you. Teacher: When you get two number lines, and you start making your number lines, don't tell me, "I don't understand." Teacher: We're sitting here getting a great example right now.
Student: One eighth. Teacher: We know one eighth is three pieces. Teacher: See, one eighth is three pieces.  [TARGET]Teacher: Now, listen to me.[/TARGET] Teacher: Listen. Teacher: We're looking for how many pieces would be one third. Teacher: How many pieces would be one third?
Student: One eleventh is closer to the 0. Student: Eight ninths is closer to 1. Student: Just add the 0 to the 1.  [TARGET]Teacher: Student A, what did Student D just say?[/TARGET] Teacher: Can you sit up, please? Teacher: Did you hear her? Teacher: Student J, sit up, please.
Student: One fifth. Teacher: All right. Teacher: Very good.  [TARGET]Teacher: Student E, you should be sitting straight up.[/TARGET] Teacher: Everyone should be sitting up. Teacher: Student I, this one is yours. Student: Seven.
Student: One fourth. Student: [Crosstalk] Teacher: Wow, I call one person's name.  [TARGET]Teacher: Listening.[/TARGET] Teacher: Wow. Teacher: Okay, half, we put one half and one half must be -  Teacher: [Crosstalk]
Student: One half plus one sixth plus one third- Teacher: Equals what? Student: Yeah.  [TARGET]Teacher: This is the honest to God last time I'm going to tell you not to play with them while we're talking.[/TARGET] Teacher: Anybody, put them down. Teacher: Repeat yourself. Teacher: One half-
Student: One half. Multiple Students: [Inaudible]. Teacher: Wait, wait, wait.  [TARGET]Teacher: Don't jump on him.[/TARGET] Teacher: Don't jump on him. Teacher: Tell us what you've got before you try simplest form, Student J. Student: [Inaudible] is three ninths.
Student: One has four, he has three. Teacher: Okay, but they can be different but still have the same perimeter, right? Teacher: Okay, it's time to be over this and come on.  [TARGET]Teacher: All right, Student I want you to join Student M, Student G, and Student S group.[/TARGET] Teacher: [Inaudible] Teacher: Okay, have a seat and you are going to, okay, so- Student: You have to make a pattern so you have to make a bigger one.
Student: One hundred - Multiple Students: A whole dollar. Teacher: One dollar or 100 cents.  [TARGET]Teacher: What did they do to Justin Bieber?[/TARGET] Student: He died. Teacher: He dies? Teacher: How does he die?
Student: One hundred. Teacher: One hundred what? Student: One hundred seventy-four.  [TARGET]Teacher: Now let's do this one.[/TARGET] Student: Oh my gosh. Teacher: How many tens do you have in 30? Student: What?
Student: One more, one more. Student: [Crosstalk] Teacher: Hold on, hold on.  [TARGET]Teacher: Let me - let me - stop for a minute.[/TARGET] Teacher: Look at Student D's. 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.
Student: One more. Teacher: Good job. Student: [Inaudible]  last one [Inaudible] .  [TARGET]Teacher: Shh, shh, shh.[/TARGET] Teacher: What? Student: Are we adding? Teacher: What would you be adding?
Student: One sixth, yes. Teacher: Of this one, yeah. Teacher: [Crosstalk]  [TARGET]Teacher: We need people to think first.[/TARGET] Teacher: See, if you start shouting, it's not good. Teacher: See, now he is talking. Teacher: One sixth - now, see, we have one third.
Student: One sixth. Teacher: One sixth. Teacher: So there's my final answer, right, one sixth.  [TARGET]Teacher: Grab another sheet of paper.[/TARGET] Teacher: I put some white paper in the middle of your tables. Teacher: Grab another one. Teacher: Sh.
Student: One sixth. Teacher: Wow, some people are really not listening. Teacher: That's the thing.  [TARGET]Teacher: I know some people can even look at it and read it.[/TARGET] Teacher: What do we look - how many - what's the denominator? Student: The whole thing. Teacher: The whole thing.
Student: One the line? Teacher: Yeah, it's on the line. Teacher: Do I have my working groups over here?  [TARGET]Teacher: Are you talking about how to do this?[/TARGET] Multiple Students: Yes. Teacher: Excellent. Teacher: Did you find it, Student T?
Student: One time. Teacher: Two go into here? Student: Two times.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You need to get busy. Teacher: All right. Teacher: That's correct?
Student: One whole. Teacher: Mm-mm. Teacher: Now, listen.  [TARGET]Teacher: Shh.[/TARGET] Teacher: One square - remember how sometimes we said like, about - one pizza is the whole thing? Student: Yeah. Teacher: Even if it was divided into eight pieces, we can still consider that the pizza is one whole thing, right?
Student: One - Teacher: Page five. Teacher: Student F, Student F, five, five.  [TARGET]Teacher: Unit six, page five.[/TARGET] Teacher: Good job. Teacher: He is not on that - in that unit. Teacher: Page five, unit six.
Student: One, two, three, four, five, six, seven, eight, nine. Teacher: Mark it. Teacher: Continue.  [TARGET]Teacher: Student J, we're going to look at it.[/TARGET] Teacher: How do you want to break this? Student: [Inaudible]. Teacher: I agree.
Student: One-sixth equals two-sixths. Teacher: Three-sixths minus one-sixths equals two-sixths. Teacher: Table 1, you guys, don't be rude.  [TARGET]Teacher: Don't be rude.[/TARGET] Teacher: Three-sixths minus one-sixth is two-sixths. Teacher: But is that fraction in lowest term? Teacher: [Crosstalk]
Student: One. Student: It's - Teacher: Two.  [TARGET]Teacher: And how many - excuse me.[/TARGET] Student: You pointed at white. Teacher: My fingers are like this - she said red and white. Teacher: So two boys like red.
Student: One. Student: Zero. Teacher: Stop.  [TARGET]Teacher: Stop yelling out.[/TARGET] Teacher: I've got people who are not even thinking, or not even counting. Teacher: I need to see hands. Teacher: Look and see.
Student: One. Teacher: Okay, turn around please. Teacher: We do need to wrap this up.  [TARGET]Teacher: We will continue it -[/TARGET] Student: Tomorrow. Student: [Crosstalk] Teacher: I'll be there in a minute.
Student: One. Teacher: One. Teacher: Now - they're not working great.  [TARGET]Teacher: Here, use this one.[/TARGET] Teacher: Use this blue and then we'll do red. Teacher: Okay, so we have one fourth times one third. Teacher: That's modeling what?
Student: Only the parentheses move. Teacher: Okay. Teacher: That's what Student N just said, but what else?  [TARGET]Teacher: My point would be on that one you need to pay attention.[/TARGET] Teacher: Okay. Teacher: Now, what was the other one? Student: The answer always stays the same.
Student: Or this group. Teacher: Let me wait for Student L.  Yeah. Teacher: Student L, yeah.  [TARGET]Teacher: Show me.[/TARGET] Teacher: Thank you. Teacher: All right, next one, Student C.  All right, next one, we're going to one fourth, one fourth, of that half. Teacher: Or we could decide - we decided - we decided fourth of fourth of that same set -
Student: People like Ms. S, Ms. L and Mr. N, [Inaudible]. Teacher: That's fine, but right now let's concentrate on this. Student: Are we going to do it?  [TARGET]Teacher: Can we concentrate on this please?[/TARGET] Student: Yes sir. Teacher: Why don't you help me, Student H.  Now we're going to round first of all 2.63. Teacher: The question is what number should we circle and what number should we underline?
Student: Per. Teacher: Per. Teacher: And what does per mean?  [TARGET]Teacher: Student Q, can you stop the chitter-chatter?[/TARGET] Teacher: What does per mean? Teacher: Now, not like a kitty-kat. Teacher: Purr.
Student: Pink. Student: I say white. Student: I say white.  [TARGET]Teacher: Alright; I'm covering your eyes.[/TARGET] Teacher: Here's the bag. Student: I say white. Student: I say white.
Student: Please don't let - Teacher: Shh. Teacher: Shh.  [TARGET]Teacher: Okay, I'm not going - I can't control what they do.[/TARGET] Student: Okay, could you tell them, please? Student: I have an idea. Student: [Inaudible], and then this would be all[inaudible].
Student: Plus 36. Teacher: One hour plus - how about one hour plus half an hour plus 6? Teacher: Or you could have done one hour plus half an hour plus a tenth of an hour.  [TARGET]Teacher: Please don't make noises when you raise your hand, Student M.  [/TARGET] Student: Then adding all of your numbers. Teacher: Adding up the numbers 1-12? Teacher: Oh.
Student: Plus eight, seven, six, and that plus six - Teacher: All right, pencils down. Teacher: Pencils down.  [TARGET]Teacher: I need you - I'll explain this now.[/TARGET] Teacher: All right, sit down, Student C, thank you. Teacher: Student D, Student M, I don't appreciate the talking. Teacher: Put your pencils down.
Student: Positive. Teacher: Positive. Teacher: So, treat them like you treat regular positive numbers.  [TARGET]Teacher: You have to pay attention to the signs.[/TARGET] Teacher: So these are going to be a plus. Teacher: So, on a regular positive number, which is larger? Student: [Inaudible].
Student: Product means - Teacher: Hold on a second. Teacher: There's too much movement.  [TARGET]Teacher: I'm gonna wait, 'cause we need to respect each other and I need to hear everyone's thinking.[/TARGET] Teacher: What does product mean to you? Student: It means like the answer. Teacher: The answer to what?
Student: Product. Student: Product means - Teacher: Hold on a second.  [TARGET]Teacher: There's too much movement.[/TARGET] Teacher: I'm gonna wait, 'cause we need to respect each other and I need to hear everyone's thinking. Teacher: What does product mean to you? Student: It means like the answer.
Student: Put a three under it. Teacher: A three under it as well. Teacher: Okay.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Why did Student Y say to put a three - like a fraction sign? Teacher: She said, "Put the fraction sign," and she said to put a three there. Teacher: Why did she say that?
Student: Put it down [inaudible]. Teacher: Where? Teacher: Can you come point up here where 28 is going?  [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible] twenty-eight. Teacher: Where does 28 go? Teacher: Okay.
Student: Put the denominator - Student: [Inaudible] Teacher: Excuse me, Student A, Student J was talking.  [TARGET]Teacher: He has the floor.[/TARGET] Student: You put the denominator on the bottom of 22 to make a fraction. Teacher: Okay. Teacher: What is our denominator in this -
Student: Quadrilateral for 100. Teacher: Whose turn is it? Teacher: Student S.    [TARGET]Teacher: Guys, stop yelling at her.[/TARGET] Teacher: Student S, what's the answer? Student: Rectangle. Teacher: Okay.
Student: Quadrilaterals for 400. Student: What is a trapezoid. Teacher: Ms. J's group.  [TARGET]Teacher: Quiet.[/TARGET] Teacher: No. Teacher: She didn't get that question. Teacher: She just put a line.
Student: Quiet. Teacher: Quiet. Teacher: Okay?  [TARGET]Teacher: Are you doing both steps?[/TARGET] Student: Uh-huh. Teacher: You're being - I can hear you humming a little bit. Teacher: So, sit up just like Student C is.
Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading. Teacher: Go ahead.  [TARGET]Teacher: [Inaudible] together, okay?[/TARGET] Teacher: You're the motivator. Teacher: Go ahead and re-read. Teacher: Yes?
Student: Really I can't see. Teacher: Student R what are you doing? Teacher: Go sit down.  [TARGET]Teacher: Go sit down.[/TARGET] Teacher: Did everyone donate their money? Teacher: Okay what was the biggest ship called? Multiple Students: The aircraft carrier.
Student: Remainder three? Student: Wait - Teacher: Okay, we're not done.  [TARGET]Teacher: Thank you, Student E.  Student E is trying to tell us slow down, [Inaudible].[/TARGET] Teacher: We're gonna do it step by step. Teacher: 13 minus 10 is - Multiple Students: Three.
Student: Rewrite the fraction with a multiplication sign. Teacher: Read the second step. Student: Rewrite the fraction with a -  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You - Student: I'm saying it. Student: Rewrite the fraction with a multiplication sign.
Student: Right here. Student: 192. Teacher: You know what?  [TARGET]Teacher: When I come back, I want you to follow directions.[/TARGET] Teacher: You're supposed to be in [inaudible]. Teacher: You're supposed to [inaudible] circles. Teacher: There are some long inserts.
Student: Right there. Student: [Inaudible]. Teacher: Mm-hmm.  [TARGET]Teacher: Here, do this one.[/TARGET] Teacher: You're doing a good job. Teacher: I'm so proud of you today. Teacher: I told you that you know math.
Student: Right. Student: I went to both. Teacher: All right, listen up, guys.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: You still didn't do the very first thing, Student K.  Student F, is your name Student K? Teacher: On camera I'm gonna yell at you. Student: [Inaudible]
Student: Right. Teacher: So, zero point three two - 32 percent, that's the answer. Teacher: That's the answer.  [TARGET]Teacher: That's the answer for F.  Do G on your own.[/TARGET] Teacher: I'm gonna check your work. Teacher: Do G on your own. Teacher: I'm gonna check your work.
Student: Russell has 24 students in class. Student: Three-eighths of those students went [inaudible]. Student: One-fourth went to the library [inaudible] was out of the classroom.  [TARGET]Teacher: Out of the classroom.[/TARGET] Teacher: So we have a class of 24 students, right. Teacher: And we have to figure out fractions of them. Student: It says the answer right now.
Student: Same thing. Teacher: Turn around please. Teacher: Student T, come over here.  [TARGET]Teacher: What is the problem?[/TARGET] Student: [Inaudible]. Teacher: Who told you? Teacher: You're blocking Student D.  You can't be seen by the camera.
Student: Say someone wins. Student: How do you find out if we can do it over again if you don't try? Teacher: I'm going to know because it's going to cross over into everything you guys do.  [TARGET]Teacher: That means you guys are going to be more positive when someone does something great, because you guys weren't doing that for a while, congratulating each other.[/TARGET] Teacher: When you start back to doing that, then I know you respect each other. Teacher: When we start to do other things and no one is saying, "He did this and you didn't say that about him." Teacher: Then I will know you're ready to be more of a sport.
Student: Science? Student: No, no, no. Teacher: I like how the boys in the front are working, and Student D.  Careful with that.  [TARGET]Teacher: I like how the ladies are working at the table.[/TARGET] Multiple Students: [inaudible chatter] Teacher: What's that? Teacher: Okay, so you're 90?
Student: See, I told you [inaudible]. Teacher: That's your data, right here. Teacher: So if I wanted to do your data - let me show you.  [TARGET]Teacher: Give me a crayon.[/TARGET] Teacher: This is how you do it. Teacher: Say right here. Teacher: Under cookies.
Student: See, he's ... he's [inaudible]. Teacher: I ... I know what he's doing, but I need it explained. Student: [Inaudible].  [TARGET]Teacher: Because guys, listen.[/TARGET] Teacher: If somebody had no idea what Student D's talking about - Student: Yeah, me. Teacher: - and Student D comes up here and just says, "Well, look.
Student: Seventeen. Teacher: Seventeen. Teacher: So write that here.  [TARGET]Teacher: Are you don't with your math?[/TARGET] Teacher: [Room noise] Student: I'm finished. Teacher: Student J, sit down.
Student: She [Inaudible] Teacher: What you got is, I'm here to help you. Teacher: Student J stop!  [TARGET]Teacher: Student J stop get away from her.[/TARGET] Student: Get away she's telling you to get away. Student: So she screamed and then. Teacher: Please sit down.
Student: She [inaudible] for the day. Teacher: Because the former sixth grade teacher is now at West. Teacher: [Crosstalk]  [TARGET]Teacher: I know she comes after school.[/TARGET] Teacher: Good. Teacher: Let's focus on this, okay. Teacher: So let's go back to our multiplication chart, and here's my sixes.
Student: She already did its right here. Other Adult: Alright come this way, alright Student J come on. Teacher: You cut them into four groups.  [TARGET]Teacher: Now I want you to do this first.[/TARGET] Teacher: Do this half. Teacher: First find out what a half is then. Other Adult: Alright here it is right here [Inaudible]
Student: She called out. Teacher: No, she had her hand raised. Student: Oh.  [TARGET]Teacher: Thanks, Student G.  She didn't go to the Student G school of calling out without raising your hand.[/TARGET] Teacher: She went to the Student E school of raising your hand, right, Student F? Student: Right. Student: I went to both.
Student: She did it again! Teacher: Go back to your seats and leave her alone. Student: No!  [TARGET]Teacher: Get back to your seats.[/TARGET] Teacher: [Incredibly high pitched squeal] Teacher: What did you do to hurt him? Student: I didn't hurt him.
Student: She got cut! Teacher: What's your problem? Student: She was scratching me in my face and I was like, and then she got me and she was pulling on my buttons.  [TARGET]Teacher: Did I tell you not to run after her?[/TARGET] Multiple Students: I didn't run after her she ran after us. Multiple Students: She ran after us! Teacher: Because you started running that's why she started chasing you.
Student: She had five times [inaudible]. Teacher: Okay. Teacher: All right.  [TARGET]Teacher: Any - excuse me.[/TARGET] Teacher: Listen up. Teacher: Any suggestions? Teacher: Anybody come up with strategies that they used that they can see will work to help them win a little better.
Student: She had the wrong answer she had 25. Teacher: Shh. Teacher: It's 26 Shh.  [TARGET]Teacher: Stop just leave it, go.[/TARGET] Teacher: Once I have collected both of these papers so your name's on both. Student: My names not on that one. Teacher: Okay put your thumb up okay.
Student: She said [inaudible]. Teacher: Student F and [inaudible]. Teacher: And if you need a - you don't need Student X.  [TARGET]Teacher: Student E.  Send Student X to Miss F - you said Student X to - from Miss B's class to Mr. W for math.[/TARGET] Teacher: Yes. Teacher: He's in Miss B's class. Teacher: Today guys, we're gonna to review mean, mode, and median.
Student: She took my [inaudible] Teacher: All right, that happens. Teacher: Okay.  [TARGET]Teacher: Now I love how everybody is paying attention right now.[/TARGET] Teacher: I'm gonna write something here. Teacher: We have been finding different fractions on these. Teacher: Student K, you're looking at me.
Student: She was - Teacher: Student C. Student: She was writing it.  [TARGET]Teacher: Okay, so who's going to give her the information?[/TARGET] Teacher: One person does the graph. Teacher: You all get together and give him information of the graph. Teacher: [Inaudible] how many people chose cookies?
Student: She was just pressing on his notebook. Teacher: Who was it? Student: Student M.  [TARGET]Teacher: Student M, that's enough.[/TARGET] Teacher: You can come have a seat right over here. Teacher: Your time is up. Teacher: [Crosstalk]
Student: She was writing it. Teacher: Okay, so who's going to give her the information? Teacher: One person does the graph.  [TARGET]Teacher: You all get together and give him information of the graph.[/TARGET] Teacher: [Inaudible] how many people chose cookies? Teacher: So you all give him information. Student: She wants to do what she wants to do.
Student: She's looking. Teacher: All right, page 29. Student: We've done that.  [TARGET]Teacher: Page 29.[/TARGET] Teacher: What? Teacher: [Crosstalk] Teacher: I can't help you with that, share.
Student: She's [inaudible]. Teacher: No. Teacher: No.  [TARGET]Teacher: No.[/TARGET] Teacher: Who is doing the graph? Student: [Inaudible]. Teacher: Did they vote you?
Student: She's hitting me. Teacher: You stop yelling. Teacher: Continue.  [TARGET]Teacher: How many one fourth is Student T, Student T can you please go back and do your math?[/TARGET] Student: Uh. Teacher: [Inaudible] you have to go. Teacher: Unless you settle down.
Student: She's throwing things at me! Teacher: Student J Stop! Student: That's what I should do but I'm not going to.  [TARGET]Teacher: Student J get off from there.[/TARGET] Student: What are you doing!? Student: [Screaming] Teacher: What's the problem?
Student: Shh. Teacher: Okay, we're all gonna do this. Student: [Inaudible]  [TARGET]Teacher: Okay, we're not gonna talk during this.[/TARGET] Teacher: 65, all right, one thing that I want - that I prefer everyone doing, thinking about the smaller number. Teacher: All right, that's why - you can look at this number, but if you do the smaller number, if you look at the smaller number first, remember the steps that we have to go through. Teacher: You do the smaller number first and then the same number you added to the smaller number you add to the larger number.
Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls. Teacher: Pick up your papers.  [TARGET]Teacher: Get them ready to hand to Student A.[/TARGET] Teacher: She shouldn't have to come and pick it up off the table for you. Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right?
Student: Shut up, Student T. Teacher: It's not your business right now. Teacher: Sit down here.  [TARGET]Teacher: I didn't ask you to go out.[/TARGET] Teacher: That's somebody's art piece. Teacher: [Crosstalk] Teacher: Thank you for ignoring him.