stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Don't do that. Teacher: [Inaudible]. Teacher: Let me see what you've done.  [TARGET]Teacher: We want the number to be very close to 1,000.[/TARGET] Teacher: Try again. Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math?
Teacher: [Inaudible]. Teacher: Let me see what you've done. Teacher: We want the number to be very close to 1,000.  [TARGET]Teacher: Try again.[/TARGET] Teacher: 7 cards. Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody.
Teacher: Let me see what you've done. Teacher: We want the number to be very close to 1,000. Teacher: Try again.  [TARGET]Teacher: 7 cards.[/TARGET] Teacher: What are you doing with the table when we are doing math? Teacher: I'm not going to talk over anybody. Teacher: Until this class is done, we can't move anywhere.
Teacher: Put it away. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this?  [TARGET]Teacher: You can use a wild card.[/TARGET] Teacher: You can turn it into another number you like. Teacher: Leave that deck alone. Teacher: Come sit down.
Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Are you done with this? Teacher: You can use a wild card.  [TARGET]Teacher: You can turn it into another number you like.[/TARGET] Teacher: Leave that deck alone. Teacher: Come sit down. Teacher: Finish your math.
Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it? Teacher: Get another chair.  [TARGET]Teacher: That would be too much.[/TARGET] Teacher: Do this one. Teacher: Hold on. Teacher: Do this to be 9.
Teacher: That would be too much. Teacher: Do this one. Teacher: Hold on.  [TARGET]Teacher: Do this to be 9.[/TARGET] Teacher: Stop. Teacher: Can you stop? Teacher: Do this to be - hold on.
Teacher: Do this to be 9. Teacher: Stop. Teacher: Can you stop?  [TARGET]Teacher: Do this to be - hold on.[/TARGET] Teacher: This could be a - this is 10. Teacher: This could be a 5. Student: No.
Teacher: Stop. Teacher: Can you stop? Teacher: Do this to be - hold on.  [TARGET]Teacher: This could be a - this is 10.[/TARGET] Teacher: This could be a 5. Student: No. Student: It has to be 9, 9, and this will be a 5.
Teacher: Can you stop? Teacher: Do this to be - hold on. Teacher: This could be a - this is 10.  [TARGET]Teacher: This could be a 5.[/TARGET] Student: No. Student: It has to be 9, 9, and this will be a 5. Student: Wait.
Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: Spread your card. Teacher: I'm going to help you.  [TARGET]Teacher: This is going to be too much.[/TARGET] Teacher: You have to use three cards. Teacher: Let me help you the first time. Teacher: This is going to be a 6.
Teacher: Spread your card. Teacher: I'm going to help you. Teacher: This is going to be too much.  [TARGET]Teacher: You have to use three cards.[/TARGET] Teacher: Let me help you the first time. Teacher: This is going to be a 6. Teacher: Let me help you now.
Teacher: This is going to be too much. Teacher: You have to use three cards. Teacher: Let me help you the first time.  [TARGET]Teacher: This is going to be a 6.[/TARGET] Teacher: Let me help you now. Teacher: This is a 6. Teacher: This is going to be 8.
Teacher: Let me help you the first time. Teacher: This is going to be a 6. Teacher: Let me help you now.  [TARGET]Teacher: This is a 6.[/TARGET] Teacher: This is going to be 8. Teacher: This is going to be 2. Teacher: Hold on.
Teacher: This is going to be a 6. Teacher: Let me help you now. Teacher: This is a 6.  [TARGET]Teacher: This is going to be 8.[/TARGET] Teacher: This is going to be 2. Teacher: Hold on. Teacher: Make this to be a 1.
Teacher: Let me help you now. Teacher: This is a 6. Teacher: This is going to be 8.  [TARGET]Teacher: This is going to be 2.[/TARGET] Teacher: Hold on. Teacher: Make this to be a 1. Teacher: Add up.
Teacher: This is going to be 8. Teacher: This is going to be 2. Teacher: Hold on.  [TARGET]Teacher: Make this to be a 1.[/TARGET] Teacher: Add up. Teacher: Let's see. Teacher: 305 - no, 315 plus 685.
Teacher: This is going to be 2. Teacher: Hold on. Teacher: Make this to be a 1.  [TARGET]Teacher: Add up.[/TARGET] Teacher: Let's see. Teacher: 305 - no, 315 plus 685. Teacher: Let's see.
Teacher: Hold on. Teacher: Make this to be a 1. Teacher: Add up.  [TARGET]Teacher: Let's see.[/TARGET] Teacher: 305 - no, 315 plus 685. Teacher: Let's see. Teacher: Which other card do you have?
Teacher: Make this to be a 1. Teacher: Add up. Teacher: Let's see.  [TARGET]Teacher: 305 - no, 315 plus 685.[/TARGET] Teacher: Let's see. Teacher: Which other card do you have? Teacher: Pick up the cards you have on the floor.
Teacher: Add up. Teacher: Let's see. Teacher: 305 - no, 315 plus 685.  [TARGET]Teacher: Let's see.[/TARGET] Teacher: Which other card do you have? Teacher: Pick up the cards you have on the floor. Student: I didn't do that.
Teacher: Let's see. Teacher: 305 - no, 315 plus 685. Teacher: Let's see.  [TARGET]Teacher: Which other card do you have?[/TARGET] Teacher: Pick up the cards you have on the floor. Student: I didn't do that. Teacher: Pick it up for me.
Teacher: Pick up the cards you have on the floor. Student: I didn't do that. Teacher: Pick it up for me.  [TARGET]Teacher: This is a 10.[/TARGET] Student: You said 1. Teacher: 1 plus 9 is 8. Teacher: Plus 1 you borrowed from me is 10.
Teacher: Pick it up for me. Teacher: This is a 10. Student: You said 1.  [TARGET]Teacher: 1 plus 9 is 8.[/TARGET] Teacher: Plus 1 you borrowed from me is 10. Teacher: Sit down now. Teacher: Sit down right now.
Teacher: This is a 10. Student: You said 1. Teacher: 1 plus 9 is 8.  [TARGET]Teacher: Plus 1 you borrowed from me is 10.[/TARGET] Teacher: Sit down now. Teacher: Sit down right now. Teacher: You have a choice to go outside to the [inaudible].
[TARGET]Teacher: Fractions, somebody taught me yesterday - in telling us what fraction is?[/TARGET] Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday. Teacher: Today we are going to look at all the rectangles we have here. Teacher: We're going to name them and look at them and find out which one is bigger.
Teacher: Fractions, somebody taught me yesterday - in telling us what fraction is?  [TARGET]Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday.[/TARGET] Teacher: Today we are going to look at all the rectangles we have here. Teacher: We're going to name them and look at them and find out which one is bigger. Teacher: We're going to start from the first one.
Teacher: Fractions, somebody taught me yesterday - in telling us what fraction is? Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday.  [TARGET]Teacher: Today we are going to look at all the rectangles we have here.[/TARGET] Teacher: We're going to name them and look at them and find out which one is bigger. Teacher: We're going to start from the first one. Teacher: If we're asks to write the fraction
Teacher: Fractions, somebody taught me yesterday - in telling us what fraction is? Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday. Teacher: Today we are going to look at all the rectangles we have here.  [TARGET]Teacher: We're going to name them and look at them and find out which one is bigger.[/TARGET] Teacher: We're going to start from the first one. Teacher: If we're asks to write the fraction Teacher: The fraction is the first one, what shall we write?
Teacher: Some people said fraction is a piece of a whole and I said that fraction is a division that comes out from a big whole and we copied this yesterday. Teacher: Today we are going to look at all the rectangles we have here. Teacher: We're going to name them and look at them and find out which one is bigger.  [TARGET]Teacher: We're going to start from the first one.[/TARGET] Teacher: If we're asks to write the fraction Teacher: The fraction is the first one, what shall we write? Teacher: Number one is what?
Teacher: Today we are going to look at all the rectangles we have here. Teacher: We're going to name them and look at them and find out which one is bigger. Teacher: We're going to start from the first one.  [TARGET]Teacher: If we're asks to write the fraction[/TARGET] Teacher: The fraction is the first one, what shall we write? Teacher: Number one is what? Student: 1 fourth.
Teacher: We're going to name them and look at them and find out which one is bigger. Teacher: We're going to start from the first one. Teacher: If we're asks to write the fraction  [TARGET]Teacher: The fraction is the first one, what shall we write?[/TARGET] Teacher: Number one is what? Student: 1 fourth. Teacher: Can you write one fourth on top?
Teacher: We're going to start from the first one. Teacher: If we're asks to write the fraction Teacher: The fraction is the first one, what shall we write?  [TARGET]Teacher: Number one is what?[/TARGET] Student: 1 fourth. Teacher: Can you write one fourth on top? Student: 1 over 4
Teacher: The fraction is the first one, what shall we write? Teacher: Number one is what? Student: 1 fourth.  [TARGET]Teacher: Can you write one fourth on top?[/TARGET] Student: 1 over 4 Teacher: Write it in. Teacher: Sit down thank you.
Student: 1 over 4 Teacher: Write it in. Teacher: Sit down thank you.  [TARGET]Teacher: Is there anybody that doesn't agree that this is 1 fourth?[/TARGET] Student: I don't agree. Teacher: Why Student: I don't know why I don't agree.
Teacher: Sit down thank you. Teacher: Is there anybody that doesn't agree that this is 1 fourth? Student: I don't agree.  [TARGET]Teacher: Why[/TARGET] Student: I don't know why I don't agree. Student: He raised his hand. Teacher: Yes?
Teacher: Why Student: I don't know why I don't agree. Student: He raised his hand.  [TARGET]Teacher: Yes?[/TARGET] Teacher: Is that 1 fourth? Teacher: Is it 1 fourth? Teacher: Why is it 1 fourth?
Student: I don't know why I don't agree. Student: He raised his hand. Teacher: Yes?  [TARGET]Teacher: Is that 1 fourth?[/TARGET] Teacher: Is it 1 fourth? Teacher: Why is it 1 fourth? Student: I don't know.
Student: He raised his hand. Teacher: Yes? Teacher: Is that 1 fourth?  [TARGET]Teacher: Is it 1 fourth?[/TARGET] Teacher: Why is it 1 fourth? Student: I don't know. Student: It's 1 fourth because one is shaded and the rest is not.
Teacher: Yes? Teacher: Is that 1 fourth? Teacher: Is it 1 fourth?  [TARGET]Teacher: Why is it 1 fourth?[/TARGET] Student: I don't know. Student: It's 1 fourth because one is shaded and the rest is not. Teacher: And we have how many parts here?
Teacher: Why is it 1 fourth? Student: I don't know. Student: It's 1 fourth because one is shaded and the rest is not.  [TARGET]Teacher: And we have how many parts here?[/TARGET] Student: Four Teacher: And what is what? Student: Shaded.
Student: It's 1 fourth because one is shaded and the rest is not. Teacher: And we have how many parts here? Student: Four  [TARGET]Teacher: And what is what?[/TARGET] Student: Shaded. Teacher: 1 fourth. Teacher: Now let's look at this one.
Student: Four Teacher: And what is what? Student: Shaded.  [TARGET]Teacher: 1 fourth.[/TARGET] Teacher: Now let's look at this one. Teacher: What do you think this number 2 is? Student: Easy
Teacher: And what is what? Student: Shaded. Teacher: 1 fourth.  [TARGET]Teacher: Now let's look at this one.[/TARGET] Teacher: What do you think this number 2 is? Student: Easy Teacher: Yes?
Student: Shaded. Teacher: 1 fourth. Teacher: Now let's look at this one.  [TARGET]Teacher: What do you think this number 2 is?[/TARGET] Student: Easy Teacher: Yes? Student: 1 half.
Teacher: Now let's look at this one. Teacher: What do you think this number 2 is? Student: Easy  [TARGET]Teacher: Yes?[/TARGET] Student: 1 half. Teacher: Come on write it. Student: 1 third.
Student: 1 third. Student: Don't give it to them. Teacher: Sit down.  [TARGET]Teacher: If you say that this is right thumbs up.[/TARGET] Teacher: Sit down, if one half is right thumbs up. Teacher: If you think that its wrong thumbs down. Teacher: Why is it wrong?
Teacher: Sit down. Teacher: If you say that this is right thumbs up. Teacher: Sit down, if one half is right thumbs up.  [TARGET]Teacher: If you think that its wrong thumbs down.[/TARGET] Teacher: Why is it wrong? Multiple Students: Because. Teacher: Okay why?
Teacher: If you say that this is right thumbs up. Teacher: Sit down, if one half is right thumbs up. Teacher: If you think that its wrong thumbs down.  [TARGET]Teacher: Why is it wrong?[/TARGET] Multiple Students: Because. Teacher: Okay why? Student: They have 3 parts and only one is shaded so it's one third.
Multiple Students: Because. Teacher: Okay why? Student: They have 3 parts and only one is shaded so it's one third.  [TARGET]Teacher: 1 third, do we agree?[/TARGET] Student: Yes. Teacher: This is not one half? Teacher: Look at how many parts do we have 1, 2, 3.
Student: They have 3 parts and only one is shaded so it's one third. Teacher: 1 third, do we agree? Student: Yes.  [TARGET]Teacher: This is not one half?[/TARGET] Teacher: Look at how many parts do we have 1, 2, 3. Teacher: How many are shaded? Student: 1
Teacher: 1 third, do we agree? Student: Yes. Teacher: This is not one half?  [TARGET]Teacher: Look at how many parts do we have 1, 2, 3.[/TARGET] Teacher: How many are shaded? Student: 1 Teacher: Turn around we [Inaudible] every day I make mistake myself right.
Student: Yes. Teacher: This is not one half? Teacher: Look at how many parts do we have 1, 2, 3.  [TARGET]Teacher: How many are shaded?[/TARGET] Student: 1 Teacher: Turn around we [Inaudible] every day I make mistake myself right. Teacher: Nobody's perfect, we're not.
Teacher: How many are shaded? Student: 1 Teacher: Turn around we [Inaudible] every day I make mistake myself right.  [TARGET]Teacher: Nobody's perfect, we're not.[/TARGET] Teacher: We notice how many parts like I said that, yesterday that, the numerator. Teacher: Numerator which is the number at the top, Sorry. Student: Whoa
Student: 1 Teacher: Turn around we [Inaudible] every day I make mistake myself right. Teacher: Nobody's perfect, we're not.  [TARGET]Teacher: We notice how many parts like I said that, yesterday that, the numerator.[/TARGET] Teacher: Numerator which is the number at the top, Sorry. Student: Whoa Teacher: The number on the top has how many is taking or shaded from the whole.
Teacher: Turn around we [Inaudible] every day I make mistake myself right. Teacher: Nobody's perfect, we're not. Teacher: We notice how many parts like I said that, yesterday that, the numerator.  [TARGET]Teacher: Numerator which is the number at the top, Sorry.[/TARGET] Student: Whoa Teacher: The number on the top has how many is taking or shaded from the whole. Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into.
Teacher: We notice how many parts like I said that, yesterday that, the numerator. Teacher: Numerator which is the number at the top, Sorry. Student: Whoa  [TARGET]Teacher: The number on the top has how many is taking or shaded from the whole.[/TARGET] Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into. Teacher: And that is what comes here. Teacher: This whole is divided into how many parts?
Teacher: Numerator which is the number at the top, Sorry. Student: Whoa Teacher: The number on the top has how many is taking or shaded from the whole.  [TARGET]Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into.[/TARGET] Teacher: And that is what comes here. Teacher: This whole is divided into how many parts? Student: 3
Student: Whoa Teacher: The number on the top has how many is taking or shaded from the whole. Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into.  [TARGET]Teacher: And that is what comes here.[/TARGET] Teacher: This whole is divided into how many parts? Student: 3 Teacher: Which is the denominator and how many parts is shaded?
Teacher: The number on the top has how many is taking or shaded from the whole. Teacher: Here we have 1 that is shaded and the denominator has how many the whole is divided into. Teacher: And that is what comes here.  [TARGET]Teacher: This whole is divided into how many parts?[/TARGET] Student: 3 Teacher: Which is the denominator and how many parts is shaded? Student: 2, 1.
Teacher: And that is what comes here. Teacher: This whole is divided into how many parts? Student: 3  [TARGET]Teacher: Which is the denominator and how many parts is shaded?[/TARGET] Student: 2, 1. Teacher: 1 the numerator. Student: It's about um.
Student: 3 Teacher: Which is the denominator and how many parts is shaded? Student: 2, 1.  [TARGET]Teacher: 1 the numerator.[/TARGET] Student: It's about um. Teacher: Maybe think about it perhaps this way. Teacher: 1 fourth and 1 third which one is bigger?
Student: 2, 1. Teacher: 1 the numerator. Student: It's about um.  [TARGET]Teacher: Maybe think about it perhaps this way.[/TARGET] Teacher: 1 fourth and 1 third which one is bigger? Student: 1 third. Teacher: Please raise your hand, which one is bigger?
Teacher: 1 the numerator. Student: It's about um. Teacher: Maybe think about it perhaps this way.  [TARGET]Teacher: 1 fourth and 1 third which one is bigger?[/TARGET] Student: 1 third. Teacher: Please raise your hand, which one is bigger? Student: 1 third.
Student: 1 third. Teacher: Please raise your hand, which one is bigger? Student: 1 third.  [TARGET]Teacher: 1 third and 1 fourth which one is bigger?[/TARGET] Student: 1 fourth! Teacher: Hm, do you agree? Student: No
Student: 1 third. Teacher: 1 third and 1 fourth which one is bigger? Student: 1 fourth!  [TARGET]Teacher: Hm, do you agree?[/TARGET] Student: No Teacher: Why? Student: Because it's not bigger, 1 third is bigger because if you look at how many blocks are shaded on 1 third and 1 fourth.
Student: 1 fourth! Teacher: Hm, do you agree? Student: No  [TARGET]Teacher: Why?[/TARGET] Student: Because it's not bigger, 1 third is bigger because if you look at how many blocks are shaded on 1 third and 1 fourth. Student: I know 1  fourth has one more but 1 third's blocks are bigger. Teacher: I agree, I agree.
Teacher: Why? Student: Because it's not bigger, 1 third is bigger because if you look at how many blocks are shaded on 1 third and 1 fourth. Student: I know 1  fourth has one more but 1 third's blocks are bigger.  [TARGET]Teacher: I agree, I agree.[/TARGET] Student: I don't. Teacher: Everybody look here, I shaded these rectangles and they are the same size. Teacher: I shaded these into fourths and these ones I shaded into threes.
Teacher: I agree, I agree. Student: I don't. Teacher: Everybody look here, I shaded these rectangles and they are the same size.  [TARGET]Teacher: I shaded these into fourths and these ones I shaded into threes.[/TARGET] Teacher: Which one do you think will get more? Student: Um, those. Teacher: Those are shaded to 3.
Student: I don't. Teacher: Everybody look here, I shaded these rectangles and they are the same size. Teacher: I shaded these into fourths and these ones I shaded into threes.  [TARGET]Teacher: Which one do you think will get more?[/TARGET] Student: Um, those. Teacher: Those are shaded to 3. Teacher: Let's say for example.
Teacher: I shaded these into fourths and these ones I shaded into threes. Teacher: Which one do you think will get more? Student: Um, those.  [TARGET]Teacher: Those are shaded to 3.[/TARGET] Teacher: Let's say for example. Teacher: This is 20. Teacher: Let's say that I gave $20 to three people.
Teacher: Which one do you think will get more? Student: Um, those. Teacher: Those are shaded to 3.  [TARGET]Teacher: Let's say for example.[/TARGET] Teacher: This is 20. Teacher: Let's say that I gave $20 to three people. Teacher: And I gave the same $20 to four people which people will get more money?
Student: Um, those. Teacher: Those are shaded to 3. Teacher: Let's say for example.  [TARGET]Teacher: This is 20.[/TARGET] Teacher: Let's say that I gave $20 to three people. Teacher: And I gave the same $20 to four people which people will get more money? Student: The four one.
Teacher: Those are shaded to 3. Teacher: Let's say for example. Teacher: This is 20.  [TARGET]Teacher: Let's say that I gave $20 to three people.[/TARGET] Teacher: And I gave the same $20 to four people which people will get more money? Student: The four one. Student: Three people.
Teacher: Let's say for example. Teacher: This is 20. Teacher: Let's say that I gave $20 to three people.  [TARGET]Teacher: And I gave the same $20 to four people which people will get more money?[/TARGET] Student: The four one. Student: Three people. Teacher: The three people, because they are smaller sharing bigger number.
Teacher: And I gave the same $20 to four people which people will get more money? Student: The four one. Student: Three people.  [TARGET]Teacher: The three people, because they are smaller sharing bigger number.[/TARGET] Teacher: Which makes sense. Teacher: So let's look at by three here and look at how what do you think number three is? Teacher: Student J.
Student: The four one. Student: Three people. Teacher: The three people, because they are smaller sharing bigger number.  [TARGET]Teacher: Which makes sense.[/TARGET] Teacher: So let's look at by three here and look at how what do you think number three is? Teacher: Student J. Teacher: Can you comment on number three?
Student: Three people. Teacher: The three people, because they are smaller sharing bigger number. Teacher: Which makes sense.  [TARGET]Teacher: So let's look at by three here and look at how what do you think number three is?[/TARGET] Teacher: Student J. Teacher: Can you comment on number three? Student: [Inaudible]
Teacher: The three people, because they are smaller sharing bigger number. Teacher: Which makes sense. Teacher: So let's look at by three here and look at how what do you think number three is?  [TARGET]Teacher: Student J.[/TARGET] Teacher: Can you comment on number three? Student: [Inaudible] Student: [Too much cross talking right next to the mic]
Teacher: Which makes sense. Teacher: So let's look at by three here and look at how what do you think number three is? Teacher: Student J.  [TARGET]Teacher: Can you comment on number three?[/TARGET] Student: [Inaudible] Student: [Too much cross talking right next to the mic] Student: Which one am I gonna get?
Student: [Too much cross talking right next to the mic] Student: Which one am I gonna get? Other Adult: We'll figure them all out, kinda all at once.  [TARGET]Teacher: How much is that please?[/TARGET] Teacher: How much is that please? Student: We've got a camera! Teacher: Looking at what we have here.
Student: Which one am I gonna get? Other Adult: We'll figure them all out, kinda all at once. Teacher: How much is that please?  [TARGET]Teacher: How much is that please?[/TARGET] Student: We've got a camera! Teacher: Looking at what we have here. Student: It doesn't go to our parents though.
Student: We've got a camera! Teacher: Looking at what we have here. Student: It doesn't go to our parents though.  [TARGET]Teacher: What is this one bigger?[/TARGET] Teacher: Student D? Student: 1 sixth. Teacher: I agree.
Teacher: Looking at what we have here. Student: It doesn't go to our parents though. Teacher: What is this one bigger?  [TARGET]Teacher: Student D?[/TARGET] Student: 1 sixth. Teacher: I agree. Other Adult: Very good.
Teacher: What is this one bigger? Teacher: Student D? Student: 1 sixth.  [TARGET]Teacher: I agree.[/TARGET] Other Adult: Very good. Teacher: Now I want you to look at the two 1 sixth and 1 eighth, which is bigger? Student: Oh, Oh!
Student: 1 sixth. Teacher: I agree. Other Adult: Very good.  [TARGET]Teacher: Now I want you to look at the two 1 sixth and 1 eighth, which is bigger?[/TARGET] Student: Oh, Oh! Teacher: Pay attention Student S, 1 eight and 1 sixth which is bigger? Student: 1 sixth.