stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Yeah. Teacher: You met with me yesterday? Teacher: [Crosstalk]  [TARGET]Teacher: Five, four.[/TARGET] Teacher: Student A, the only way to actually learn something is you have to physically try it. Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves.
Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. Teacher: Now think about what we do next.  [TARGET]Teacher: When you can't put it in there, we go to the next two digits.[/TARGET] Teacher: What's the next two digits? Teacher: 20, okay. Teacher: What do you multiply by six to get as close to 20 as you possibly can?
Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do. Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits.  [TARGET]Teacher: What's the next two digits?[/TARGET] Teacher: 20, okay. Teacher: What do you multiply by six to get as close to 20 as you possibly can? Teacher: Six, 12 - six, 12, 18.
Teacher: Now think about what we do next. Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits?  [TARGET]Teacher: 20, okay.[/TARGET] Teacher: What do you multiply by six to get as close to 20 as you possibly can? Teacher: Six, 12 - six, 12, 18. Teacher: What did we just multiply by?
Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits? Teacher: 20, okay.  [TARGET]Teacher: What do you multiply by six to get as close to 20 as you possibly can?[/TARGET] Teacher: Six, 12 - six, 12, 18. Teacher: What did we just multiply by? Student: Three.
Teacher: What's the next two digits? Teacher: 20, okay. Teacher: What do you multiply by six to get as close to 20 as you possibly can?  [TARGET]Teacher: Six, 12 - six, 12, 18.[/TARGET] Teacher: What did we just multiply by? Student: Three. Teacher: Three.
Teacher: 20, okay. Teacher: What do you multiply by six to get as close to 20 as you possibly can? Teacher: Six, 12 - six, 12, 18.  [TARGET]Teacher: What did we just multiply by?[/TARGET] Student: Three. Teacher: Three. Teacher: Where should you put the three?
Teacher: Six, 12 - six, 12, 18. Teacher: What did we just multiply by? Student: Three.  [TARGET]Teacher: Three.[/TARGET] Teacher: Where should you put the three? Student: Here. Teacher: Uh-huh.
Teacher: What did we just multiply by? Student: Three. Teacher: Three.  [TARGET]Teacher: Where should you put the three?[/TARGET] Student: Here. Teacher: Uh-huh. Teacher: Where should you put the 18?
Teacher: Three. Teacher: Where should you put the three? Student: Here.  [TARGET]Teacher: Uh-huh.[/TARGET] Teacher: Where should you put the 18? Teacher: Right here. Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something.
Teacher: Where should you put the three? Student: Here. Teacher: Uh-huh.  [TARGET]Teacher: Where should you put the 18?[/TARGET] Teacher: Right here. Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something. Teacher: When was the last time I ever yelled at you for not knowing something?
Student: Here. Teacher: Uh-huh. Teacher: Where should you put the 18?  [TARGET]Teacher: Right here.[/TARGET] Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something. Teacher: When was the last time I ever yelled at you for not knowing something? Student: Never.
Teacher: Okay. Teacher: All right, very good. Teacher: Let's all work through this together.  [TARGET]Teacher: Remember, it is a learning experience.[/TARGET] Teacher: This is something new. Teacher: I don't expect you to know it perfectly. Teacher: I didn't know it perfectly in the fourth grade.
Teacher: All right, very good. Teacher: Let's all work through this together. Teacher: Remember, it is a learning experience.  [TARGET]Teacher: This is something new.[/TARGET] Teacher: I don't expect you to know it perfectly. Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly.
Teacher: Let's all work through this together. Teacher: Remember, it is a learning experience. Teacher: This is something new.  [TARGET]Teacher: I don't expect you to know it perfectly.[/TARGET] Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see.
Teacher: Remember, it is a learning experience. Teacher: This is something new. Teacher: I don't expect you to know it perfectly.  [TARGET]Teacher: I didn't know it perfectly in the fourth grade.[/TARGET] Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step.
Teacher: This is something new. Teacher: I don't expect you to know it perfectly. Teacher: I didn't know it perfectly in the fourth grade.  [TARGET]Teacher: I think I learned it lie, in fifth grade, honestly.[/TARGET] Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that?
Teacher: You're fine. Teacher: This is a non-threatening environment. Teacher: Stop.  [TARGET]Teacher: Six goes into two how many times?[/TARGET] Multiple Students: Zero. Teacher: Zero. Teacher: Okay, we know that.
Teacher: Stop. Teacher: Six goes into two how many times? Multiple Students: Zero.  [TARGET]Teacher: Zero.[/TARGET] Teacher: Okay, we know that. Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens. Teacher: So now we have to do 20.
Teacher: Six goes into two how many times? Multiple Students: Zero. Teacher: Zero.  [TARGET]Teacher: Okay, we know that.[/TARGET] Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens. Teacher: So now we have to do 20. Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20.
Multiple Students: Zero. Teacher: Zero. Teacher: Okay, we know that.  [TARGET]Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens.[/TARGET] Teacher: So now we have to do 20. Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20. Student: Three.
Teacher: Zero. Teacher: Okay, we know that. Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens.  [TARGET]Teacher: So now we have to do 20.[/TARGET] Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20. Student: Three. Teacher: Three.
Teacher: Okay, we know that. Teacher: So then what do we do if it can't go in the first half and we [bump] it to make it a bigger number, so we go into the next two numbers, which is the tens. Teacher: So now we have to do 20.  [TARGET]Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20.[/TARGET] Student: Three. Teacher: Three. Teacher: And what is six times three?
Teacher: So now we have to do 20. Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20. Student: Three.  [TARGET]Teacher: Three.[/TARGET] Teacher: And what is six times three? Multiple Students: 18 Teacher: Here - this step right here, Student I and Student W, this is where you messed up, so you two pay close attention.
Teacher: Okay, what can we multiply by six to get close to 20, but we cannot go over 20. Student: Three. Teacher: Three.  [TARGET]Teacher: And what is six times three?[/TARGET] Multiple Students: 18 Teacher: Here - this step right here, Student I and Student W, this is where you messed up, so you two pay close attention. Multiple Students: Attention.
Teacher: Here - this step right here, Student I and Student W, this is where you messed up, so you two pay close attention. Multiple Students: Attention. Student: I messed up too.  [TARGET]Teacher: Right here, 20 minus 18 is two, correct?[/TARGET] Teacher: You all had that. Teacher: Then for some reason you all added another zero. Teacher: You went here and you said six won't go into two, but you skipped this step right here.
Multiple Students: Attention. Student: I messed up too. Teacher: Right here, 20 minus 18 is two, correct?  [TARGET]Teacher: You all had that.[/TARGET] Teacher: Then for some reason you all added another zero. Teacher: You went here and you said six won't go into two, but you skipped this step right here. Teacher: [Crosstalk]
Student: I messed up too. Teacher: Right here, 20 minus 18 is two, correct? Teacher: You all had that.  [TARGET]Teacher: Then for some reason you all added another zero.[/TARGET] Teacher: You went here and you said six won't go into two, but you skipped this step right here. Teacher: [Crosstalk] Teacher: You must bring it down [to even] have that.
Teacher: Right here, 20 minus 18 is two, correct? Teacher: You all had that. Teacher: Then for some reason you all added another zero.  [TARGET]Teacher: You went here and you said six won't go into two, but you skipped this step right here.[/TARGET] Teacher: [Crosstalk] Teacher: You must bring it down [to even] have that. Student: I had that.
Teacher: Then for some reason you all added another zero. Teacher: You went here and you said six won't go into two, but you skipped this step right here. Teacher: [Crosstalk]  [TARGET]Teacher: You must bring it down [to even] have that.[/TARGET] Student: I had that. Teacher: No, you had a 20. Teacher: But see, [inaudible].
Teacher: [Crosstalk] Teacher: You must bring it down [to even] have that. Student: I had that.  [TARGET]Teacher: No, you had a 20.[/TARGET] Teacher: But see, [inaudible]. Student: He brought down - Teacher: You brought it down like five times.
Teacher: You must bring it down [to even] have that. Student: I had that. Teacher: No, you had a 20.  [TARGET]Teacher: But see, [inaudible].[/TARGET] Student: He brought down - Teacher: You brought it down like five times. Teacher: [Crosstalk]
Teacher: No, you had a 20. Teacher: But see, [inaudible]. Student: He brought down -  [TARGET]Teacher: You brought it down like five times.[/TARGET] Teacher: [Crosstalk] Teacher: All right, here we go. Teacher: So I brought it down and now right here -
Teacher: You brought it down like five times. Teacher: [Crosstalk] Teacher: All right, here we go.  [TARGET]Teacher: So I brought it down and now right here -[/TARGET] Student: This is what I got. Student: [Crosstalk] Teacher: Let me show you something.
Student: [Crosstalk] Teacher: Let me show you something. Teacher: Student I, Student W, look.  [TARGET]Teacher: You and him, do you all have the exact same thing, 24 minus four?[/TARGET] Teacher: 24 minus four? Teacher: Is that - wasn't that right? Teacher: All right.
Teacher: Let me show you something. Teacher: Student I, Student W, look. Teacher: You and him, do you all have the exact same thing, 24 minus four?  [TARGET]Teacher: 24 minus four?[/TARGET] Teacher: Is that - wasn't that right? Teacher: All right. Teacher: I don't know why you all had minus four.
Teacher: Student I, Student W, look. Teacher: You and him, do you all have the exact same thing, 24 minus four? Teacher: 24 minus four?  [TARGET]Teacher: Is that - wasn't that right?[/TARGET] Teacher: All right. Teacher: I don't know why you all had minus four. Teacher: It has nothing to do with it, so that's what I'm trying to say to you.
Teacher: 24 minus four? Teacher: Is that - wasn't that right? Teacher: All right.  [TARGET]Teacher: I don't know why you all had minus four.[/TARGET] Teacher: It has nothing to do with it, so that's what I'm trying to say to you. Teacher: We brought it down. Teacher: We don't minus it.
Teacher: Is that - wasn't that right? Teacher: All right. Teacher: I don't know why you all had minus four.  [TARGET]Teacher: It has nothing to do with it, so that's what I'm trying to say to you.[/TARGET] Teacher: We brought it down. Teacher: We don't minus it. Teacher: [Inaudible] that over here?
Teacher: All right. Teacher: I don't know why you all had minus four. Teacher: It has nothing to do with it, so that's what I'm trying to say to you.  [TARGET]Teacher: We brought it down.[/TARGET] Teacher: We don't minus it. Teacher: [Inaudible] that over here? Teacher: We subtracted and then we brought it down.
Teacher: I don't know why you all had minus four. Teacher: It has nothing to do with it, so that's what I'm trying to say to you. Teacher: We brought it down.  [TARGET]Teacher: We don't minus it.[/TARGET] Teacher: [Inaudible] that over here? Teacher: We subtracted and then we brought it down. Teacher: You added an extra step.
Teacher: It has nothing to do with it, so that's what I'm trying to say to you. Teacher: We brought it down. Teacher: We don't minus it.  [TARGET]Teacher: [Inaudible] that over here?[/TARGET] Teacher: We subtracted and then we brought it down. Teacher: You added an extra step. Teacher: So what is six into 24?
Teacher: We brought it down. Teacher: We don't minus it. Teacher: [Inaudible] that over here?  [TARGET]Teacher: We subtracted and then we brought it down.[/TARGET] Teacher: You added an extra step. Teacher: So what is six into 24? Multiple Students: Four.
Teacher: We don't minus it. Teacher: [Inaudible] that over here? Teacher: We subtracted and then we brought it down.  [TARGET]Teacher: You added an extra step.[/TARGET] Teacher: So what is six into 24? Multiple Students: Four. Teacher: Four.
Teacher: [Inaudible] that over here? Teacher: We subtracted and then we brought it down. Teacher: You added an extra step.  [TARGET]Teacher: So what is six into 24?[/TARGET] Multiple Students: Four. Teacher: Four. Teacher: [Crosstalk]
Teacher: You added an extra step. Teacher: So what is six into 24? Multiple Students: Four.  [TARGET]Teacher: Four.[/TARGET] Teacher: [Crosstalk] Teacher: Six times four is 24. Teacher: [Crosstalk]
Multiple Students: Four. Teacher: Four. Teacher: [Crosstalk]  [TARGET]Teacher: Six times four is 24.[/TARGET] Teacher: [Crosstalk] Teacher: You, honey, are not listening to me. Teacher: You put 24 minus four.
Teacher: Six times four is 24. Teacher: [Crosstalk] Teacher: You, honey, are not listening to me.  [TARGET]Teacher: You put 24 minus four.[/TARGET] Teacher: I don't even know where you get this [theory]. Teacher: [Crosstalk] Teacher: Okay.
Teacher: [Crosstalk] Teacher: You, honey, are not listening to me. Teacher: You put 24 minus four.  [TARGET]Teacher: I don't even know where you get this [theory].[/TARGET] Teacher: [Crosstalk] Teacher: Okay. Teacher: How many of you got that one correct?
Teacher: I don't even know where you get this [theory]. Teacher: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: How many of you got that one correct?[/TARGET] Student: I got that correct. Teacher: How many of you got that one correct? Teacher: Raise your hand.
Teacher: Okay. Teacher: How many of you got that one correct? Student: I got that correct.  [TARGET]Teacher: How many of you got that one correct?[/TARGET] Teacher: Raise your hand. Teacher: Okay. Teacher: Please sit up, Student A.  That's inappropriate.
Teacher: Please sit up, Student A.  That's inappropriate. Teacher: All right, here we go. Teacher: No, we're going to groups.  [TARGET]Teacher: Sorry.[/TARGET] Teacher: [Crosstalk] Teacher: So this group, we're on rotation three. Teacher: We didn't get into that yesterday.
Teacher: Sorry. Teacher: [Crosstalk] Teacher: So this group, we're on rotation three.  [TARGET]Teacher: We didn't get into that yesterday.[/TARGET] Teacher: So I want to see Student J, Student T, Student W, Student J, Student T and Student V. Teacher: [Crosstalk] Teacher: Just bring your notebooks.
Teacher: We don't [talk] that way. Teacher: You go to - then you go to math with science, you go to math with science and then you will see - Student: Oh.  [TARGET]Teacher: Oh.[/TARGET] Teacher: So take your [yeahs] back. Student: Okay. Teacher: All right.
Teacher: You go to - then you go to math with science, you go to math with science and then you will see - Student: Oh. Teacher: Oh.  [TARGET]Teacher: So take your [yeahs] back.[/TARGET] Student: Okay. Teacher: All right. Student: [Inaudible], because all the other [inaudible].
Student: It's only the second quarter. Teacher: All right, here we go. Teacher: So turn your papers to the sides.  [TARGET]Teacher: But yours could look like it looked like over there.[/TARGET] Teacher: All right, turn your paper to the side, that way. Student: Oh. Teacher: All right, I'm gonna give you a couple of them just to start off with.
Teacher: All right, I'm gonna give you a couple of them just to start off with. Teacher: Let's see. Teacher: I want you all to [try these].  [TARGET]Teacher: Five and three, four.[/TARGET] Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page. Teacher: [Crosstalk] Teacher: No, look, you have the line free.
Teacher: Let's see. Teacher: I want you all to [try these]. Teacher: Five and three, four.  [TARGET]Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page.[/TARGET] Teacher: [Crosstalk] Teacher: No, look, you have the line free. Teacher: [Crosstalk]
Teacher: Five and three, four. Teacher: Now, okay, Student W, make sure that each of yours stays in a line so it's like this on that page. Teacher: [Crosstalk]  [TARGET]Teacher: No, look, you have the line free.[/TARGET] Teacher: [Crosstalk] Teacher: Five, and just write small. Teacher: 345
Teacher: [Crosstalk] Teacher: No, look, you have the line free. Teacher: [Crosstalk]  [TARGET]Teacher: Five, and just write small.[/TARGET] Teacher: 345 Teacher: Both of them. Teacher: Write both of them.
Teacher: No, look, you have the line free. Teacher: [Crosstalk] Teacher: Five, and just write small.  [TARGET]Teacher: 345[/TARGET] Teacher: Both of them. Teacher: Write both of them. Student: Okay.
Teacher: [Inaudible], stop. Teacher: All right. Teacher: Let's see how you did.  [TARGET]Teacher: Okay, so I have three right here.[/TARGET] Teacher: I have three. Teacher: That means you don't understand it. Student: Yeah.
Teacher: All right. Teacher: Let's see how you did. Teacher: Okay, so I have three right here.  [TARGET]Teacher: I have three.[/TARGET] Teacher: That means you don't understand it. Student: Yeah. Teacher: Yes.
Teacher: Let's see how you did. Teacher: Okay, so I have three right here. Teacher: I have three.  [TARGET]Teacher: That means you don't understand it.[/TARGET] Student: Yeah. Teacher: Yes. Student: I forgot about the same thing.
Teacher: I have three. Teacher: That means you don't understand it. Student: Yeah.  [TARGET]Teacher: Yes.[/TARGET] Student: I forgot about the same thing. Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay? Teacher: I love it, but today we're a little too chatty.
Teacher: Okay, I love you, I really do, but today you have got to zip it, lock it, put it in your pocket, okay? Teacher: I love it, but today we're a little too chatty. Teacher: Here we go.  [TARGET]Teacher: So we have three right here.[/TARGET] Teacher: Can I get five out of that three? Multiple Students: No. Teacher: No.
Teacher: I love it, but today we're a little too chatty. Teacher: Here we go. Teacher: So we have three right here.  [TARGET]Teacher: Can I get five out of that three?[/TARGET] Multiple Students: No. Teacher: No. Teacher: So I know I need to move it over to the - like that, because it's already four, okay?
Teacher: So we have three right here. Teacher: Can I get five out of that three? Multiple Students: No.  [TARGET]Teacher: No.[/TARGET] Teacher: So I know I need to move it over to the - like that, because it's already four, okay? Teacher: Does everybody understand why I had to do that? Student: Yes.
Teacher: Can I get five out of that three? Multiple Students: No. Teacher: No.  [TARGET]Teacher: So I know I need to move it over to the - like that, because it's already four, okay?[/TARGET] Teacher: Does everybody understand why I had to do that? Student: Yes. Teacher: Okay, I couldn't take it from that - from this first number.
Teacher: So I know I need to move it over to the - like that, because it's already four, okay? Teacher: Does everybody understand why I had to do that? Student: Yes.  [TARGET]Teacher: Okay, I couldn't take it from that - from this first number.[/TARGET] Teacher: All right, so then I go into - what's my next number now? Student: 30 Student: [Inaudible].
Teacher: Does everybody understand why I had to do that? Student: Yes. Teacher: Okay, I couldn't take it from that - from this first number.  [TARGET]Teacher: All right, so then I go into - what's my next number now?[/TARGET] Student: 30 Student: [Inaudible]. Teacher: Yeah, what did you think it was?
Teacher: All right, so then I go into - what's my next number now? Student: 30 Student: [Inaudible].  [TARGET]Teacher: Yeah, what did you think it was?[/TARGET] Student: I thought it was just three. Teacher: Oh. Teacher: All right, so now what's my next number?
Student: [Inaudible]. Teacher: Yeah, what did you think it was? Student: I thought it was just three.  [TARGET]Teacher: Oh.[/TARGET] Teacher: All right, so now what's my next number? Teacher: 34 Teacher: So I know I can put a little zero there, because that kind of helps me out.
Teacher: Yeah, what did you think it was? Student: I thought it was just three. Teacher: Oh.  [TARGET]Teacher: All right, so now what's my next number?[/TARGET] Teacher: 34 Teacher: So I know I can put a little zero there, because that kind of helps me out. Teacher: Then what is five into 34?
Student: I thought it was just three. Teacher: Oh. Teacher: All right, so now what's my next number?  [TARGET]Teacher: 34[/TARGET] Teacher: So I know I can put a little zero there, because that kind of helps me out. Teacher: Then what is five into 34? Teacher: How many times can I multiply by five to get close to 30.
Teacher: Oh. Teacher: All right, so now what's my next number? Teacher: 34  [TARGET]Teacher: So I know I can put a little zero there, because that kind of helps me out.[/TARGET] Teacher: Then what is five into 34? Teacher: How many times can I multiply by five to get close to 30. Teacher: It should be pretty easy.
Teacher: All right, so now what's my next number? Teacher: 34 Teacher: So I know I can put a little zero there, because that kind of helps me out.  [TARGET]Teacher: Then what is five into 34?[/TARGET] Teacher: How many times can I multiply by five to get close to 30. Teacher: It should be pretty easy. Teacher: What?
Teacher: 34 Teacher: So I know I can put a little zero there, because that kind of helps me out. Teacher: Then what is five into 34?  [TARGET]Teacher: How many times can I multiply by five to get close to 30.[/TARGET] Teacher: It should be pretty easy. Teacher: What? Multiple Students: Six.
Teacher: So I know I can put a little zero there, because that kind of helps me out. Teacher: Then what is five into 34? Teacher: How many times can I multiply by five to get close to 30.  [TARGET]Teacher: It should be pretty easy.[/TARGET] Teacher: What? Multiple Students: Six. Teacher: Six.
Teacher: Then what is five into 34? Teacher: How many times can I multiply by five to get close to 30. Teacher: It should be pretty easy.  [TARGET]Teacher: What?[/TARGET] Multiple Students: Six. Teacher: Six. Teacher: All right, so I put a six there and I write my what?
Teacher: It should be pretty easy. Teacher: What? Multiple Students: Six.  [TARGET]Teacher: Six.[/TARGET] Teacher: All right, so I put a six there and I write my what? Student: Four. Student: Of the -