stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Can you give him the respect? Teacher: Sit down, Student D.  I'm listening to you, Student A. Teacher: Student A, I'm listening.  [TARGET]Teacher: You were saying something about 9 and 2.[/TARGET] Teacher: Student S, can you tell me how we get 110? Student: You got 110 by that 9 and that 2. Teacher: What is the value of this 9 here?
Teacher: Sit down, Student D.  I'm listening to you, Student A. Teacher: Student A, I'm listening. Teacher: You were saying something about 9 and 2.  [TARGET]Teacher: Student S, can you tell me how we get 110?[/TARGET] Student: You got 110 by that 9 and that 2. Teacher: What is the value of this 9 here? Teacher: What is the value of 9?
Teacher: You were saying something about 9 and 2. Teacher: Student S, can you tell me how we get 110? Student: You got 110 by that 9 and that 2.  [TARGET]Teacher: What is the value of this 9 here?[/TARGET] Teacher: What is the value of 9? Teacher: Sit down. Teacher: Stop calling out.
Teacher: Student S, can you tell me how we get 110? Student: You got 110 by that 9 and that 2. Teacher: What is the value of this 9 here?  [TARGET]Teacher: What is the value of 9?[/TARGET] Teacher: Sit down. Teacher: Stop calling out. Teacher: Thank you.
Teacher: Stop calling out. Teacher: Thank you. Student: 90  [TARGET]Teacher: What is the value of 20?[/TARGET] Student: 20 Teacher: 90 plus 20. Teacher: That's how we got 110.
Student: 90 Teacher: What is the value of 20? Student: 20  [TARGET]Teacher: 90 plus 20.[/TARGET] Teacher: That's how we got 110. Teacher: How did we get 700, Student J? Teacher: I had 100, 100 plus what?
Teacher: What is the value of 20? Student: 20 Teacher: 90 plus 20.  [TARGET]Teacher: That's how we got 110.[/TARGET] Teacher: How did we get 700, Student J? Teacher: I had 100, 100 plus what? Student: 600
Student: 20 Teacher: 90 plus 20. Teacher: That's how we got 110.  [TARGET]Teacher: How did we get 700, Student J?[/TARGET] Teacher: I had 100, 100 plus what? Student: 600 Teacher: Which is 700.
Teacher: 90 plus 20. Teacher: That's how we got 110. Teacher: How did we get 700, Student J?  [TARGET]Teacher: I had 100, 100 plus what?[/TARGET] Student: 600 Teacher: Which is 700. Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s.
Teacher: How did we get 700, Student J? Teacher: I had 100, 100 plus what? Student: 600  [TARGET]Teacher: Which is 700.[/TARGET] Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s. Teacher: Can you stop, Student A? Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom.
Teacher: I had 100, 100 plus what? Student: 600 Teacher: Which is 700.  [TARGET]Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s.[/TARGET] Teacher: Can you stop, Student A? Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom. Teacher: I have the 2 in the tens, and I have the 5 in the ones.
Teacher: Which is 700. Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s. Teacher: Can you stop, Student A?  [TARGET]Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom.[/TARGET] Teacher: I have the 2 in the tens, and I have the 5 in the ones. Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what? Student: 11
Teacher: Now when we add it up we're going to get [inaudible], this at a tens, and this at hundreds, what we had here was we had 100, nine 10s, six 1s. Teacher: Can you stop, Student A? Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom.  [TARGET]Teacher: I have the 2 in the tens, and I have the 5 in the ones.[/TARGET] Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what? Student: 11 Teacher: 11 ones.
Teacher: Can you stop, Student A? Teacher: Then we have in the 600s column - maybe your dad is going to see how you do in the classroom. Teacher: I have the 2 in the tens, and I have the 5 in the ones.  [TARGET]Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what?[/TARGET] Student: 11 Teacher: 11 ones. Teacher: How many tens do we have in 11 ones?
Teacher: I have the 2 in the tens, and I have the 5 in the ones. Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what? Student: 11  [TARGET]Teacher: 11 ones.[/TARGET] Teacher: How many tens do we have in 11 ones? Student: 1 Teacher: That is why we write 1 here, and write 1 here.
Teacher: When I add it up, I am going to add 5 ones plus 6 ones is going to give me what? Student: 11 Teacher: 11 ones.  [TARGET]Teacher: How many tens do we have in 11 ones?[/TARGET] Student: 1 Teacher: That is why we write 1 here, and write 1 here. Teacher: You have 1 left.
Teacher: 11 ones. Teacher: How many tens do we have in 11 ones? Student: 1  [TARGET]Teacher: That is why we write 1 here, and write 1 here.[/TARGET] Teacher: You have 1 left. Teacher: Can I continue? Teacher: Because I have 110 plus 9 tens here, what is it going to be?
Teacher: How many tens do we have in 11 ones? Student: 1 Teacher: That is why we write 1 here, and write 1 here.  [TARGET]Teacher: You have 1 left.[/TARGET] Teacher: Can I continue? Teacher: Because I have 110 plus 9 tens here, what is it going to be? Teacher: 110 plus 9 tens.
Teacher: That is why we write 1 here, and write 1 here. Teacher: You have 1 left. Teacher: Can I continue?  [TARGET]Teacher: Because I have 110 plus 9 tens here, what is it going to be?[/TARGET] Teacher: 110 plus 9 tens. Teacher: Yes? Student: 10 plus - I raised my hand.
Teacher: You have 1 left. Teacher: Can I continue? Teacher: Because I have 110 plus 9 tens here, what is it going to be?  [TARGET]Teacher: 110 plus 9 tens.[/TARGET] Teacher: Yes? Student: 10 plus - I raised my hand. Teacher: Yes, Student A?
Teacher: Can I continue? Teacher: Because I have 110 plus 9 tens here, what is it going to be? Teacher: 110 plus 9 tens.  [TARGET]Teacher: Yes?[/TARGET] Student: 10 plus - I raised my hand. Teacher: Yes, Student A? Student: 10 plus 9 tens equals 100.
Teacher: 110 plus 9 tens. Teacher: Yes? Student: 10 plus - I raised my hand.  [TARGET]Teacher: Yes, Student A?[/TARGET] Student: 10 plus 9 tens equals 100. Teacher: 100 plus 2 tens is what? Student: 120
Student: 10 plus - I raised my hand. Teacher: Yes, Student A? Student: 10 plus 9 tens equals 100.  [TARGET]Teacher: 100 plus 2 tens is what?[/TARGET] Student: 120 Teacher: That is why we are going to write this. Teacher: Since we have 120 - Student T, can you sit down please?
Student: 10 plus 9 tens equals 100. Teacher: 100 plus 2 tens is what? Student: 120  [TARGET]Teacher: That is why we are going to write this.[/TARGET] Teacher: Since we have 120 - Student T, can you sit down please? Teacher: Please move. Teacher: Because we have here, we have 120.
Teacher: That is why we are going to write this. Teacher: Since we have 120 - Student T, can you sit down please? Teacher: Please move.  [TARGET]Teacher: Because we have here, we have 120.[/TARGET] Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. Teacher: 100 does not belong to the tens. Teacher: It is moved away from the tens to the hundred, and we have only 100.
Teacher: Since we have 120 - Student T, can you sit down please? Teacher: Please move. Teacher: Because we have here, we have 120.  [TARGET]Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here.[/TARGET] Teacher: 100 does not belong to the tens. Teacher: It is moved away from the tens to the hundred, and we have only 100. Teacher: We have this 100 plus 100 is going to be what?
Teacher: Please move. Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here.  [TARGET]Teacher: 100 does not belong to the tens.[/TARGET] Teacher: It is moved away from the tens to the hundred, and we have only 100. Teacher: We have this 100 plus 100 is going to be what? Student: 200
Teacher: Because we have here, we have 120. Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. Teacher: 100 does not belong to the tens.  [TARGET]Teacher: It is moved away from the tens to the hundred, and we have only 100.[/TARGET] Teacher: We have this 100 plus 100 is going to be what? Student: 200 Teacher: 200 plus 600 is going to be what?
Teacher: The 20 here is the only thing that belongs to the tens, and that's why we write it here. Teacher: 100 does not belong to the tens. Teacher: It is moved away from the tens to the hundred, and we have only 100.  [TARGET]Teacher: We have this 100 plus 100 is going to be what?[/TARGET] Student: 200 Teacher: 200 plus 600 is going to be what? Teacher: 800
Teacher: It is moved away from the tens to the hundred, and we have only 100. Teacher: We have this 100 plus 100 is going to be what? Student: 200  [TARGET]Teacher: 200 plus 600 is going to be what?[/TARGET] Teacher: 800 Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers.
Teacher: We have this 100 plus 100 is going to be what? Student: 200 Teacher: 200 plus 600 is going to be what?  [TARGET]Teacher: 800[/TARGET] Teacher: That is how we got 821. Teacher: Now I am going to pass out your papers. Teacher: You're going to do question number one, two, and three, then you do the other page, page 30.
Student: 200 Teacher: 200 plus 600 is going to be what? Teacher: 800  [TARGET]Teacher: That is how we got 821.[/TARGET] Teacher: Now I am going to pass out your papers. Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game.
Teacher: Look at the questions it's asking here. Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here.  [TARGET]Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below.[/TARGET] Teacher: This solution is this one here. Student: I already have the questions. Teacher: But we are going to answer the questions.
Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here. Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below.  [TARGET]Teacher: This solution is this one here.[/TARGET] Student: I already have the questions. Teacher: But we are going to answer the questions. Teacher: It says here how would you explain to someone else how solution number one works?
Teacher: This solution is this one here. Student: I already have the questions. Teacher: But we are going to answer the questions.  [TARGET]Teacher: It says here how would you explain to someone else how solution number one works?[/TARGET] Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here.
Student: I already have the questions. Teacher: But we are going to answer the questions. Teacher: It says here how would you explain to someone else how solution number one works?  [TARGET]Teacher: What did they do?[/TARGET] Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here. Teacher: Write your name.
Teacher: But we are going to answer the questions. Teacher: It says here how would you explain to someone else how solution number one works? Teacher: What did they do?  [TARGET]Teacher: Where does 16 come from, and where does 11 come from?[/TARGET] Teacher: Explain it here. Teacher: Write your name. Teacher: Work with me.
Teacher: It says here how would you explain to someone else how solution number one works? Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from?  [TARGET]Teacher: Explain it here.[/TARGET] Teacher: Write your name. Teacher: Work with me. Student: Is the camera there?
Teacher: Let's go. Teacher: Let's go. Teacher: Okay.  [TARGET]Teacher: It says here solve this problem.[/TARGET] Teacher: Show your solution using clear and concise notation. Teacher: I want you to do it here. Teacher: Student A, let's solve this math.
Teacher: Let's go. Teacher: Okay. Teacher: It says here solve this problem.  [TARGET]Teacher: Show your solution using clear and concise notation.[/TARGET] Teacher: I want you to do it here. Teacher: Student A, let's solve this math. Teacher: Do it here.
Teacher: I want you to do it here. Teacher: Student A, let's solve this math. Teacher: Do it here.  [TARGET]Teacher: 145 plus 226.[/TARGET] Teacher: I want you to tell me exactly what you did here. Teacher: Look at the solutions. Teacher: What did you do here?
Teacher: Student A, let's solve this math. Teacher: Do it here. Teacher: 145 plus 226.  [TARGET]Teacher: I want you to tell me exactly what you did here.[/TARGET] Teacher: Look at the solutions. Teacher: What did you do here? Teacher: Tell me.
Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here. Teacher: Look at the solutions.  [TARGET]Teacher: What did you do here?[/TARGET] Teacher: Tell me. Student: Same thing. Teacher: Turn around please.
Teacher: I want you to tell me exactly what you did here. Teacher: Look at the solutions. Teacher: What did you do here?  [TARGET]Teacher: Tell me.[/TARGET] Student: Same thing. Teacher: Turn around please. Teacher: Student T, come over here.
Teacher: I don't know why it is a problem. Teacher: Let's go. Teacher: Solve the math.  [TARGET]Teacher: It said how would you explain to someone else how solution one works.[/TARGET] Teacher: Explain to Ms. A how solution one works. Teacher: Tell me. Teacher: Student T, how does solution one work?
Teacher: Let's go. Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works.  [TARGET]Teacher: Explain to Ms. A how solution one works.[/TARGET] Teacher: Tell me. Teacher: Student T, how does solution one work? Teacher: Put it away.
Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works.  [TARGET]Teacher: Tell me.[/TARGET] Teacher: Student T, how does solution one work? Teacher: Put it away. Teacher: Let's go.
Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works. Teacher: Tell me.  [TARGET]Teacher: Student T, how does solution one work?[/TARGET] Teacher: Put it away. Teacher: Let's go. Teacher: That's not what you're doing now.
Teacher: Yes, you may. Student: Can the camera bounce on to the board? Teacher: Yes.  [TARGET]Teacher: You have a very good start.[/TARGET] Teacher: Did you finish? Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works?
Teacher: You have a very good start. Teacher: Did you finish? Teacher: Let's finish this one first.  [TARGET]Teacher: How would you explain to someone else how solution one works?[/TARGET] Teacher: Where does the [inaudible] here come from? Teacher: Get away from there. Teacher: Come right here.
Teacher: Did you finish? Teacher: Let's finish this one first. Teacher: How would you explain to someone else how solution one works?  [TARGET]Teacher: Where does the [inaudible] here come from?[/TARGET] Teacher: Get away from there. Teacher: Come right here. Teacher: Your mom did not sign it.
Teacher: Come right here. Teacher: Your mom did not sign it. Teacher: What is the problem with the camera?  [TARGET]Teacher: You know how to do math.[/TARGET] Teacher: Where does the [inaudible] come from? Teacher: Continue. Teacher: Finish your work.
Teacher: Your mom did not sign it. Teacher: What is the problem with the camera? Teacher: You know how to do math.  [TARGET]Teacher: Where does the [inaudible] come from?[/TARGET] Teacher: Continue. Teacher: Finish your work. Teacher: Student A, I'm not playing now.
Teacher: Student A, I'm not playing now. Teacher: Stop. Teacher: Turn around.  [TARGET]Teacher: You can do it.[/TARGET] Teacher: You are a wonderful mathematician. Teacher: Don't worry. Teacher: Get down from there now.
Teacher: Stop. Teacher: Turn around. Teacher: You can do it.  [TARGET]Teacher: You are a wonderful mathematician.[/TARGET] Teacher: Don't worry. Teacher: Get down from there now. Teacher: Continue.
Teacher: Turn around. Teacher: You can do it. Teacher: You are a wonderful mathematician.  [TARGET]Teacher: Don't worry.[/TARGET] Teacher: Get down from there now. Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today.
Student: You're going to take it. Teacher: I'm not going to take it. Teacher: Student A, let's go.  [TARGET]Teacher: This is the first time you're doing math very well.[/TARGET] Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish.
Teacher: I'm not going to take it. Teacher: Student A, let's go. Teacher: This is the first time you're doing math very well.  [TARGET]Teacher: Good job.[/TARGET] Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish. Teacher: Can you stop throwing that?
Teacher: Sit down. Teacher: Show me how you can do it. Teacher: Look at this.  [TARGET]Teacher: You were the one that was telling me the answers.[/TARGET] Teacher: How did they get to 300? Student: They got to 300 from this one. Teacher: Okay.
Teacher: Show me how you can do it. Teacher: Look at this. Teacher: You were the one that was telling me the answers.  [TARGET]Teacher: How did they get to 300?[/TARGET] Student: They got to 300 from this one. Teacher: Okay. Teacher: How did they get to 60?
Teacher: How did they get to 300? Student: They got to 300 from this one. Teacher: Okay.  [TARGET]Teacher: How did they get to 60?[/TARGET] Student: They got the 60 from this. Teacher: What is this? Student: 60
Teacher: Okay. Teacher: How did they get to 60? Student: They got the 60 from this.  [TARGET]Teacher: What is this?[/TARGET] Student: 60 Teacher: What is the value of this 4? Student: 40
Student: They got the 60 from this. Teacher: What is this? Student: 60  [TARGET]Teacher: What is the value of this 4?[/TARGET] Student: 40 Teacher: And 2? Student: 20
Student: 60 Teacher: What is the value of this 4? Student: 40  [TARGET]Teacher: And 2?[/TARGET] Student: 20 Teacher: Good job. Teacher: Come over here.
Student: 40 Teacher: And 2? Student: 20  [TARGET]Teacher: Good job.[/TARGET] Teacher: Come over here. Teacher: It says how would you explain to someone else how solution one works? Teacher: Where does the 60 come from?
Student: 20 Teacher: Good job. Teacher: Come over here.  [TARGET]Teacher: It says how would you explain to someone else how solution one works?[/TARGET] Teacher: Where does the 60 come from? Teacher: Where does the 11 come from? Teacher: Write it here.
Teacher: Good job. Teacher: Come over here. Teacher: It says how would you explain to someone else how solution one works?  [TARGET]Teacher: Where does the 60 come from?[/TARGET] Teacher: Where does the 11 come from? Teacher: Write it here. Teacher: What are you doing, Student A?
Teacher: Come over here. Teacher: It says how would you explain to someone else how solution one works? Teacher: Where does the 60 come from?  [TARGET]Teacher: Where does the 11 come from?[/TARGET] Teacher: Write it here. Teacher: What are you doing, Student A? Teacher: Okay.
Teacher: Okay. Teacher: Let's go. Teacher: Write it here.  [TARGET]Teacher: The solution one works because - this is not a solution here.[/TARGET] Teacher: You don't have to write this again. Teacher: You have to state it here, exactly. Teacher: You said by breaking the numbers into what?
Teacher: Let's go. Teacher: Write it here. Teacher: The solution one works because - this is not a solution here.  [TARGET]Teacher: You don't have to write this again.[/TARGET] Teacher: You have to state it here, exactly. Teacher: You said by breaking the numbers into what? Teacher: Breaking them up?
Teacher: Write it here. Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again.  [TARGET]Teacher: You have to state it here, exactly.[/TARGET] Teacher: You said by breaking the numbers into what? Teacher: Breaking them up? Teacher: How did you break them up?
Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again. Teacher: You have to state it here, exactly.  [TARGET]Teacher: You said by breaking the numbers into what?[/TARGET] Teacher: Breaking them up? Teacher: How did you break them up? Teacher: Tell me.
Teacher: You don't have to write this again. Teacher: You have to state it here, exactly. Teacher: You said by breaking the numbers into what?  [TARGET]Teacher: Breaking them up?[/TARGET] Teacher: How did you break them up? Teacher: Tell me. Teacher: How did they break it up?
Teacher: You have to state it here, exactly. Teacher: You said by breaking the numbers into what? Teacher: Breaking them up?  [TARGET]Teacher: How did you break them up?[/TARGET] Teacher: Tell me. Teacher: How did they break it up? Teacher: What do I do first?
Teacher: You said by breaking the numbers into what? Teacher: Breaking them up? Teacher: How did you break them up?  [TARGET]Teacher: Tell me.[/TARGET] Teacher: How did they break it up? Teacher: What do I do first? Teacher: What did they do first?
Teacher: Breaking them up? Teacher: How did you break them up? Teacher: Tell me.  [TARGET]Teacher: How did they break it up?[/TARGET] Teacher: What do I do first? Teacher: What did they do first? Student: They did 100 first.
Teacher: How did you break them up? Teacher: Tell me. Teacher: How did they break it up?  [TARGET]Teacher: What do I do first?[/TARGET] Teacher: What did they do first? Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here.
Teacher: Tell me. Teacher: How did they break it up? Teacher: What do I do first?  [TARGET]Teacher: What did they do first?[/TARGET] Student: They did 100 first. Teacher: They break the numbers up by - tell us exactly what happened here. Teacher: Can you stop please?
Teacher: What do I do first? Teacher: What did they do first? Student: They did 100 first.  [TARGET]Teacher: They break the numbers up by - tell us exactly what happened here.[/TARGET] Teacher: Can you stop please? Teacher: Let's go. Teacher: Student A, I need you to finish your work.
Teacher: Can you stop please? Teacher: Let's go. Teacher: Student A, I need you to finish your work.  [TARGET]Teacher: Write the numbers fully here.[/TARGET] Teacher: Let's see what it is. Teacher: Okay. Teacher: Look at what you have here.
Teacher: Let's go. Teacher: Student A, I need you to finish your work. Teacher: Write the numbers fully here.  [TARGET]Teacher: Let's see what it is.[/TARGET] Teacher: Okay. Teacher: Look at what you have here. Teacher: You have 300, and that's 3.
Teacher: Write the numbers fully here. Teacher: Let's see what it is. Teacher: Okay.  [TARGET]Teacher: Look at what you have here.[/TARGET] Teacher: You have 300, and that's 3. Teacher: Can you sit down please? Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300?
Teacher: Let's see what it is. Teacher: Okay. Teacher: Look at what you have here.  [TARGET]Teacher: You have 300, and that's 3.[/TARGET] Teacher: Can you sit down please? Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300? Student: No.
Teacher: Look at what you have here. Teacher: You have 300, and that's 3. Teacher: Can you sit down please?  [TARGET]Teacher: Student A you said 1 plus 1 plus 0 plus 0 would give you 300?[/TARGET] Student: No. Student: I'm adding this. Teacher: What are you adding?