stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Be patient - put your hand down. Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair. Teacher: Thank you, Student A.  [TARGET]Teacher: Student M?[/TARGET] Student: Now you're supposed to look at white and red - Teacher: Look at white and red, okay. Student: Look at the boys.
Teacher: Thank you, Student A. Teacher: Student M? Student: Now you're supposed to look at white and red -  [TARGET]Teacher: Look at white and red, okay.[/TARGET] Student: Look at the boys. Student: The boys. Teacher: And how many boys like red?
Teacher: Look at white and red, okay. Student: Look at the boys. Student: The boys.  [TARGET]Teacher: And how many boys like red?[/TARGET] Student: Three! Student: One. Student: It's -
Student: Three! Student: One. Student: It's -  [TARGET]Teacher: Two.[/TARGET] Teacher: And how many - excuse me. Student: You pointed at white. Teacher: My fingers are like this - she said red and white.
Teacher: Two. Teacher: And how many - excuse me. Student: You pointed at white.  [TARGET]Teacher: My fingers are like this - she said red and white.[/TARGET] Teacher: So two boys like red. Teacher: How many boys like white? Student: One.
Teacher: And how many - excuse me. Student: You pointed at white. Teacher: My fingers are like this - she said red and white.  [TARGET]Teacher: So two boys like red.[/TARGET] Teacher: How many boys like white? Student: One. Teacher: So what do I do with those two numbers?
Student: You pointed at white. Teacher: My fingers are like this - she said red and white. Teacher: So two boys like red.  [TARGET]Teacher: How many boys like white?[/TARGET] Student: One. Teacher: So what do I do with those two numbers? Teacher: What's that, Student M?
Teacher: So two boys like red. Teacher: How many boys like white? Student: One.  [TARGET]Teacher: So what do I do with those two numbers?[/TARGET] Teacher: What's that, Student M? Student: You add. Teacher: So what does that equal?
Teacher: How many boys like white? Student: One. Teacher: So what do I do with those two numbers?  [TARGET]Teacher: What's that, Student M?[/TARGET] Student: You add. Teacher: So what does that equal? Student: Three.
Teacher: So what do I do with those two numbers? Teacher: What's that, Student M? Student: You add.  [TARGET]Teacher: So what does that equal?[/TARGET] Student: Three. Teacher: Is that it? Teacher: Is that my answer?
Student: You add. Teacher: So what does that equal? Student: Three.  [TARGET]Teacher: Is that it?[/TARGET] Teacher: Is that my answer? Student: No. Student: Over 13.
Teacher: So what does that equal? Student: Three. Teacher: Is that it?  [TARGET]Teacher: Is that my answer?[/TARGET] Student: No. Student: Over 13. Teacher: Oh, over 13.
Teacher: Is that my answer? Student: No. Student: Over 13.  [TARGET]Teacher: Oh, over 13.[/TARGET] Student: Over 13. Teacher: Why is it over 13? Teacher: Not over 37?
Student: Over 13. Teacher: Oh, over 13. Student: Over 13.  [TARGET]Teacher: Why is it over 13?[/TARGET] Teacher: Not over 37? Teacher: Student A? Student: Because -
Teacher: Oh, over 13. Student: Over 13. Teacher: Why is it over 13?  [TARGET]Teacher: Not over 37?[/TARGET] Teacher: Student A? Student: Because - Teacher: Student A, why is it 3 over 13 and not 3 over 37?
Student: Over 13. Teacher: Why is it over 13? Teacher: Not over 37?  [TARGET]Teacher: Student A?[/TARGET] Student: Because - Teacher: Student A, why is it 3 over 13 and not 3 over 37? Student: Because -
Teacher: Not over 37? Teacher: Student A? Student: Because -  [TARGET]Teacher: Student A, why is it 3 over 13 and not 3 over 37?[/TARGET] Student: Because - Teacher: Let him answer it. Teacher: Student C, why is it 3 over 13 and not 3 over 37?
Teacher: Student A, why is it 3 over 13 and not 3 over 37? Student: Because - Teacher: Let him answer it.  [TARGET]Teacher: Student C, why is it 3 over 13 and not 3 over 37?[/TARGET] Teacher: For that answer. Teacher: I can tell who's paying attention. Teacher: Student W?
Student: Because - Teacher: Let him answer it. Teacher: Student C, why is it 3 over 13 and not 3 over 37?  [TARGET]Teacher: For that answer.[/TARGET] Teacher: I can tell who's paying attention. Teacher: Student W? Student: Because they didn't say how many students.
Teacher: Student C, why is it 3 over 13 and not 3 over 37? Teacher: For that answer. Teacher: I can tell who's paying attention.  [TARGET]Teacher: Student W?[/TARGET] Student: Because they didn't say how many students. Teacher: They said what? Student: How many boys.
Teacher: I can tell who's paying attention. Teacher: Student W? Student: Because they didn't say how many students.  [TARGET]Teacher: They said what?[/TARGET] Student: How many boys. Teacher: Yeah, 3 boys out of 13 boys. Teacher: So that's your answer for C.  Excuse me.
Student: Because they didn't say how many students. Teacher: They said what? Student: How many boys.  [TARGET]Teacher: Yeah, 3 boys out of 13 boys.[/TARGET] Teacher: So that's your answer for C.  Excuse me. Teacher: For D - fraction of students that chose blue and orange. Teacher: By raising your hand, could somebody tell me how you would solve it?
Student: How many boys. Teacher: Yeah, 3 boys out of 13 boys. Teacher: So that's your answer for C.  Excuse me.  [TARGET]Teacher: For D - fraction of students that chose blue and orange.[/TARGET] Teacher: By raising your hand, could somebody tell me how you would solve it? Teacher: In the answer, tell me how you would solve it. Teacher: Don't tell me the answer.
Teacher: So that's your answer for C.  Excuse me. Teacher: For D - fraction of students that chose blue and orange. Teacher: By raising your hand, could somebody tell me how you would solve it?  [TARGET]Teacher: In the answer, tell me how you would solve it.[/TARGET] Teacher: Don't tell me the answer. Teacher: Tell me how you would solve it. Teacher: Student C, how would you solve that problem?
Teacher: For D - fraction of students that chose blue and orange. Teacher: By raising your hand, could somebody tell me how you would solve it? Teacher: In the answer, tell me how you would solve it.  [TARGET]Teacher: Don't tell me the answer.[/TARGET] Teacher: Tell me how you would solve it. Teacher: Student C, how would you solve that problem? Student: Add up all the boys and girls once, and then add up all the boys.
Teacher: By raising your hand, could somebody tell me how you would solve it? Teacher: In the answer, tell me how you would solve it. Teacher: Don't tell me the answer.  [TARGET]Teacher: Tell me how you would solve it.[/TARGET] Teacher: Student C, how would you solve that problem? Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible].
Teacher: In the answer, tell me how you would solve it. Teacher: Don't tell me the answer. Teacher: Tell me how you would solve it.  [TARGET]Teacher: Student C, how would you solve that problem?[/TARGET] Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible]. Teacher: Thumbs up if you agree with what Student C just said.
Student: And all the boys [inaudible]. Teacher: Thumbs up if you agree with what Student C just said. Teacher: Thumbs up - they've got one person that you believe you.  [TARGET]Teacher: Two?[/TARGET] Teacher: Three? Teacher: I believe him, too, I think it's a good idea. Teacher: So you add up all the students that chose orange - what's 6 plus 6?
Teacher: Thumbs up if you agree with what Student C just said. Teacher: Thumbs up - they've got one person that you believe you. Teacher: Two?  [TARGET]Teacher: Three?[/TARGET] Teacher: I believe him, too, I think it's a good idea. Teacher: So you add up all the students that chose orange - what's 6 plus 6? Student: 12!
Teacher: Thumbs up - they've got one person that you believe you. Teacher: Two? Teacher: Three?  [TARGET]Teacher: I believe him, too, I think it's a good idea.[/TARGET] Teacher: So you add up all the students that chose orange - what's 6 plus 6? Student: 12! Teacher: And then you add up -
Teacher: Two? Teacher: Three? Teacher: I believe him, too, I think it's a good idea.  [TARGET]Teacher: So you add up all the students that chose orange - what's 6 plus 6?[/TARGET] Student: 12! Teacher: And then you add up - Student: 2
Teacher: I believe him, too, I think it's a good idea. Teacher: So you add up all the students that chose orange - what's 6 plus 6? Student: 12!  [TARGET]Teacher: And then you add up -[/TARGET] Student: 2 Teacher: What else to add up? Student: 13
Student: 12! Teacher: And then you add up - Student: 2  [TARGET]Teacher: What else to add up?[/TARGET] Student: 13 Teacher: What else do you add up? Student: 4!
Student: 2 Teacher: What else to add up? Student: 13  [TARGET]Teacher: What else do you add up?[/TARGET] Student: 4! Student: Blue. Teacher: Blue.
Teacher: What else do you add up? Student: 4! Student: Blue.  [TARGET]Teacher: Blue.[/TARGET] Teacher: So 4 plus 6 is 10 - Student: Carry 2 over 13 - 37. Teacher: Over 37.
Student: 4! Student: Blue. Teacher: Blue.  [TARGET]Teacher: So 4 plus 6 is 10 -[/TARGET] Student: Carry 2 over 13 - 37. Teacher: Over 37. Teacher: So why is it 22 over 37 and not just 22?
Teacher: Blue. Teacher: So 4 plus 6 is 10 - Student: Carry 2 over 13 - 37.  [TARGET]Teacher: Over 37.[/TARGET] Teacher: So why is it 22 over 37 and not just 22? Student: 'Cause they said all students. Teacher: Why is it 22 over 37, Student I, and not just 22?
Teacher: So 4 plus 6 is 10 - Student: Carry 2 over 13 - 37. Teacher: Over 37.  [TARGET]Teacher: So why is it 22 over 37 and not just 22?[/TARGET] Student: 'Cause they said all students. Teacher: Why is it 22 over 37, Student I, and not just 22? Student: 'Cause they said [inaudible].
Teacher: Over 37. Teacher: So why is it 22 over 37 and not just 22? Student: 'Cause they said all students.  [TARGET]Teacher: Why is it 22 over 37, Student I, and not just 22?[/TARGET] Student: 'Cause they said [inaudible]. Teacher: They said fraction. Teacher: Okay?
Student: 'Cause they said all students. Teacher: Why is it 22 over 37, Student I, and not just 22? Student: 'Cause they said [inaudible].  [TARGET]Teacher: They said fraction.[/TARGET] Teacher: Okay? Teacher: They said fraction. Teacher: Had they said number of students, you would just put 22.
Student: 'Cause they said [inaudible]. Teacher: They said fraction. Teacher: Okay?  [TARGET]Teacher: They said fraction.[/TARGET] Teacher: Had they said number of students, you would just put 22. Teacher: They said fraction. Teacher: All right.
Teacher: They said fraction. Teacher: Okay? Teacher: They said fraction.  [TARGET]Teacher: Had they said number of students, you would just put 22.[/TARGET] Teacher: They said fraction. Teacher: All right. Teacher: E, I want you to do E on your own.
Teacher: Okay? Teacher: They said fraction. Teacher: Had they said number of students, you would just put 22.  [TARGET]Teacher: They said fraction.[/TARGET] Teacher: All right. Teacher: E, I want you to do E on your own. Teacher: And I'm gonna check it.
Teacher: Just thumbs up if you're done, you don't need to say that. Student: [inaudible] Teacher: Okay.  [TARGET]Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red.[/TARGET] Teacher: One answer I saw, they added 2 plus 5, so they put 7 over 24. Teacher: Why is that wrong? Teacher: Student D?
Student: [inaudible] Teacher: Okay. Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red.  [TARGET]Teacher: One answer I saw, they added 2 plus 5, so they put 7 over 24.[/TARGET] Teacher: Why is that wrong? Teacher: Student D? Student: [inaudible]
Teacher: Okay. Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red. Teacher: One answer I saw, they added 2 plus 5, so they put 7 over 24.  [TARGET]Teacher: Why is that wrong?[/TARGET] Teacher: Student D? Student: [inaudible] Teacher: How many girls?
Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red. Teacher: One answer I saw, they added 2 plus 5, so they put 7 over 24. Teacher: Why is that wrong?  [TARGET]Teacher: Student D?[/TARGET] Student: [inaudible] Teacher: How many girls? Teacher: [inaudible]  So, it's 5 over 24.
Teacher: Why is that wrong? Teacher: Student D? Student: [inaudible]  [TARGET]Teacher: How many girls?[/TARGET] Teacher: [inaudible]  So, it's 5 over 24. Teacher: Now - this is where it gets tougher. Teacher: If you remember from yesterday, that's why I gave you calculators.
Teacher: Student D? Student: [inaudible] Teacher: How many girls?  [TARGET]Teacher: [inaudible]  So, it's 5 over 24.[/TARGET] Teacher: Now - this is where it gets tougher. Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you.
Student: [inaudible] Teacher: How many girls? Teacher: [inaudible]  So, it's 5 over 24.  [TARGET]Teacher: Now - this is where it gets tougher.[/TARGET] Teacher: If you remember from yesterday, that's why I gave you calculators. Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you. Teacher: Thank you.
Teacher: Okay. Student: [inaudible] Teacher: Now, you see where my fingers are?  [TARGET]Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it.[/TARGET] Teacher: So look where my finger is. Teacher: And repeat after me. Teacher: To turn a fraction -
Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it. Teacher: So look where my finger is. Teacher: And repeat after me.  [TARGET]Teacher: To turn a fraction -[/TARGET] Multiple Students: To turn a fraction - Teacher: Into a percentage. Multiple Students: Into a percentage.
Teacher: And repeat after me. Teacher: To turn a fraction - Multiple Students: To turn a fraction -  [TARGET]Teacher: Into a percentage.[/TARGET] Multiple Students: Into a percentage. Teacher: So basically you're gonna start off with something that looks like that, that's a fraction. Teacher: And you're gonna end up with something that looks like that - what's that called?
Multiple Students: To turn a fraction - Teacher: Into a percentage. Multiple Students: Into a percentage.  [TARGET]Teacher: So basically you're gonna start off with something that looks like that, that's a fraction.[/TARGET] Teacher: And you're gonna end up with something that looks like that - what's that called? Student: Percentages! Teacher: Percentage.
Teacher: Into a percentage. Multiple Students: Into a percentage. Teacher: So basically you're gonna start off with something that looks like that, that's a fraction.  [TARGET]Teacher: And you're gonna end up with something that looks like that - what's that called?[/TARGET] Student: Percentages! Teacher: Percentage. Teacher: Now, there's only two steps.
Teacher: So basically you're gonna start off with something that looks like that, that's a fraction. Teacher: And you're gonna end up with something that looks like that - what's that called? Student: Percentages!  [TARGET]Teacher: Percentage.[/TARGET] Teacher: Now, there's only two steps. Teacher: Can someone tell me the first step? Teacher: Raise their hand?
Teacher: And you're gonna end up with something that looks like that - what's that called? Student: Percentages! Teacher: Percentage.  [TARGET]Teacher: Now, there's only two steps.[/TARGET] Teacher: Can someone tell me the first step? Teacher: Raise their hand? Teacher: Student D?
Student: Percentages! Teacher: Percentage. Teacher: Now, there's only two steps.  [TARGET]Teacher: Can someone tell me the first step?[/TARGET] Teacher: Raise their hand? Teacher: Student D? Student: If you took the [inaudible] - you've gotta add it up.
Teacher: Now, there's only two steps. Teacher: Can someone tell me the first step? Teacher: Raise their hand?  [TARGET]Teacher: Student D?[/TARGET] Student: If you took the [inaudible] - you've gotta add it up. Teacher: It's an operation - Student A? Teacher: Student Y?
Teacher: Raise their hand? Teacher: Student D? Student: If you took the [inaudible] - you've gotta add it up.  [TARGET]Teacher: It's an operation - Student A?[/TARGET] Teacher: Student Y? Teacher: There's a word for what you just did. Teacher: Divide.
Teacher: Student D? Student: If you took the [inaudible] - you've gotta add it up. Teacher: It's an operation - Student A?  [TARGET]Teacher: Student Y?[/TARGET] Teacher: There's a word for what you just did. Teacher: Divide. Teacher: It's divide - you turn the fraction into a division problem.
Student: If you took the [inaudible] - you've gotta add it up. Teacher: It's an operation - Student A? Teacher: Student Y?  [TARGET]Teacher: There's a word for what you just did.[/TARGET] Teacher: Divide. Teacher: It's divide - you turn the fraction into a division problem. Teacher: You can solve it on your calculator - or you could do it on paper.
Teacher: It's an operation - Student A? Teacher: Student Y? Teacher: There's a word for what you just did.  [TARGET]Teacher: Divide.[/TARGET] Teacher: It's divide - you turn the fraction into a division problem. Teacher: You can solve it on your calculator - or you could do it on paper. Student: We already did it.
Teacher: Student Y? Teacher: There's a word for what you just did. Teacher: Divide.  [TARGET]Teacher: It's divide - you turn the fraction into a division problem.[/TARGET] Teacher: You can solve it on your calculator - or you could do it on paper. Student: We already did it. Teacher: It's an example.
Teacher: There's a word for what you just did. Teacher: Divide. Teacher: It's divide - you turn the fraction into a division problem.  [TARGET]Teacher: You can solve it on your calculator - or you could do it on paper.[/TARGET] Student: We already did it. Teacher: It's an example. Teacher: It's an example.
Teacher: It's divide - you turn the fraction into a division problem. Teacher: You can solve it on your calculator - or you could do it on paper. Student: We already did it.  [TARGET]Teacher: It's an example.[/TARGET] Teacher: It's an example. Teacher: So I turn one half, that's 1 divided by 2 - and I get, this is an example, and I get point 5. Student: Yeah, you do get point 5.
Teacher: You can solve it on your calculator - or you could do it on paper. Student: We already did it. Teacher: It's an example.  [TARGET]Teacher: It's an example.[/TARGET] Teacher: So I turn one half, that's 1 divided by 2 - and I get, this is an example, and I get point 5. Student: Yeah, you do get point 5. Teacher: The second step is my hop - how many hops do I do?
Student: We already did it. Teacher: It's an example. Teacher: It's an example.  [TARGET]Teacher: So I turn one half, that's 1 divided by 2 - and I get, this is an example, and I get point 5.[/TARGET] Student: Yeah, you do get point 5. Teacher: The second step is my hop - how many hops do I do? Student: Three!
Teacher: It's an example. Teacher: So I turn one half, that's 1 divided by 2 - and I get, this is an example, and I get point 5. Student: Yeah, you do get point 5.  [TARGET]Teacher: The second step is my hop - how many hops do I do?[/TARGET] Student: Three! Multiple Students: Two! Multiple Students: Two!
Multiple Students: Two! Multiple Students: Two! Multiple Students: Two!  [TARGET]Teacher: So, two.[/TARGET] Teacher: Now - you go two hops, the decimal goes two hops to the right, but when I get right here, is I put a placeholder zero, because there's nothing to hop over. Teacher: So I go from point 5 to what? Student: 50 percent.
Multiple Students: Two! Multiple Students: Two! Teacher: So, two.  [TARGET]Teacher: Now - you go two hops, the decimal goes two hops to the right, but when I get right here, is I put a placeholder zero, because there's nothing to hop over.[/TARGET] Teacher: So I go from point 5 to what? Student: 50 percent. Teacher: Okay, so let's do this together, guys.
Multiple Students: Two! Teacher: So, two. Teacher: Now - you go two hops, the decimal goes two hops to the right, but when I get right here, is I put a placeholder zero, because there's nothing to hop over.  [TARGET]Teacher: So I go from point 5 to what?[/TARGET] Student: 50 percent. Teacher: Okay, so let's do this together, guys. Teacher: Let's do F together.
Teacher: Now - you go two hops, the decimal goes two hops to the right, but when I get right here, is I put a placeholder zero, because there's nothing to hop over. Teacher: So I go from point 5 to what? Student: 50 percent.  [TARGET]Teacher: Okay, so let's do this together, guys.[/TARGET] Teacher: Let's do F together. Teacher: Percent of students that chose orange. Teacher: What's my first step?
Student: 50 percent. Teacher: Okay, so let's do this together, guys. Teacher: Let's do F together.  [TARGET]Teacher: Percent of students that chose orange.[/TARGET] Teacher: What's my first step? Teacher: My first step? Teacher: Student W?
Teacher: Okay, so let's do this together, guys. Teacher: Let's do F together. Teacher: Percent of students that chose orange.  [TARGET]Teacher: What's my first step?[/TARGET] Teacher: My first step? Teacher: Student W? Teacher: We're doing F right now.
Teacher: Let's do F together. Teacher: Percent of students that chose orange. Teacher: What's my first step?  [TARGET]Teacher: My first step?[/TARGET] Teacher: Student W? Teacher: We're doing F right now. Student: [inaudible]
Teacher: Student W? Teacher: We're doing F right now. Student: [inaudible]  [TARGET]Teacher: Percent of students that chose orange - I agree with you.[/TARGET] Teacher: That's 6 plus 6. Teacher: What's that? Teacher: Okay, 12.
Teacher: We're doing F right now. Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you.  [TARGET]Teacher: That's 6 plus 6.[/TARGET] Teacher: What's that? Teacher: Okay, 12. Student: [inaudible]
Student: [inaudible] Teacher: Percent of students that chose orange - I agree with you. Teacher: That's 6 plus 6.  [TARGET]Teacher: What's that?[/TARGET] Teacher: Okay, 12. Student: [inaudible] Teacher: And then what do I do?
Teacher: Percent of students that chose orange - I agree with you. Teacher: That's 6 plus 6. Teacher: What's that?  [TARGET]Teacher: Okay, 12.[/TARGET] Student: [inaudible] Teacher: And then what do I do? Student: Put 37 on the bottom.
Teacher: What's that? Teacher: Okay, 12. Student: [inaudible]  [TARGET]Teacher: And then what do I do?[/TARGET] Student: Put 37 on the bottom. Teacher: Put what on the bottom, Student S? Student: 37
Student: [inaudible] Teacher: And then what do I do? Student: Put 37 on the bottom.  [TARGET]Teacher: Put what on the bottom, Student S?[/TARGET] Student: 37 Teacher: Why should I put 37 on the bottom? Student: Because [inaudible].
Student: Put 37 on the bottom. Teacher: Put what on the bottom, Student S? Student: 37  [TARGET]Teacher: Why should I put 37 on the bottom?[/TARGET] Student: Because [inaudible]. Teacher: Number of students. Teacher: So, do I have a fraction?
Student: 37 Teacher: Why should I put 37 on the bottom? Student: Because [inaudible].  [TARGET]Teacher: Number of students.[/TARGET] Teacher: So, do I have a fraction? Student: Yeah. Teacher: Okay, so how do I turn that to a percentage?
Teacher: Why should I put 37 on the bottom? Student: Because [inaudible]. Teacher: Number of students.  [TARGET]Teacher: So, do I have a fraction?[/TARGET] Student: Yeah. Teacher: Okay, so how do I turn that to a percentage? Teacher: Somebody help me.
Teacher: Number of students. Teacher: So, do I have a fraction? Student: Yeah.  [TARGET]Teacher: Okay, so how do I turn that to a percentage?[/TARGET] Teacher: Somebody help me. Teacher: Student D? Student: Division.
Teacher: So, do I have a fraction? Student: Yeah. Teacher: Okay, so how do I turn that to a percentage?  [TARGET]Teacher: Somebody help me.[/TARGET] Teacher: Student D? Student: Division. Teacher: Division - so you guys remember how you can figure it out?