stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Oh, Oh! Teacher: Pay attention Student S, 1 eight and 1 sixth which is bigger? Student: 1 sixth.  [TARGET]Teacher: 1 sixth why?[/TARGET] Student: Cause that's the smallest and that's bigger. Teacher: One of them is this one is bigger I agree. Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here.
Student: 1 sixth. Teacher: 1 sixth why? Student: Cause that's the smallest and that's bigger.  [TARGET]Teacher: One of them is this one is bigger I agree.[/TARGET] Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here. Teacher: The noise is too much settle, down settle down. Student: Can I do one?
Teacher: 1 sixth why? Student: Cause that's the smallest and that's bigger. Teacher: One of them is this one is bigger I agree.  [TARGET]Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here.[/TARGET] Teacher: The noise is too much settle, down settle down. Student: Can I do one? Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total.
Teacher: Now I'm gonna pass the papers with this stuff and we're going to now correct ourselves and what is going on here. Teacher: The noise is too much settle, down settle down. Student: Can I do one?  [TARGET]Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total.[/TARGET] Teacher: I want you to use your knowledge of what you've learned here to answer the rest of the questions. Other Adult: This one is 2 thirds, the next one is [Inaudible] The next one is 1 whole. Teacher: Denominator
Teacher: The noise is too much settle, down settle down. Student: Can I do one? Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total.  [TARGET]Teacher: I want you to use your knowledge of what you've learned here to answer the rest of the questions.[/TARGET] Other Adult: This one is 2 thirds, the next one is [Inaudible] The next one is 1 whole. Teacher: Denominator Student: Denominator.
Teacher: I'm going to go ahead and move into another fraction which is these two and it's going to be like it's total. Teacher: I want you to use your knowledge of what you've learned here to answer the rest of the questions. Other Adult: This one is 2 thirds, the next one is [Inaudible] The next one is 1 whole.  [TARGET]Teacher: Denominator[/TARGET] Student: Denominator. Teacher: Look at this we're starting together it will now help us learn. Teacher: Look this way please.
Student: I don't care. Student: Are you leaving? Student: Don't leave.  [TARGET]Teacher: [Inaudible] has 24 oranges.[/TARGET] Student: She's [Inaudible] 1 she ate 5. Student: [Inaudible] of the oranges. Teacher: [Inaudible] of the oranges to her Student.
Teacher: [Inaudible] has 24 oranges. Student: She's [Inaudible] 1 she ate 5. Student: [Inaudible] of the oranges.  [TARGET]Teacher: [Inaudible] of the oranges to her Student.[/TARGET] Teacher: How many oranges? Other Adult: I'm not gonna go anywhere; just use it the way it is. Teacher: [Counting]
Student: She's [Inaudible] 1 she ate 5. Student: [Inaudible] of the oranges. Teacher: [Inaudible] of the oranges to her Student.  [TARGET]Teacher: How many oranges?[/TARGET] Other Adult: I'm not gonna go anywhere; just use it the way it is. Teacher: [Counting] Student: You know what Student D!
Teacher: That's what I got -- All eyes, all eyes on the board please. Teacher: All eyes on the board Student J please, thank you honey. Teacher: On the board please.  [TARGET]Teacher: Are you reading a story to me?[/TARGET] Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? Teacher: Hm, how are we going to solve this problem? Teacher: Somebody help me.
Teacher: On the board please. Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student?  [TARGET]Teacher: Hm, how are we going to solve this problem?[/TARGET] Teacher: Somebody help me. Teacher: Can you solve the problem? Teacher: What are we going to do?
Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? Teacher: Hm, how are we going to solve this problem?  [TARGET]Teacher: Somebody help me.[/TARGET] Teacher: Can you solve the problem? Teacher: What are we going to do? Teacher: Stop banging.
Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? Teacher: Hm, how are we going to solve this problem? Teacher: Somebody help me.  [TARGET]Teacher: Can you solve the problem?[/TARGET] Teacher: What are we going to do? Teacher: Stop banging. Student: Actually you're stupid, remember that.
Teacher: Hm, how are we going to solve this problem? Teacher: Somebody help me. Teacher: Can you solve the problem?  [TARGET]Teacher: What are we going to do?[/TARGET] Teacher: Stop banging. Student: Actually you're stupid, remember that. Teacher: 6 what?
Teacher: What are we going to do? Teacher: Stop banging. Student: Actually you're stupid, remember that.  [TARGET]Teacher: 6 what?[/TARGET] Student: Oranges. Teacher: Are you level please? Student: I have another way, I have another way.
Student: Oranges. Teacher: Are you level please? Student: I have another way, I have another way.  [TARGET]Teacher: Do we agree?[/TARGET] Student: Yes. Teacher: Do we agree? Student: Yes.
Student: I have another way, I have another way. Teacher: Do we agree? Student: Yes.  [TARGET]Teacher: Do we agree?[/TARGET] Student: Yes. Teacher: If you think that Student J did the right answer thumbs up. Teacher: If Student J did the right, thumbs up.
Teacher: If you think that Student J didn't answer it correctly thumbs down. Other Adult: Some people just don't know. Teacher: If you do not know raise your hand.  [TARGET]Teacher: Whether he did this right or wrong you don't know?[/TARGET] Teacher: Okay, now we said that the denominator is what? Student: It's 6. Teacher: The whole has how many?
Other Adult: Some people just don't know. Teacher: If you do not know raise your hand. Teacher: Whether he did this right or wrong you don't know?  [TARGET]Teacher: Okay, now we said that the denominator is what?[/TARGET] Student: It's 6. Teacher: The whole has how many? Other Adult: What's the denominator, what's in the denominator?
Teacher: Whether he did this right or wrong you don't know? Teacher: Okay, now we said that the denominator is what? Student: It's 6.  [TARGET]Teacher: The whole has how many?[/TARGET] Other Adult: What's the denominator, what's in the denominator? Teacher: What does the denominator tell us? Teacher: Student J?
Student: It's 6. Teacher: The whole has how many? Other Adult: What's the denominator, what's in the denominator?  [TARGET]Teacher: What does the denominator tell us?[/TARGET] Teacher: Student J? Student: fourths. Teacher: What does the denominator tell?
Teacher: The whole has how many? Other Adult: What's the denominator, what's in the denominator? Teacher: What does the denominator tell us?  [TARGET]Teacher: Student J?[/TARGET] Student: fourths. Teacher: What does the denominator tell? Student: The denominator is divided by [Inaudible]
Teacher: What does the denominator tell us? Teacher: Student J? Student: fourths.  [TARGET]Teacher: What does the denominator tell?[/TARGET] Student: The denominator is divided by [Inaudible] Teacher: What does the denominator huh? Student: The denominator is what is divided by.
Student: fourths. Teacher: What does the denominator tell? Student: The denominator is divided by [Inaudible]  [TARGET]Teacher: What does the denominator huh?[/TARGET] Student: The denominator is what is divided by. Teacher: The denominator is what it's divided by okay stop please. Teacher: Please put over that.
Teacher: Please put over that. Teacher: [Someone parked in the handicap spot, over loud speaker] Teacher: Let's go back to this, denominator.  [TARGET]Teacher: What number is the denominator here?[/TARGET] Student: 4 Teacher: 4 and the number tells what? Student: How many you got.
Teacher: Let's go back to this, denominator. Teacher: What number is the denominator here? Student: 4  [TARGET]Teacher: 4 and the number tells what?[/TARGET] Student: How many you got. Teacher: How many parts. Teacher: How many parts in the whole this is Student J what is the whole number here?
Student: 4 Teacher: 4 and the number tells what? Student: How many you got.  [TARGET]Teacher: How many parts.[/TARGET] Teacher: How many parts in the whole this is Student J what is the whole number here? Student: 7 Teacher: The what?
Teacher: 4 and the number tells what? Student: How many you got. Teacher: How many parts.  [TARGET]Teacher: How many parts in the whole this is Student J what is the whole number here?[/TARGET] Student: 7 Teacher: The what? Teacher: Look it Student J I want you to get this.
Teacher: How many parts. Teacher: How many parts in the whole this is Student J what is the whole number here? Student: 7  [TARGET]Teacher: The what?[/TARGET] Teacher: Look it Student J I want you to get this. Teacher: The denominator tells, the denominator tells how many parts a whole is divided into. Teacher: What are we dividing?
Student: 7 Teacher: The what? Teacher: Look it Student J I want you to get this.  [TARGET]Teacher: The denominator tells, the denominator tells how many parts a whole is divided into.[/TARGET] Teacher: What are we dividing? Student: Um, 24 divided by 1 fourth. Teacher: 24, so the 24 becomes the what?
Teacher: The what? Teacher: Look it Student J I want you to get this. Teacher: The denominator tells, the denominator tells how many parts a whole is divided into.  [TARGET]Teacher: What are we dividing?[/TARGET] Student: Um, 24 divided by 1 fourth. Teacher: 24, so the 24 becomes the what? Student: The whole.
Teacher: The denominator tells, the denominator tells how many parts a whole is divided into. Teacher: What are we dividing? Student: Um, 24 divided by 1 fourth.  [TARGET]Teacher: 24, so the 24 becomes the what?[/TARGET] Student: The whole. Teacher: The whole number so the whole number divided in the whole. Teacher: And Student J stop.
Student: Um, 24 divided by 1 fourth. Teacher: 24, so the 24 becomes the what? Student: The whole.  [TARGET]Teacher: The whole number so the whole number divided in the whole.[/TARGET] Teacher: And Student J stop. Teacher: Student J I'm gonna send you out. Student: I got the next question, got it!
Teacher: And Student J stop. Teacher: Student J I'm gonna send you out. Student: I got the next question, got it!  [TARGET]Teacher: And what does the numerator tell?[/TARGET] Teacher: What does the numerator tell first off? Student: The whole thing. Teacher: What is the numerator in this number?
Teacher: Student J I'm gonna send you out. Student: I got the next question, got it! Teacher: And what does the numerator tell?  [TARGET]Teacher: What does the numerator tell first off?[/TARGET] Student: The whole thing. Teacher: What is the numerator in this number? Student: Look at the camera.
Teacher: And what does the numerator tell? Teacher: What does the numerator tell first off? Student: The whole thing.  [TARGET]Teacher: What is the numerator in this number?[/TARGET] Student: Look at the camera. Teacher: The one. Teacher: And because you have what?
Student: The whole thing. Teacher: What is the numerator in this number? Student: Look at the camera.  [TARGET]Teacher: The one.[/TARGET] Teacher: And because you have what? Student: 1 shaded. Teacher: How many parts are shaded?
Teacher: What is the numerator in this number? Student: Look at the camera. Teacher: The one.  [TARGET]Teacher: And because you have what?[/TARGET] Student: 1 shaded. Teacher: How many parts are shaded? Teacher: Hm, that brings me to put this into 24ths.
Teacher: The one. Teacher: And because you have what? Student: 1 shaded.  [TARGET]Teacher: How many parts are shaded?[/TARGET] Teacher: Hm, that brings me to put this into 24ths. Teacher: We're sharing this into how many parts? Student: 4, 1 fourth.
Teacher: And because you have what? Student: 1 shaded. Teacher: How many parts are shaded?  [TARGET]Teacher: Hm, that brings me to put this into 24ths.[/TARGET] Teacher: We're sharing this into how many parts? Student: 4, 1 fourth. Teacher: I'm gonna make it 1, 2, 3, 4.
Student: 1 shaded. Teacher: How many parts are shaded? Teacher: Hm, that brings me to put this into 24ths.  [TARGET]Teacher: We're sharing this into how many parts?[/TARGET] Student: 4, 1 fourth. Teacher: I'm gonna make it 1, 2, 3, 4. Teacher: And I'm gonna put the 24 into this 4 parts.
Teacher: Hm, that brings me to put this into 24ths. Teacher: We're sharing this into how many parts? Student: 4, 1 fourth.  [TARGET]Teacher: I'm gonna make it 1, 2, 3, 4.[/TARGET] Teacher: And I'm gonna put the 24 into this 4 parts. Teacher: [Counts to 24] Student: That's mine here, SHUTUP!
Teacher: We're sharing this into how many parts? Student: 4, 1 fourth. Teacher: I'm gonna make it 1, 2, 3, 4.  [TARGET]Teacher: And I'm gonna put the 24 into this 4 parts.[/TARGET] Teacher: [Counts to 24] Student: That's mine here, SHUTUP! Student: [Class counts to 24 with teacher]
Teacher: Now Student J back to you again and we say that what would this be? Teacher: Student S what would this be? Student: 6  [TARGET]Teacher: What would this part be I'm not talking about what is the size.[/TARGET] Student: 6 fourths. Teacher: How many blocks to do we have? Teacher: 1, 2, 3, 4.
Student: 6 Teacher: What would this part be I'm not talking about what is the size. Student: 6 fourths.  [TARGET]Teacher: How many blocks to do we have?[/TARGET] Teacher: 1, 2, 3, 4. Teacher: So what would this be if you did the fraction? Student: 6 fourths.
Teacher: What would this part be I'm not talking about what is the size. Student: 6 fourths. Teacher: How many blocks to do we have?  [TARGET]Teacher: 1, 2, 3, 4.[/TARGET] Teacher: So what would this be if you did the fraction? Student: 6 fourths. Teacher: No.
Student: 6 fourths. Teacher: How many blocks to do we have? Teacher: 1, 2, 3, 4.  [TARGET]Teacher: So what would this be if you did the fraction?[/TARGET] Student: 6 fourths. Teacher: No. Student: 1 fourth.
Teacher: 1, 2, 3, 4. Teacher: So what would this be if you did the fraction? Student: 6 fourths.  [TARGET]Teacher: No.[/TARGET] Student: 1 fourth. Teacher: 1 fourth, what would this be? Student: 1 fourth.
Student: 6 fourths. Teacher: No. Student: 1 fourth.  [TARGET]Teacher: 1 fourth, what would this be?[/TARGET] Student: 1 fourth. Teacher: What would this be? Teacher: What would this be?
Student: 1 fourth. Teacher: 1 fourth, what would this be? Student: 1 fourth.  [TARGET]Teacher: What would this be?[/TARGET] Teacher: What would this be? Student: Grandpa. Teacher: If I add 1 fourth plus 1 fourth plus 1 fourth plus 1 fourth what will it be?
Teacher: 1 fourth, what would this be? Student: 1 fourth. Teacher: What would this be?  [TARGET]Teacher: What would this be?[/TARGET] Student: Grandpa. Teacher: If I add 1 fourth plus 1 fourth plus 1 fourth plus 1 fourth what will it be? Student: 24
Teacher: What would this be? Teacher: What would this be? Student: Grandpa.  [TARGET]Teacher: If I add 1 fourth plus 1 fourth plus 1 fourth plus 1 fourth what will it be?[/TARGET] Student: 24 Teacher: Equals what? Student: 24
Student: Grandpa. Teacher: If I add 1 fourth plus 1 fourth plus 1 fourth plus 1 fourth what will it be? Student: 24  [TARGET]Teacher: Equals what?[/TARGET] Student: 24 Teacher: 4 out of what? Student: 4
Student: 24 Teacher: Equals what? Student: 24  [TARGET]Teacher: 4 out of what?[/TARGET] Student: 4 Teacher: Which is equal to what? Student: 20, 1 whole.
Student: 24 Teacher: 4 out of what? Student: 4  [TARGET]Teacher: Which is equal to what?[/TARGET] Student: 20, 1 whole. Teacher: The whole of this is added as one whole. Teacher: And now out of this one whole that has 24 so my parts are going to be what?
Student: 4 Teacher: Which is equal to what? Student: 20, 1 whole.  [TARGET]Teacher: The whole of this is added as one whole.[/TARGET] Teacher: And now out of this one whole that has 24 so my parts are going to be what? Student: 6 Teacher: Let us know how you got 6?
Teacher: Which is equal to what? Student: 20, 1 whole. Teacher: The whole of this is added as one whole.  [TARGET]Teacher: And now out of this one whole that has 24 so my parts are going to be what?[/TARGET] Student: 6 Teacher: Let us know how you got 6? Teacher: Does it make sense?
Teacher: The whole of this is added as one whole. Teacher: And now out of this one whole that has 24 so my parts are going to be what? Student: 6  [TARGET]Teacher: Let us know how you got 6?[/TARGET] Teacher: Does it make sense? Student: Yes. Teacher: Do you get it now?
Teacher: And now out of this one whole that has 24 so my parts are going to be what? Student: 6 Teacher: Let us know how you got 6?  [TARGET]Teacher: Does it make sense?[/TARGET] Student: Yes. Teacher: Do you get it now? Teacher: Okay let me get that you can do one.
Teacher: Let us know how you got 6? Teacher: Does it make sense? Student: Yes.  [TARGET]Teacher: Do you get it now?[/TARGET] Teacher: Okay let me get that you can do one. Teacher: What if I say that? Student: Was my answer right?
Teacher: Does it make sense? Student: Yes. Teacher: Do you get it now?  [TARGET]Teacher: Okay let me get that you can do one.[/TARGET] Teacher: What if I say that? Student: Was my answer right? Teacher: You're right.
Student: Yes. Teacher: Do you get it now? Teacher: Okay let me get that you can do one.  [TARGET]Teacher: What if I say that?[/TARGET] Student: Was my answer right? Teacher: You're right. Student: Yes!
Teacher: Okay let me get that you can do one. Teacher: What if I say that? Student: Was my answer right?  [TARGET]Teacher: You're right.[/TARGET] Student: Yes! Teacher: What if I said that Ms. A gives 3 fourths of her oranges to her class. Teacher: How many oranges did Ms. A give?
Student: Was my answer right? Teacher: You're right. Student: Yes!  [TARGET]Teacher: What if I said that Ms. A gives 3 fourths of her oranges to her class.[/TARGET] Teacher: How many oranges did Ms. A give? Student: 18! Teacher: Please stop.
Teacher: You're right. Student: Yes! Teacher: What if I said that Ms. A gives 3 fourths of her oranges to her class.  [TARGET]Teacher: How many oranges did Ms. A give?[/TARGET] Student: 18! Teacher: Please stop. Student: 18, 18, 18, 18!
Student: If it breaks by itself are you gonna sharpen it? Other Adult: It's not gonna break by itself. Teacher: Okay go back to your seat.  [TARGET]Teacher: Do you think that Student J did the right answer here?[/TARGET] Student: No. Teacher: Why? Student: I think it's wrong.
Teacher: Okay go back to your seat. Teacher: Do you think that Student J did the right answer here? Student: No.  [TARGET]Teacher: Why?[/TARGET] Student: I think it's wrong. Student: Yes I do. Teacher: You do?
Teacher: Why? Student: I think it's wrong. Student: Yes I do.  [TARGET]Teacher: You do?[/TARGET] Student: Yeah, I, I wait, no I don't. Teacher: If you think she does the right [Clapping to quiet students] Please stop. Teacher: If you think she done the right one thumbs up.
Teacher: If you think she does the right [Clapping to quiet students] Please stop. Teacher: If you think she done the right one thumbs up. Teacher: If you think she didn't do the right thing, thumbs down.  [TARGET]Teacher: Student J what is the denominator of this one?[/TARGET] Teacher: The denominator. Student: 3, 4? Teacher: What is denominator?
Teacher: If you think she done the right one thumbs up. Teacher: If you think she didn't do the right thing, thumbs down. Teacher: Student J what is the denominator of this one?  [TARGET]Teacher: The denominator.[/TARGET] Student: 3, 4? Teacher: What is denominator? Student: Cause she had 2 fourths.
Teacher: Student J what is the denominator of this one? Teacher: The denominator. Student: 3, 4?  [TARGET]Teacher: What is denominator?[/TARGET] Student: Cause she had 2 fourths. Other Adult: The number are [Inaudible]. Teacher: The number is where?
Teacher: What is denominator? Student: Cause she had 2 fourths. Other Adult: The number are [Inaudible].  [TARGET]Teacher: The number is where?[/TARGET] Student: I don't know Student: The number at the bottom? Student: Who are you talking to?
Student: The number at the bottom? Student: Who are you talking to? Student: I'm talking to you.  [TARGET]Teacher: The number at the bottom do.[/TARGET] Teacher: Student J can you stop? Teacher: How did you get this? Teacher: What does the number at the bottom do?
Student: I'm talking to you. Teacher: The number at the bottom do. Teacher: Student J can you stop?  [TARGET]Teacher: How did you get this?[/TARGET] Teacher: What does the number at the bottom do? Student: How many parts in a whole. Teacher: How many parts in a whole is divided, how many parts did you divide your, your whole.
Teacher: The number at the bottom do. Teacher: Student J can you stop? Teacher: How did you get this?  [TARGET]Teacher: What does the number at the bottom do?[/TARGET] Student: How many parts in a whole. Teacher: How many parts in a whole is divided, how many parts did you divide your, your whole. Student: 3 parts.
Teacher: How did you get this? Teacher: What does the number at the bottom do? Student: How many parts in a whole.  [TARGET]Teacher: How many parts in a whole is divided, how many parts did you divide your, your whole.[/TARGET] Student: 3 parts. Teacher: 3 or 4? Teacher: [Student whistles into mic]
Student: How many parts in a whole. Teacher: How many parts in a whole is divided, how many parts did you divide your, your whole. Student: 3 parts.  [TARGET]Teacher: 3 or 4?[/TARGET] Teacher: [Student whistles into mic] Student: [Yelling] Teacher: What we have here is to divide this 24 by what?
Teacher: 3 or 4? Teacher: [Student whistles into mic] Student: [Yelling]  [TARGET]Teacher: What we have here is to divide this 24 by what?[/TARGET] Student: 2 fourths. Teacher: And what does the numerator tell? Student: 6 [Inaudible]
Student: [Yelling] Teacher: What we have here is to divide this 24 by what? Student: 2 fourths.  [TARGET]Teacher: And what does the numerator tell?[/TARGET] Student: 6 [Inaudible] Student: That sounds way wrong. Teacher: What does the numerator tell?
Teacher: And what does the numerator tell? Student: 6 [Inaudible] Student: That sounds way wrong.  [TARGET]Teacher: What does the numerator tell?[/TARGET] Student: 1, 2, 3... Teacher: The numerator is the number that is? Student: Student J said it was.
Student: That sounds way wrong. Teacher: What does the numerator tell? Student: 1, 2, 3...  [TARGET]Teacher: The numerator is the number that is?[/TARGET] Student: Student J said it was. Teacher: That is all they? Student: On the [Inaudible]
Student: 1, 2, 3... Teacher: The numerator is the number that is? Student: Student J said it was.  [TARGET]Teacher: That is all they?[/TARGET] Student: On the [Inaudible] Teacher: On the top, and it tells what? Student: What's the whole thing?
Student: Student J said it was. Teacher: That is all they? Student: On the [Inaudible]  [TARGET]Teacher: On the top, and it tells what?[/TARGET] Student: What's the whole thing? Teacher: How many is taken, is taken from the whole. Student: [Yelling and one student making animal noises]
Student: On the [Inaudible] Teacher: On the top, and it tells what? Student: What's the whole thing?  [TARGET]Teacher: How many is taken, is taken from the whole.[/TARGET] Student: [Yelling and one student making animal noises] Teacher: Alright let's do it from the beginning. Teacher: Come back.
Student: [Yelling and one student making animal noises] Teacher: Alright let's do it from the beginning. Teacher: Come back.  [TARGET]Teacher: Using this thing you know now I want you to do it by yourself.[/TARGET] Teacher: The denominator tells you how many parts the whole is divided. Teacher: What is the whole here? Student: 30