stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: She's thinking. Teacher: He's doing it. Teacher: He's already done.  [TARGET]Teacher: Maybe he's not good.[/TARGET] Teacher: Maybe - oh, [inaudible] check it. Teacher: Check it out. Teacher: Yes.
Teacher: Maybe he's not good. Teacher: Maybe - oh, [inaudible] check it. Teacher: Check it out.  [TARGET]Teacher: Yes.[/TARGET] Teacher: [Crosstalk] Teacher: Done? Teacher: So did you write a sentence?
Teacher: Done? Teacher: So did you write a sentence? Teacher: Did you write - oh, I'm glad I told you.  [TARGET]Teacher: See.[/TARGET] Teacher: [Crosstalk] Teacher: You all ready? Teacher: Wait a minute.
Teacher: [Crosstalk] Teacher: You all ready? Teacher: Wait a minute.  [TARGET]Teacher: Eight and three fourths - three fourths of 24?[/TARGET] Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that? Student: Divided by three. Teacher: We did half - look, look.
Teacher: You all ready? Teacher: Wait a minute. Teacher: Eight and three fourths - three fourths of 24?  [TARGET]Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that?[/TARGET] Student: Divided by three. Teacher: We did half - look, look. Teacher: Look.
Teacher: People that are looking. Student: Yes. Teacher: I'm glad you're looking.  [TARGET]Teacher: See, that's one fourth, that's two fourths.[/TARGET] Teacher: How many pieces? Teacher: That's half. Teacher: Two fourths is half, and three fourths - three fourths is how many?
Student: Yes. Teacher: I'm glad you're looking. Teacher: See, that's one fourth, that's two fourths.  [TARGET]Teacher: How many pieces?[/TARGET] Teacher: That's half. Teacher: Two fourths is half, and three fourths - three fourths is how many? Teacher: Three fourths is how many?
Teacher: I'm glad you're looking. Teacher: See, that's one fourth, that's two fourths. Teacher: How many pieces?  [TARGET]Teacher: That's half.[/TARGET] Teacher: Two fourths is half, and three fourths - three fourths is how many? Teacher: Three fourths is how many? Student: Three fourths is -
Teacher: See, that's one fourth, that's two fourths. Teacher: How many pieces? Teacher: That's half.  [TARGET]Teacher: Two fourths is half, and three fourths - three fourths is how many?[/TARGET] Teacher: Three fourths is how many? Student: Three fourths is - Teacher: How many pieces?
Teacher: How many pieces? Teacher: That's half. Teacher: Two fourths is half, and three fourths - three fourths is how many?  [TARGET]Teacher: Three fourths is how many?[/TARGET] Student: Three fourths is - Teacher: How many pieces? Student: [Inaudible].
Teacher: Two fourths is half, and three fourths - three fourths is how many? Teacher: Three fourths is how many? Student: Three fourths is -  [TARGET]Teacher: How many pieces?[/TARGET] Student: [Inaudible]. Teacher: Wait a minute. Teacher: One fourth, two fourth, three fourths.
Teacher: How many pieces? Student: [Inaudible]. Teacher: Wait a minute.  [TARGET]Teacher: One fourth, two fourth, three fourths.[/TARGET] Multiple Students: 18 pieces. Multiple Students: [Crosstalk] Teacher: We've done that before.
Teacher: One fourth, two fourth, three fourths. Multiple Students: 18 pieces. Multiple Students: [Crosstalk]  [TARGET]Teacher: We've done that before.[/TARGET] Teacher: I don't know why you - you said [inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible] said it.
Multiple Students: 18 pieces. Multiple Students: [Crosstalk] Teacher: We've done that before.  [TARGET]Teacher: I don't know why you - you said [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: [Inaudible] said it. Teacher: They [inaudible] the sentence.
Teacher: We've done that before. Teacher: I don't know why you - you said [inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: [Inaudible] said it.[/TARGET] Teacher: They [inaudible] the sentence. Teacher: Let me see the sentence. Teacher: Let me see the sentence.
Teacher: I don't know why you - you said [inaudible]. Teacher: [Crosstalk] Teacher: [Inaudible] said it.  [TARGET]Teacher: They [inaudible] the sentence.[/TARGET] Teacher: Let me see the sentence. Teacher: Let me see the sentence. Teacher: Let me see - [inaudible] how many.
Teacher: Let me see the sentence. Teacher: Let me see the sentence. Teacher: Let me see - [inaudible] how many.  [TARGET]Teacher: She gives - okay.[/TARGET] Student: Teacher, you got me back. Student: [Crosstalk] Teacher: The sentence, sentence.
Student: [Crosstalk] Teacher: The sentence, sentence. Teacher: Did you write a sentence?  [TARGET]Teacher: Ethan gets [inaudible] -[/TARGET] Multiple Students: [Inaudible]. Teacher: Thank you very much. Teacher: What did you write down?
Teacher: Did you write a sentence? Teacher: Ethan gets [inaudible] - Multiple Students: [Inaudible].  [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: What did you write down? Student: I know [inaudible], Student: [Crosstalk]
Teacher: [Crosstalk] Teacher: We will let you do more problems, yes. Teacher: We'll let you do more problems.  [TARGET]Teacher: Somebody -[/TARGET] Teacher: [Crosstalk] Student: One more, one more. Student: [Crosstalk]
Teacher: All right. Teacher: See, he is talking. Teacher: If I have you back, then you are listening, not talking.  [TARGET]Teacher: Nice.[/TARGET] Teacher: Now, Student O, give me one thing we learned during this time of math this morning. Teacher: What did we learn? Teacher: Remember what we learned.
Teacher: See, he is talking. Teacher: If I have you back, then you are listening, not talking. Teacher: Nice.  [TARGET]Teacher: Now, Student O, give me one thing we learned during this time of math this morning.[/TARGET] Teacher: What did we learn? Teacher: Remember what we learned. Teacher: You know, remember, our objective for the week -
Teacher: If I have you back, then you are listening, not talking. Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning.  [TARGET]Teacher: What did we learn?[/TARGET] Teacher: Remember what we learned. Teacher: You know, remember, our objective for the week - Student: For the week.
Teacher: Nice. Teacher: Now, Student O, give me one thing we learned during this time of math this morning. Teacher: What did we learn?  [TARGET]Teacher: Remember what we learned.[/TARGET] Teacher: You know, remember, our objective for the week - Student: For the week. Teacher: For the week.
Teacher: Now, Student O, give me one thing we learned during this time of math this morning. Teacher: What did we learn? Teacher: Remember what we learned.  [TARGET]Teacher: You know, remember, our objective for the week -[/TARGET] Student: For the week. Teacher: For the week. Teacher: Remember, this one here?
Teacher: Remember what we learned. Teacher: You know, remember, our objective for the week - Student: For the week.  [TARGET]Teacher: For the week.[/TARGET] Teacher: Remember, this one here? Teacher: Five and - sit up. Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area -
Teacher: You know, remember, our objective for the week - Student: For the week. Teacher: For the week.  [TARGET]Teacher: Remember, this one here?[/TARGET] Teacher: Five and - sit up. Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area - Teacher: [Crosstalk]
Teacher: For the week. Teacher: Remember, this one here? Teacher: Five and - sit up.  [TARGET]Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area -[/TARGET] Teacher: [Crosstalk] Teacher: The new meaning of numerator and denominator. Multiple Students: Denominator.
Teacher: Five and - sit up. Teacher: [Inaudible] student will be able to find fractions [inaudible] group of any area - Teacher: [Crosstalk]  [TARGET]Teacher: The new meaning of numerator and denominator.[/TARGET] Multiple Students: Denominator. Teacher: Thank you very much. Teacher: Now, I see Student M really listening, but maybe he could tell me one thing.
Teacher: [Crosstalk] Teacher: The new meaning of numerator and denominator. Multiple Students: Denominator.  [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: Now, I see Student M really listening, but maybe he could tell me one thing. Teacher: Now - Student: [Inaudible].
Multiple Students: Denominator. Teacher: Thank you very much. Teacher: Now, I see Student M really listening, but maybe he could tell me one thing.  [TARGET]Teacher: Now -[/TARGET] Student: [Inaudible]. Teacher: One thing, one thing. Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me.
Teacher: Now, I see Student M really listening, but maybe he could tell me one thing. Teacher: Now - Student: [Inaudible].  [TARGET]Teacher: One thing, one thing.[/TARGET] Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me. Teacher: It could be any of these. Teacher: It could be any of - 24.
Teacher: Now - Student: [Inaudible]. Teacher: One thing, one thing.  [TARGET]Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me.[/TARGET] Teacher: It could be any of these. Teacher: It could be any of - 24. Teacher: It could be something.
Student: [Inaudible]. Teacher: One thing, one thing. Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me.  [TARGET]Teacher: It could be any of these.[/TARGET] Teacher: It could be any of - 24. Teacher: It could be something. Teacher: But - all right.
Teacher: One thing, one thing. Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me. Teacher: It could be any of these.  [TARGET]Teacher: It could be any of - 24.[/TARGET] Teacher: It could be something. Teacher: But - all right. Teacher: Shh.
Teacher: If you were to say one thing that we learned this morning that you feel strong, you feel very strong and I could explain it, I could write it in my learner's notebook and I could take it home with me. Teacher: It could be any of these. Teacher: It could be any of - 24.  [TARGET]Teacher: It could be something.[/TARGET] Teacher: But - all right. Teacher: Shh. Teacher: All right, it could be out of the set.
Teacher: It could be any of these. Teacher: It could be any of - 24. Teacher: It could be something.  [TARGET]Teacher: But - all right.[/TARGET] Teacher: Shh. Teacher: All right, it could be out of the set. Teacher: It could be mm, any fraction, anything.
Teacher: It could be something. Teacher: But - all right. Teacher: Shh.  [TARGET]Teacher: All right, it could be out of the set.[/TARGET] Teacher: It could be mm, any fraction, anything. Teacher: All right, now, one thing. Student: Today in math I learned that -
Teacher: But - all right. Teacher: Shh. Teacher: All right, it could be out of the set.  [TARGET]Teacher: It could be mm, any fraction, anything.[/TARGET] Teacher: All right, now, one thing. Student: Today in math I learned that - Teacher: Some people are not listening.
Teacher: Shh. Teacher: All right, it could be out of the set. Teacher: It could be mm, any fraction, anything.  [TARGET]Teacher: All right, now, one thing.[/TARGET] Student: Today in math I learned that - Teacher: Some people are not listening. Teacher: Somebody is sharing.
Teacher: Student M is not listening and Student A is not listening. Student: I am. Teacher: We are about to finish.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple. Teacher: Now, let's - one, two.
Teacher: We are about to finish. Teacher: Thank you. Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned.  [TARGET]Teacher: Simple.[/TARGET] Teacher: Now, let's - one, two. Teacher: Yeah, go ahead. Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction.
Teacher: Now, let's - one, two. Teacher: Yeah, go ahead. Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction.  [TARGET]Teacher: Thank you very much.[/TARGET] Teacher: That's one thing, one fact about fractions what we learned. Teacher: Denominator is the whole set number, or the number in the set. Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your -
Teacher: Yeah, go ahead. Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much.  [TARGET]Teacher: That's one thing, one fact about fractions what we learned.[/TARGET] Teacher: Denominator is the whole set number, or the number in the set. Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your -  Student: [Inaudible].
Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much. Teacher: That's one thing, one fact about fractions what we learned.  [TARGET]Teacher: Denominator is the whole set number, or the number in the set.[/TARGET] Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your -  Student: [Inaudible]. Teacher: Yeah, what is it?
Teacher: Denominator is the whole set number, or the number in the set. Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your -  Student: [Inaudible].  [TARGET]Teacher: Yeah, what is it?[/TARGET] Teacher: What would you tell your mom or dad about what we learned today? Teacher: See, he's not listening. Teacher: Thank you.
Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your -  Student: [Inaudible]. Teacher: Yeah, what is it?  [TARGET]Teacher: What would you tell your mom or dad about what we learned today?[/TARGET] Teacher: See, he's not listening. Teacher: Thank you. Teacher: Yes?
Teacher: Yeah, what is it? Teacher: What would you tell your mom or dad about what we learned today? Teacher: See, he's not listening.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Yes? Student: I learned - Teacher: So let's -
Teacher: What would you tell your mom or dad about what we learned today? Teacher: See, he's not listening. Teacher: Thank you.  [TARGET]Teacher: Yes?[/TARGET] Student: I learned - Teacher: So let's - Student: Today I learned that a set of fractions could be divided into many pieces.
Teacher: Thank you. Teacher: Yes? Student: I learned -  [TARGET]Teacher: So let's -[/TARGET] Student: Today I learned that a set of fractions could be divided into many pieces. Teacher: Thank you. Student: We also learned -
Student: I learned - Teacher: So let's - Student: Today I learned that a set of fractions could be divided into many pieces.  [TARGET]Teacher: Thank you.[/TARGET] Student: We also learned - Teacher: No, hold on. Teacher: One fact.
Student: Today I learned that a set of fractions could be divided into many pieces. Teacher: Thank you. Student: We also learned -  [TARGET]Teacher: No, hold on.[/TARGET] Teacher: One fact. Teacher: A set of fractions could be learned into many - Multiple Students: Pieces.
Teacher: Thank you. Student: We also learned - Teacher: No, hold on.  [TARGET]Teacher: One fact.[/TARGET] Teacher: A set of fractions could be learned into many - Multiple Students: Pieces. Teacher: Many -
Student: We also learned - Teacher: No, hold on. Teacher: One fact.  [TARGET]Teacher: A set of fractions could be learned into many -[/TARGET] Multiple Students: Pieces. Teacher: Many - Multiple Students: Pieces.
Teacher: One fact. Teacher: A set of fractions could be learned into many - Multiple Students: Pieces.  [TARGET]Teacher: Many -[/TARGET] Multiple Students: Pieces. Teacher: Pieces, and who could tell the fraction - the fraction pieces. Teacher: See, you're not really listening.
Multiple Students: Pieces. Teacher: Many - Multiple Students: Pieces.  [TARGET]Teacher: Pieces, and who could tell the fraction - the fraction pieces.[/TARGET] Teacher: See, you're not really listening. Teacher: All right, next one, Student D.  Student D.  Student D.  Student D. Student: That's -
Teacher: See, you're not really listening. Teacher: All right, next one, Student D.  Student D.  Student D.  Student D. Student: That's -  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Okay, go ahead now. Student: Today I learned that - Teacher: Now, say it loud.
Teacher: Okay, go ahead now. Student: Today I learned that - Teacher: Now, say it loud.  [TARGET]Teacher: Yeah.[/TARGET] Student: Today I learned how to add fractions. Teacher: Add. Teacher: We also learned one half plus one half equals -
Teacher: Now, say it loud. Teacher: Yeah. Student: Today I learned how to add fractions.  [TARGET]Teacher: Add.[/TARGET] Teacher: We also learned one half plus one half equals - Multiple Students: A whole. Teacher: Thank you.
Teacher: Yeah. Student: Today I learned how to add fractions. Teacher: Add.  [TARGET]Teacher: We also learned one half plus one half equals -[/TARGET] Multiple Students: A whole. Teacher: Thank you. Teacher: A half plus one half.
Teacher: Add. Teacher: We also learned one half plus one half equals - Multiple Students: A whole.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: A half plus one half. Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing. Teacher: How about a word -
Teacher: We also learned one half plus one half equals - Multiple Students: A whole. Teacher: Thank you.  [TARGET]Teacher: A half plus one half.[/TARGET] Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing. Teacher: How about a word - Multiple Students: Equivalent.
Multiple Students: A whole. Teacher: Thank you. Teacher: A half plus one half.  [TARGET]Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing.[/TARGET] Teacher: How about a word - Multiple Students: Equivalent. Teacher: Anybody pick up anything?
Teacher: Thank you. Teacher: A half plus one half. Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing.  [TARGET]Teacher: How about a word -[/TARGET] Multiple Students: Equivalent. Teacher: Anybody pick up anything? Teacher: What is equal?
Teacher: But what if the set - it could be a set of one half of the set plus one half of the set is equal to the whole thing. Teacher: How about a word - Multiple Students: Equivalent.  [TARGET]Teacher: Anybody pick up anything?[/TARGET] Teacher: What is equal? Teacher: What fraction is equivalent? Teacher: Equivalent, equal.
Teacher: How about a word - Multiple Students: Equivalent. Teacher: Anybody pick up anything?  [TARGET]Teacher: What is equal?[/TARGET] Teacher: What fraction is equivalent? Teacher: Equivalent, equal. Teacher: [Crosstalk]
Multiple Students: Equivalent. Teacher: Anybody pick up anything? Teacher: What is equal?  [TARGET]Teacher: What fraction is equivalent?[/TARGET] Teacher: Equivalent, equal. Teacher: [Crosstalk] Teacher: See, I'm losing you.
Teacher: Anybody pick up anything? Teacher: What is equal? Teacher: What fraction is equivalent?  [TARGET]Teacher: Equivalent, equal.[/TARGET] Teacher: [Crosstalk] Teacher: See, I'm losing you. Teacher: Yeah.
Teacher: Equivalent, equal. Teacher: [Crosstalk] Teacher: See, I'm losing you.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Student D, tell me something about equal, equivalent. Teacher: Yeah. Teacher: Okay, [inaudible].
Teacher: [Crosstalk] Teacher: See, I'm losing you. Teacher: Yeah.  [TARGET]Teacher: Student D, tell me something about equal, equivalent.[/TARGET] Teacher: Yeah. Teacher: Okay, [inaudible]. Teacher: [Crosstalk]
Teacher: See, I'm losing you. Teacher: Yeah. Teacher: Student D, tell me something about equal, equivalent.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Okay, [inaudible]. Teacher: [Crosstalk] Teacher: Student N, Student N, do not talk to him.
Teacher: Yeah. Teacher: Student D, tell me something about equal, equivalent. Teacher: Yeah.  [TARGET]Teacher: Okay, [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: Student N, Student N, do not talk to him. Teacher: See, he's really - well -
Teacher: See, we could - we have to ignore him. Teacher: Yeah, let's go. Teacher: [Crosstalk]  [TARGET]Teacher: Seven half is seven fourteenths, is a -[/TARGET] Student: Equal. Teacher: It's equal to - Student: Equal -
Teacher: [Crosstalk] Teacher: Seven half is seven fourteenths, is a - Student: Equal.  [TARGET]Teacher: It's equal to -[/TARGET] Student: Equal - Teacher: Half. Teacher: Same thing.
Student: Equal. Teacher: It's equal to - Student: Equal -  [TARGET]Teacher: Half.[/TARGET] Teacher: Same thing. Teacher: Now, anything about equal - Student: Equal.
Teacher: It's equal to - Student: Equal - Teacher: Half.  [TARGET]Teacher: Same thing.[/TARGET] Teacher: Now, anything about equal - Student: Equal. Teacher: Equal, equivalent.
Student: Equal - Teacher: Half. Teacher: Same thing.  [TARGET]Teacher: Now, anything about equal -[/TARGET] Student: Equal. Teacher: Equal, equivalent. Teacher: She said seven fourteenths is equivalent to -
Teacher: Same thing. Teacher: Now, anything about equal - Student: Equal.  [TARGET]Teacher: Equal, equivalent.[/TARGET] Teacher: She said seven fourteenths is equivalent to - Multiple Students: Half. Teacher: Half.
Teacher: Now, anything about equal - Student: Equal. Teacher: Equal, equivalent.  [TARGET]Teacher: She said seven fourteenths is equivalent to -[/TARGET] Multiple Students: Half. Teacher: Half. Student: I got one.
Teacher: Equal, equivalent. Teacher: She said seven fourteenths is equivalent to - Multiple Students: Half.  [TARGET]Teacher: Half.[/TARGET] Student: I got one. Student: I got one. Student: One -
Student: I got one. Student: I got one. Student: One -  [TARGET]Teacher: Seven fourteenths is equivalent to -[/TARGET] Student: Half. Teacher: Half. Student: One half.
Student: One - Teacher: Seven fourteenths is equivalent to - Student: Half.  [TARGET]Teacher: Half.[/TARGET] Student: One half. Student: One half is - I mean, 12 over 24 - Teacher: Twelve twenty fourths is equivalent to -
Teacher: Half. Student: One half. Student: One half is - I mean, 12 over 24 -  [TARGET]Teacher: Twelve twenty fourths is equivalent to -[/TARGET] Student: A half. Teacher: Thank you. Teacher: Six twelfths is equal to -
Student: One half is - I mean, 12 over 24 - Teacher: Twelve twenty fourths is equivalent to - Student: A half.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Six twelfths is equal to - Multiple Students: Half. Teacher: Half.
Teacher: Twelve twenty fourths is equivalent to - Student: A half. Teacher: Thank you.  [TARGET]Teacher: Six twelfths is equal to -[/TARGET] Multiple Students: Half. Teacher: Half. Student: And one third is equivalent -
Teacher: Thank you. Teacher: Six twelfths is equal to - Multiple Students: Half.  [TARGET]Teacher: Half.[/TARGET] Student: And one third is equivalent - Teacher: Hold on, hold on, let's finish with half. Teacher: Now, one third.