stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Tapping noise]. Teacher: Up here. Teacher: Think about these.  [TARGET]Teacher: I asked you not to write a thing, and I have four people not following directions.[/TARGET] Teacher: Does anybody want to tell me something about either one? Teacher: You don't have to start with one-fourth, just because it's first. Teacher: What do you want to tell me, Student J?
Teacher: [Teacher with calmer voice]. Teacher: After you get the information, then you got to get it into your graph. Student: It was.  [TARGET]Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening.[/TARGET] Teacher: After you get ... after you gather the information, you have to turn it into a graph. Teacher: You walk around. Teacher: You ask people, quietly, how many people like - you all have favorite foods.
Teacher: [Teacher writing on board]. Teacher: Can I have three volunteers? Student: Me, me, me, me, me, me.  [TARGET]Teacher: And I want you to come up and fill in - shh.[/TARGET] Teacher: [Teacher writing on board]. Teacher: Now we're not solving these problems. Teacher: We're just re-writing them.
Teacher: [Teacher writing on board]. Teacher: Even though they didn't start out with a sample space, we are because if you have that sample space first sometimes it's easier to go to your diagram. Teacher: If you just try to diagram it and you don't have your information organized it can lead you to some not so correct answers, okay?  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student J, what are the two ways that the quarter may land? Student: Heads or tails. Teacher: Heads or tails.
Teacher: [Teacher writing on board]. Teacher: Okay, you better have this down. Teacher: Come on.  [TARGET]Teacher: Shh.[/TARGET] Teacher: And we are going to draw a pretty big rectangle, because you're not allowed to draw little rectangles. Teacher: Anything you do in a box better be a big box. Teacher: I don't care how many sheets of paper that it takes you on your multiplication part of, or any type of part of your S-O-L test.
Teacher: [Teacher writing on board]. Teacher: [Students working on problem]. Student: I say two-sixths.  [TARGET]Teacher: I'm going to have to ask you leave if you can't stop talking.[/TARGET] Teacher: Go sit over there in Student A's desk. Teacher: Okay, let's make sure I ... all right. Student: That's [inaudible].
Teacher: [Unrelated conversation] Teacher: Come over here. Teacher: Student P is going to work with me for right now.  [TARGET]Teacher: You have a job to do, Student M.  Student J, don't bump into that.[/TARGET] Student: Where's Student P? Student: I'm not working with Student R. Teacher: We're all working together.
Teacher: [Unrelated conversation] Teacher: Student M, can you explain to me the difference or the connection, rather, between the multiples of 3 and the multiples of 30. Student: [Inaudible].  [TARGET]Teacher: Student P, we don't laugh.[/TARGET] Teacher: Flip your card. Teacher: We don't laugh at other people. Teacher: It's absolutely okay to make mistakes or say they don't know.
Teacher: [Video plays] Teacher: I want you to figure out the area of that tennis court, please. Teacher: And what I would also like you to do, see if you can come up with two different strategies, please.  [TARGET]Teacher: [Whispering]  Do you want to stay in here and do your math?[/TARGET] Student: Are they taping that? Teacher: Yeah, they're taping everything right now, and this is a microphone. Teacher: Do you want to stay in here for the lesson and then do your math test?
Teacher: [Video plays] Teacher: Move, Student K.  Does everybody understand that? Teacher: Eyes up on there.  [TARGET]Teacher: Student L, turn your body around, please.[/TARGET] Teacher: Eyes up on there. Teacher: So it says use areas of squares when finding how many tiles you need to tile a floor, which a number of you said tiling a floor, tiling walls, or patchwork quilts. Teacher: Does anybody know what a patchwork quilt is?
Teacher: [Video plays] Teacher: So now we have one third times three fourths. Teacher: That's what you should be writing, one third times three fourths.  [TARGET]Teacher: Okay, Student R, go click the answer.[/TARGET] Teacher: Is that correct, one fourth? Teacher: Yes. Teacher: What was the original answer before we simplified, Student E?
Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet. Teacher: Follow directions.  [TARGET]Teacher: If you sit right here, right here - [inaudible].[/TARGET] Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat. Teacher: Student M, sit right here.
Teacher: [inaudible]  Don't come up to me - I'm working with somebody. Teacher: I'll come to you. Teacher: Or, Student C seems to understand what's going on - Student G seems to understand.  [TARGET]Teacher: You can come to them.[/TARGET] Teacher: Yes? Teacher: [inaudible] the answer, so what don't you understand? Student: She [inaudible]
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.  [TARGET]Teacher: All right, so I need everybody's eyes on me in 3, 2, 1 - thank you.[/TARGET] Teacher: Thank you. Teacher: Sit down, please. Student: I can't see.
Teacher: [inaudible]  Yeah. Student: Eleven. Teacher: All right.  [TARGET]Teacher: I'm gonna give you your exit card.[/TARGET] Teacher: That means you have to answer this question in order to go to special. Student: Sorry, Mama. Student: It's got to be right, too?
Teacher: [inaudible] You should be working on H.  No one's sitting in that red chair, by the way. Teacher: You guys are doing problem H.  You're doing problem H. Student: I'm not doing it -  [TARGET]Teacher: And then you do the one, when you are done, on the board.[/TARGET] Teacher: Give me the rest of it. Teacher: You gave me the fraction. Teacher: I need the percents.
Teacher: [inaudible] the girls, so 7 and 5 is what? Teacher: 7 plus 5 is what? Student: 12  [TARGET]Teacher: Is that it, or do I - what am I looking - sit down.[/TARGET] Teacher: Sit down. Teacher: 12 what, Student D? Student: 12 over 37.
Teacher: now you go all the way up to 800 cause your line go there. Student: You forgot to do that right there. Student: Forgot to do what?  [TARGET]Teacher: Why you have to be so loud when you say stuff?[/TARGET] Student: 650, 750, 850 yeah. Student: Forgot to put the numbers in the middle. Teacher: You know six of them I see one blank one.
Teacher: that's going to be silence for you, today. Teacher: Student A, you're working on silence. Teacher: Right now you're working on quiet, but you're still going.  [TARGET]Teacher: I'm talking to Student D, now.[/TARGET] Teacher: Now if I say anything again, it's silence. Teacher: And Student G, I'm giving you the opportunity to work with a group. Teacher: Don't lose your opportunity.
Teacher: 'Cause it ask you how much closer does she live. Teacher: Okay. Teacher: Thank you, girls.  [TARGET]Teacher: You can have a seat.[/TARGET] Teacher: Let's look at that closer. Teacher: How much closer does Joan live to Sue than to Carrie? Teacher: Well, 87/100 times two, let's see if that works.
Teacher: 'Cause on a test would I take off for that? Multiple Students: Yes. Teacher: Erase that.  [TARGET]Teacher: That's not what we're supposed to be doing.[/TARGET] Teacher: Yes. Student: Wait. Student: We're doing another problem again?
Teacher: 'Cause if I take 8 vans, how many kids are left over? Multiple Students: One. Teacher: One kid is gonna stand and wave to everybody.  [TARGET]Teacher: Goodbye, goodbye.[/TARGET] Teacher: You can't come. Teacher: So do I need 8 vans and then we're gonna take a van and cut it in half. Multiple Students: No.
Teacher: "Five-sixths and ten-twelfths," five-sixths and ten-twelfths. Teacher: They're what? Multiple Students: Equivalent.  [TARGET]Teacher: "It's time for another break.[/TARGET] Teacher: Chocolate comes from cocoa pods. Teacher: The Cocoa Tree grows in very warm and moist climates. Teacher: Here are eight pods."
Teacher: "Give it to me now. Teacher: Now, Now." Teacher: Momma Bear raised an eyebrow at such behavior.  [TARGET]Teacher: "You know, my little fellow, I think you deserve everything that's coming to you.[/TARGET] Teacher: The troll snorted, "So let me have it."  Billy Bob looked at Billy Beau, who gave a nudge to just plain Billy, who pulled the plug, "Everybody out of the pool."  Whoosh. Teacher: What do you think is going to happen? Student: The pool's going to hit him?
Teacher: "Here's a fraction where the top number is larger than the bottom number."  Uh-oh. Teacher: Top number larger than the bottom number. Student: [Inaudible].  [TARGET]Teacher: Look out, Student A.[/TARGET] Teacher: Teacher H is going to come sit on top of you. Teacher: It's going to be improper. Teacher: Okay, it's an improper fraction when the big guys is on top of the little guy.
Teacher: "I want my money you four-legged buttinskis," he shouted, tramping up to the carpool. Teacher: "Give it to me now. Teacher: Now, Now."  [TARGET]Teacher: Momma Bear raised an eyebrow at such behavior.[/TARGET] Teacher: "You know, my little fellow, I think you deserve everything that's coming to you. Teacher: The troll snorted, "So let me have it."  Billy Bob looked at Billy Beau, who gave a nudge to just plain Billy, who pulled the plug, "Everybody out of the pool."  Whoosh. Teacher: What do you think is going to happen?
Teacher: "My Favorite Desserts."  That should be up top, straight across. Teacher: Then you decide on what type of data or graph you're going to do. Student: [Inaudible] everybody have a different [inaudible].  [TARGET]Teacher: You [inaudible] write it in.[/TARGET] Teacher: You don't know. Teacher: [Students loudly in groups]. Teacher: [Inaudible].
Teacher: "My favorite food."  [Students talking with each other]. Teacher: Okay. Teacher: [Inaudible], "My favorite foods."  This side you have chicken.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Look. Teacher: Shrimp. Teacher: [Inaudible].
Teacher: "We'll, just wait and wait for someone to jump in and join us," said Billy Beau with a bob. Teacher: The troll grumbled, "Crazy kids." Teacher: He shook his head at the silliness and stomped back to his caldron.  [TARGET]Teacher: And then, clickety-clack, clickety-clack, clickety-clack, "Who's crossing my bridge?" shouted the troll.[/TARGET] Teacher: "It's just us, the three bears from the other side of the river," answered the big poppa bear. Teacher: "We're talking a walk through the woods before dinner."   Student: The Three Little Bears,
Teacher: "Who's crossing my bridge?" shouted the troll. Teacher: "It's only me, Little Red Riding Hood. Teacher: I'm on my way to grandma's house."    [TARGET]Teacher: "We'll you can kiss seeing your granny goodbye, unless you have bill in that basket [missy]." said the little man with stamp, a stomp and a snort.[/TARGET] Teacher: "Can't you see that sign?"  "Oh, my goodness, what a big toll you have." sighed Little Red Riding Hood. Teacher: But all Little Red Riding Hood could find in her basket was one crummy little quarter, a gooey nickel and three sticky pennies. Teacher: How much do they have?
[TARGET]Teacher: Excuse me.[/TARGET] Teacher: Excuse me. Teacher: Sit where you were sitting yesterday. Teacher: Is everyone there?
[TARGET]Teacher: Okay we're not playing without; if you have a bear please put it down.[/TARGET] Teacher: Thank you. Teacher: Student R I think that's gonna be distracting why don't you put that down for now. Teacher: He can be a student at the back table.