stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Okay, five, four, three, sh. Teacher: Student T, I need you had your seat. Teacher: Student S, I need you in your seat now.  [TARGET]Teacher: We moved a couple of people because they were in the way of the camera.[/TARGET] Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil.
Teacher: Okay, go ahead. Teacher: You were going to ask me, what? Student: If I could read the -  [TARGET]Teacher: Yes, go ahead.[/TARGET] Teacher: Read the third one, please. Student: "Labels part of answers A B." Teacher: Very good.
Teacher: Okay, good. Student: Teacher. Teacher: I know.  [TARGET]Teacher: Just lay it down.[/TARGET] Teacher: I need your eyes up here 'cause I see eyes going other places. Teacher: Eyes on me. Teacher: Student M, eyes on me.
Teacher: Okay, good. Teacher: Student G, you now can no longer hold the dice. Teacher: Your partner will need to roll for you.  [TARGET]Teacher: We don't flick dice across the room.[/TARGET] Student: Yes, ma'am. Student: [Crosstalk] Student: He's killing me.
Teacher: Okay, if at first it was three-sixths and you simplified it - Student: One-sixth equals two-sixths. Teacher: Three-sixths minus one-sixths equals two-sixths.  [TARGET]Teacher: Table 1, you guys, don't be rude.[/TARGET] Teacher: Don't be rude. Teacher: Three-sixths minus one-sixth is two-sixths. Teacher: But is that fraction in lowest term?
Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four?  [TARGET]Teacher: Waiting to find out if your group is all set.[/TARGET] Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three? Teacher: Is your group all set?
Teacher: Okay, it appears that most groups are starting to - oh, excellent. Teacher: Okay. Teacher: Then let's go ahead and come together.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Okay. Teacher: Number one, Student A, can you and Ty explain number one, what you did? Student: On the board or just -
Teacher: Okay, it looks like everyone has had a chance to do their re-reading. Teacher: Who can read part two? Teacher: You've already done number one.  [TARGET]Teacher: Read, and re-read.[/TARGET] Teacher: Who can read part two? Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps.
Teacher: Okay, keep thinking. Teacher: Keep thinking. Teacher: Keep thinking.  [TARGET]Teacher: Let me look at these.[/TARGET] Student: Can I do my own? Student: Can I do another one? Student: [Crosstalk]
Teacher: Okay, let's [inaudible]. Teacher: So people are having a little bit of a problem on that first one. Teacher: [Crosstalk]  [TARGET]Teacher: Turn around please.[/TARGET] Teacher: Turn around please. Teacher: Face front. Teacher: Are you two working together?
Teacher: Okay, let's look at how you got - let's look at how you got 175 by multiplying - can we not call out please? Student: [Inaudible]. Teacher: Seventy-five times two, what is it?  [TARGET]Teacher: Is it - let Student X help.[/TARGET] Teacher: You sit down. Teacher: [Crosstalk] Teacher: Sit down.
Teacher: Okay, let's see what you've got, Student D.  Are you talking when you should be working? Student: I am finished. Teacher: All right.  [TARGET]Teacher: Let's look at what Student J did.[/TARGET] Teacher: Look at this up here. Teacher: She did one-sixth plus one-sixth plus one-sixth plus one-fourth plus one-fourth equals one whole. Student: Can I do mine?
Teacher: Okay, let's check how we're doing. Student: [Inaudible] 18. Student: It's [inaudible].  [TARGET]Teacher: Student P.  Student P.[/TARGET] Student: I'm working it out. Teacher: All right. Teacher: You guys [inaudible].
Teacher: Okay, let's go to number 18. Teacher: Let's talk through 18. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Let me read it. Teacher: Go to 18. Teacher: They want to know - on the left is the small refrigerator.
Teacher: Okay, let's go. Teacher: Okay, I'm behind you so they can hear you, okay? Teacher: Nice and loud.  [TARGET]Teacher: Everybody else needs to have their eyes up here paying attention, please.[/TARGET] Student: Once upon a time there was a mean, grumpy man named Justin Bieber, then there was a teenager named [Red] [inaudible]. Student: She wanted to cross the bridge to go with [inaudible comment], but the mean Justin Bieber didn't let her because she only had 25 cents and the mean [inaudible] said forget about it. Student: [Inaudible comment] but then he [drowned].
Teacher: Okay, let's move on. Teacher: I need everyone to take out that steps to problem-solving, that little half sheet. Teacher: That little cheat sheet that's going to help us.  [TARGET]Teacher: And get your pencil ready, because we're going to be doing some writing.[/TARGET] Teacher: I've already read it to you, once. Teacher: What's the step after you read? Student: Re-read.
Teacher: Okay, let's rock and roll. Teacher: So our answer is what? Multiple Students: [Multiple comments.]  [TARGET]Teacher: [I'll go] - hold on one second, I'll wait for you.[/TARGET] Teacher: One, two, three. Multiple Students: 39 and 42-[hundreds]. Teacher: 42-hundredths.
Teacher: Okay, let's take a look at the first one. Teacher: Just stop what you're doing right now. Teacher: I want everybody to pay attention up here.  [TARGET]Teacher: If you weren't here yesterday, pay close attention, even if you were, okay?[/TARGET] Teacher: Let's look at the first one, because a lot of people had questions about the first one. Teacher: All right, here is my shape. Teacher: Somebody who came up and did this one did it a little bit differently than the way I said it yesterday, okay?
Teacher: Okay, move to where you go. Student: Can we work together on our [inaudible]? Teacher: No.  [TARGET]Teacher: I want you at your seat.[/TARGET] Teacher: At your seat. Teacher: All right, let's move to where we're supposed to go. Student: [Inaudible].
Teacher: Okay, now everybody look at the camera. Teacher: Make a funny face. Teacher: Stay right here in your seat.  [TARGET]Teacher: Okay, now sit down.[/TARGET] Teacher: Okay. Teacher: Come on, now let's sit down. Teacher: Now we need to forget that it's even there.
Teacher: Okay, now let's take out our math books. Teacher: Take out your math books. Teacher: [Crosstalk]  [TARGET]Teacher: Not quite.[/TARGET] Teacher: I'll get to you in a minute. Teacher: I love how Student D has taken out her math book. Teacher: Get that off your ear.
Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope.  [TARGET]Teacher: Could you please stop doing that?[/TARGET] Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay. Teacher: Now, you are going to, without looking, just reach in and grab your cooperative role.
Teacher: Okay, okay, all right, okay, all right. Student: You go first, Teacher B. Teacher: All right, okay.  [TARGET]Teacher: Now, you can either - excuse me, what?[/TARGET] Student: I had another strategy. Teacher: All right, here's another strategy. Teacher: Listen up, please.
Teacher: Okay, one minute, six seconds. Teacher: Okay, you have 35 seconds left; 35 seconds. Teacher: Student E, please get up off the desk.  [TARGET]Teacher: I love you dearly, but you need to move off that desk.[/TARGET] Teacher: Okay, you have 15 seconds left. Teacher: Fifteen seconds. Teacher: Eight, seven, six, five, four, three, two, one.
Teacher: Okay, one. Teacher: Two. Teacher: Three.  [TARGET]Teacher: Let's see who's listening.[/TARGET] Teacher: I hear people talking, and you should not be. Teacher: I handed you a piece of notebook paper. Teacher: What we're going to do - I know some of you played two games.
Teacher: Okay, put your paper in your cubbies, please. Teacher: Student B? Student: 70.  [TARGET]Teacher: You can tear it out and put it - turn it in, please.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Student C?
Teacher: Okay, saying that - Student: [Inaudible] Teacher: Excuse me?  [TARGET]Teacher: Wait, no, I'm talking to Student M right now.[/TARGET] Teacher: Saying sides meet at corners, Student M, is different from lines of symmetry, okay. Teacher: Saying that sides meet at corners, here we have sides meeting at corners. Teacher: Right.
Teacher: Okay, so - Student: [Inaudible]. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Student L, clean that up. Teacher: Student L, paper on the floor.
Teacher: Okay, so I need you to pay attention Student I.  I need you to be focused on me. Teacher: Watch the teacher. Teacher: Student E, I need you to move up.  [TARGET]Teacher: So Student I, I need you to really pay attention.[/TARGET] Teacher: Do you understand that? Teacher: I need you not to worry about what your neighbor's done; I need you over here. Teacher: Do we understand that?
Teacher: Okay, so I think what I'm going to do for the sharing, now is I'm going to have the two Student J's hold up the posters from their group. Teacher: Can I have the markers back? Teacher: Student L, you can sit down.  [TARGET]Teacher: So, I need everybody sitting down.[/TARGET] Teacher: And Student J, I'm going to have both of you stand over here. Student: They have the same one as us. Teacher: They have the same one as you.
Teacher: Okay, so do H.  You did H already? Teacher: Okay. Student: You want me to do the [inaudible]  [TARGET]Teacher: I'm gonna start doing G -[/TARGET] Student: [inaudible] Teacher: I saw yours, it's right. Teacher: It's right.
Teacher: Okay, so everybody should be here, and let's stop. Teacher: So the next thing that we see is 49, okay? Teacher: Does everybody see that?  [TARGET]Teacher: So here is step one, we did that one.[/TARGET] Teacher: Now we're on step two. Teacher: Do it again. Teacher: Divide, okay.
Teacher: Okay, so everyone is going to do part A first? Teacher: Okay. Teacher: Okay, so tell them what to do.  [TARGET]Teacher: Who's the recorder?[/TARGET] Teacher: You got to listen carefully, okay? Teacher: And they'll let you know when to write something. Student: [Inaudible].
Teacher: Okay, so from the task managers, they told me everyone is all set on what they need. Teacher: Yes? Student: Yes.  [TARGET]Teacher: Okay, let's move on.[/TARGET] Teacher: I need everyone to take out that steps to problem-solving, that little half sheet. Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing.
Teacher: Okay, so how are you feeling? Student: [Inaudible] I have to put the - Teacher: Have a seat.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: We'll talk about it. Teacher: Have - where's your dollar sign? Student: Oh.
Teacher: Okay, so let's check. Teacher: I want to see. Teacher: Does everyone have the materials they need?  [TARGET]Teacher: I'm asking you to pay attention right now.[/TARGET] Teacher: Everyone has three paper clips, yes? Student: No. Student: Yes.
Teacher: Okay, so now you need to explain your thinking for that. Teacher: Okay, the next step. Teacher: We've just ran out of time, so I have to speed this up.  [TARGET]Teacher: We'll have to have more time.[/TARGET] Teacher: The beginning of this math lesson took a lot to explain all the different parts of the open response. Teacher: Normally when we do our open response, next time I won't have to go over the rubric, and the steps as much, okay? Teacher: So, today we have a shortened amount of time for your individual work.
Teacher: Okay, so tell them what to do. Teacher: Who's the recorder? Teacher: You got to listen carefully, okay?  [TARGET]Teacher: And they'll let you know when to write something.[/TARGET] Student: [Inaudible]. Teacher: That's up to you. Teacher: So, say something like, "Here's what I wrote for A."
Teacher: Okay, so the heat keeps getting turned on. Teacher: Another classroom at the end doesn't have any heat. Teacher: It's very cold in there, so we don't want them to be cold, so we'll open our door and our windows.  [TARGET]Teacher: We don't want to be hot.[/TARGET] Teacher: We don't want them to be cold Student: Maybe we should switch rooms. Student: We need to switch.
Teacher: Okay, so they took these two shapes, and said these both have six sides. Teacher: So they put them together. Teacher: Student D, put that away.  [TARGET]Teacher: Put it on that back table.[/TARGET] Teacher: And what about this one? Student: [Inaudible]. Teacher: Okay, and they chose to do crazy shapes.
Teacher: Okay, so this is for you six, okay? Teacher: So open them up and get a chocolate bar. Teacher: All right.  [TARGET]Teacher: Don't litter.[/TARGET] Teacher: Don't litter. Student: You got it? Student: [Teacher opening up candy bars].
Teacher: Okay, so we got 4. Teacher: Let's see what you did here. Teacher: You're fine.  [TARGET]Teacher: I'm just watching to see.[/TARGET] Teacher: Come here, Student J. Teacher: What are you looking for? Student: Yellow.
Teacher: Okay, so we need to get cleaned up. Teacher: If you need to add something tomorrow -  Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: I'm in the middle of a sentence. Teacher: If you need to add something tomorrow, you can. Teacher: Lay the glued papers on the back table.
Teacher: Okay, so we're looking at number four in Student S's. Teacher: I want you to see if she did the same thing Student K did or if it looks like 40 out of 100. Teacher: Hand up if you have something to say about Student S's.  [TARGET]Teacher: So if your hand's not up, your eyes should be here doing some counting.[/TARGET] Teacher: Student S? Student: On the fourth one, they're connected. Teacher: Yeah, so what does that mean?
Teacher: Okay, so what do you know about that problem? Student: Three fourths is - Student: This is the question that I made.  [TARGET]Teacher: Can you hold that until he get through showing me?[/TARGET] Teacher: I'll give you the opportunity. Teacher: Student R, I'm glad you're excited. Teacher: Give me a minute, okay?
Teacher: Okay, so what you need to do is stop goofing around and start paying attention, okay? Teacher: Because this is about five times that I've noticed you talking to Student S and you know what? Teacher: She probably didn't hear what I said either because you were disturbing her.  [TARGET]Teacher: So it doesn't just affect you.[/TARGET] Teacher: It affects people around you. Teacher: Alright, good. Teacher: So, sorry you got emotional about that Student A.
Teacher: Okay, so you get it. Teacher: That's right. Teacher: Do you see how some of those -?  [TARGET]Teacher: Student K, Student J, please.[/TARGET] Student: Okay. Teacher: Do you see how - yeah. Teacher: Why don't - Student K.
Teacher: Okay, so you're 90? Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Okay, where's your fact family sheet?[/TARGET] Teacher: No, no, the sheet with the facts. Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough.
Teacher: Okay, so you're going to have five items listed in column one, so you've got to hear what other people say, and you cannot repeat something that someone else has already listed, all right? Teacher: So list everybody's item. Teacher: I don't know why you're weighing anything.  [TARGET]Teacher: You're not following directions.[/TARGET] Teacher: Sit down. Teacher: Who's our reader? Student: Me.
Teacher: Okay, supply monitor, you have all the supplies? Student: Yes. Teacher: Okay.  [TARGET]Teacher: I need the supply monitor.[/TARGET] Teacher: Now, let's take out all of the papers that are in there. Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet.
Teacher: Okay, thank you. Student: [Inaudible]. Teacher: Okay, we'll they'll figure it out.  [TARGET]Teacher: They won't wander.[/TARGET] Teacher: They did the right thing. Teacher: Okay. Teacher: Sorry about that interruption.
Teacher: Okay, that's what you talked about, right? Student: Yeah. Teacher: Now, let me go to another group.  [TARGET]Teacher: Let me go to another group.[/TARGET] Teacher: Excuse me. Teacher: Now you need to listen. Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how.
Teacher: Okay, the computer's not working. Teacher: It's going slow. Teacher: All right, you should be ready.  [TARGET]Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need.[/TARGET] Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction. Teacher: Everybody should have their essential question.
Teacher: Okay, then you go sit with Student I. Teacher: Student I, you and Student E go up to the desk for a minute. Teacher: When you do it I want you to stick it on your desk, okay?  [TARGET]Teacher: Okay, Student A, go sit up at your desk.[/TARGET] Teacher: Okay, unfortunately things have changed, yeah. Teacher: Okay, now, Miss H, went to the store - she wanted to share with all of her students, so she brought 24 boxes -  Multiple Students: Wow.
Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good. Teacher: That means that you - I can at least see what steps you know and what steps you don't know.  [TARGET]Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you.[/TARGET] Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay? Teacher: You have to at least try.
Teacher: Okay, this one I want you to try to do. Teacher: I'm gonna give you a few minutes. Teacher: Some of you all didn't have time.  [TARGET]Teacher: Now that we've gone over it, I want some of you to try to do that one.[/TARGET] Teacher: Go. Student: [Inaudible]. Teacher: Well, good, but some of you didn't get it yesterday.
Teacher: Okay, to your seat. Student: I'm good at the same thing. Student: [Crosstalk]  [TARGET]Teacher: No, no, no.[/TARGET] Teacher: Okay. Teacher: I'm sorry. Teacher: Ignore what's up here so far.
Teacher: Okay, turning and facing this way, Student J, with your body. Teacher: Student R, turn your body this way. Teacher: So if we look at number five, Student S is showing us - I'm going to stop.  [TARGET]Teacher: Let's stop till I see people looking.[/TARGET] Teacher: Student R, turn your body this way so that you're facing the board and you can easily see. Teacher: Okay, Student C, read number five. Teacher: We're going to look at some of Student S's work.
Teacher: Okay, very good. Teacher: Alright. Teacher: As my supply monitor, I need you to do something.  [TARGET]Teacher: I need you to take this white envelope and put it in your group folder.[/TARGET] Teacher: You are responsible for the group folder. Student: What about the recording? Teacher: The recorder.
Teacher: Okay, very good. Teacher: Student A, come on up. Multiple Students: [Crosstalk].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I want you to move to that back seat, right there for now. Teacher: [Scraping]. Teacher: [Silence].
Teacher: Okay, watch. Teacher: Wait a minute. Teacher: We're not done.  [TARGET]Teacher: Shh.[/TARGET] Teacher: We're not done. Teacher: Shh. Teacher: Listen.
Teacher: Okay, we're going to get started. Teacher: So I'm going to need your help with this. Teacher: Excuse me.  [TARGET]Teacher: If you cannot handle it, if you cannot handle just letting the fly be, we'll find another seat.[/TARGET] Teacher: So Student A, go back to your desk where you belong because there's a fly over here and you can't handle it. Teacher: Go back to your desk where you belong so that we're all ready to move on. Teacher: You can sit your desk, the back desk, or that desk.
Teacher: Okay, we're fine. Student: Kill it. Teacher: No, it's not gonna bother us.  [TARGET]Teacher: Just leave it alone.[/TARGET] Teacher: All right, Student N? Student: One and one eighth. Teacher: It's one and one eighth.
Teacher: Okay, we're going to be doing this every day. Teacher: Getting these. Teacher: All right.  [TARGET]Teacher: Put that away.[/TARGET] Teacher: Now I want you to open up your book to page - your math book to page 462 and 463. Teacher: Page 462 and 463. Teacher: Let me remind you of what I expect today.
Teacher: Okay, we're going to look at these, and I want you to tell me if you feel like you really - Student D - if you really understand this particular concept. Teacher: There you go - Student J, okay, Student S -  Student: Student C.  [TARGET]Teacher: Student C, Student L, Student I.[/TARGET] Student: Can I [inaudible]? Student: Thank you. Teacher: Hold on, we're getting ready to do it.
Teacher: Okay, what are - what is the greatest common factor you - that's what I want on the line. Teacher: You write all the factors. Teacher: When you find the greatest common factor, you list it.  [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: What are the factors of 24?
Teacher: Okay, what do you need, Student A? Teacher: What are you looking for? Student: [Inaudible].  [TARGET]Teacher: You're gonna have to - if you don't have them, borrow from people around you.[/TARGET] Teacher: The next one we're gonna model is what? Teacher: You've got one fourth. Teacher: Everybody should have shaded in already.
Teacher: Okay, where's your dollar sign? Teacher: Always bring down your dollar sign. Teacher: See, I always bring down my dollar sign.  [TARGET]Teacher: Okay, I need you to sit with Student A, and Student I.  I need Student S over here.[/TARGET] Teacher: The rest of you it is time for [dear]. Teacher: I want you to get your books; you may lay anywhere on the floor and read quietly. Teacher: And your homework...
Teacher: Okay, where's your fact family sheet? Teacher: No, no, the sheet with the facts. Student: I need that.  [TARGET]Teacher: Okay, that's why I had you guys - I don't have enough.[/TARGET] Teacher: You guys need to share. Teacher: Okay, so these are the fact families for 90. Multiple Students: [inaudible chatter]
Teacher: Okay, which one you want to explain? Student: Number two. Teacher: Okay, set it up so I can see it.  [TARGET]Teacher: Are you talking to your partner or are you talking to yourself?[/TARGET] Teacher: Okay, show me that one. Student: Three fourths. Teacher: Number nine does not say three fourths.
Teacher: Okay, who else is with us? Teacher: Student J? Student: Yeah.  [TARGET]Teacher: Okay, put that down and let's listen.[/TARGET] Teacher: Where's your notebook? Student: [Inaudible] Teacher: That's what I told you to bring, go get it.
Teacher: Okay, who is my timekeeper? Teacher: Then keep an eye on that clock. Teacher: Okay.  [TARGET]Teacher: And then my other job is supply monitor.[/TARGET] Teacher: Okay, very good. Teacher: Alright. Teacher: As my supply monitor, I need you to do something.
Teacher: Okay, who wants to share with me? Teacher: Student E, what did you notice? Student: I noticed that all of them are pointing to the right because like a nine can get mixed up with a six.  [TARGET]Teacher: Okay, what is it that's - Student M, thank you for sitting.[/TARGET] Teacher: Student P, thank you for sitting. Teacher: What is it that's when you said - what's pointing to the right? Student: Like the tab.
Teacher: Okay, write a couple of sentences. Teacher: When you're done with that - Student: There's two -  [TARGET]Teacher: Shh.[/TARGET] Teacher: Wait. Teacher: I'm - people are not listening. Teacher: Student L?
Teacher: Okay, write a few things - Multiple Students: [Crosstalk]. Student: Student Z [inaudible].  [TARGET]Teacher: That means stop.[/TARGET] Student: Whoa. Teacher: Okay, write - shh. Student: [Inaudible] do [inaudible].