stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Student C. Student: We did - Teacher: Nice and loud so everyone can hear you.  [TARGET]Teacher: Student J has already lost interest 'cause he's writing.[/TARGET] Student: We did 56 and over there that 8 times this, there's 8 people getting lunch and 7 people not getting lunch, and there's 14 people not getting lunch and 7 people not getting lunch. Student: So we did three halves, so we got 4 and we doubled the second. Teacher: I like how you found an equation to equal using doubling and halving.
Teacher: Student C? Student: 2. Teacher: It's okay.  [TARGET]Teacher: He didn't steal it.[/TARGET] Teacher: It's okay if you both have the same thing. Teacher: Let's look at 2. Teacher: Obviously 1 times 2.
Teacher: Student C? Student: Should we write our names on - Teacher: I've already said put your name on it.  [TARGET]Teacher: And it's something that goes in your folder and it stays there, forever.[/TARGET] Teacher: So, please read this. Teacher: It's your steps to problem solving. Teacher: [Students reading].
Teacher: Student C? Student: Why do they all start with P? Student: [Inaudible].  [TARGET]Teacher: Ah.[/TARGET] Teacher: All right, there we go. Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group.
Teacher: Student C? Teacher: Student L? Teacher: Student A?  [TARGET]Teacher: Student L.  [Students working on problem].[/TARGET] Student: [Inaudible]. Teacher: One person. Student: Oh, [inaudible].
Teacher: Student D also says overestimate. Teacher: Tell me why. Student: [Inaudible].  [TARGET]Teacher: Speak up louder, please.[/TARGET] Student: I think she should overestimate because most of the fractions are over the one half point. Student: [Inaudible]. Student: She doesn't have to go back to the store to get more.
Teacher: Student D and Student R are joining you. Teacher: Excuse me? Teacher: Who's your partner?  [TARGET]Teacher: Student A, where are you?[/TARGET] Teacher: Partner's looking for you. Teacher: Who's your partner? Teacher: Where have you been?
Teacher: Student D says she didn't get one. Teacher: Here. Teacher: Double check your desk.  [TARGET]Teacher: Student M, completely move out of the desk so that Student N can find his daily math review.[/TARGET] Teacher: We're gonna sit here and we're gonna waste time. Teacher: This frustrates me to no end. Teacher: Let's see, I've got like three people that have lost their daily math review and we just got them today.
Teacher: Student D, I am speaking. Teacher: You are sitting. Teacher: You are not talking.  [TARGET]Teacher: Telling me I'm going too fast is different than saying that you don't understand.[/TARGET] Teacher: So the very first one was three-fourths. Teacher: Anybody that has nine-twelfths on your board, you should have that one crossed off for three-fourths. Teacher: I gave it to you.
Teacher: Student D, Student M, I don't appreciate the talking. Teacher: Put your pencils down. Teacher: Okay.  [TARGET]Teacher: So, this is probably one of the easiest - I'll wait for Christopher.[/TARGET] Teacher: Thank you, Christopher, thank you. Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls.
Teacher: Student D, Student T, Student R, and Student J. Teacher: Student J, and Student R, table. Teacher: Student T, and Student D, come here.  [TARGET]Teacher: Student S, come here.[/TARGET] Student: [Inaudible]. Teacher: Student A, Student A. Student: [Inaudible].
Teacher: Student D, and Student E, please go outside my door. Teacher: Go outside. Teacher: You have plus 200.  [TARGET]Teacher: Go out.[/TARGET] Teacher: Okay. Teacher: When you add you have 1,400. Teacher: Now what do you have to do to find the mean?
Teacher: Student D, are you through? Student: [Inaudible]. Teacher: [Inaudible] telling the story.  [TARGET]Teacher: Put the crayons up.[/TARGET] Teacher: Put the crayons up. Teacher: Okay. Teacher: One.
Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom. Teacher: Stop talking about it.  [TARGET]Teacher: Do not say anything more about Student S.[/TARGET] Teacher: [End of Audio]
Teacher: Student D, for the third time, go to your seat. Student: [Inaudible] Teacher: Then, take your stuff, get a board, and sit on the carpet.  [TARGET]Teacher: You're not sitting over there.[/TARGET] Multiple Students: [Inaudible chatter] Teacher: It's Student R's seat. Teacher: Take your sheet, take a board, sit on the carpet, or sit at your desk.
Teacher: Student D, okay. Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six. Teacher: She is on page six.  [TARGET]Teacher: On page six.[/TARGET] Teacher: Six. Student: [Inaudible]. Teacher: Student L, six.
Teacher: Student D, what are you doing? Student: [Inaudible]. Teacher: Well, it doesn't start.  [TARGET]Teacher: It's a group [inaudible].[/TARGET] Student: [Inaudible]. Teacher: Student R, we already - see Student R, you are wrong. Teacher: [Inaudible] and you were not here.
Teacher: Student D, what do you have going? Student: [40 plus 9]. Teacher: Guys, can we put the pencil sharpening on pause please.  [TARGET]Teacher: Right now all we need to do is listen.[/TARGET] Teacher: You don't need to write anything. Teacher: [Crosstalk] Teacher: So we're trying to divide four by two-thirds.
Teacher: Student D, you need to be here. Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100  [TARGET]Teacher: Write it here.[/TARGET] Teacher: We're playing the cards. Teacher: It's okay. Teacher: We have to play.
Teacher: Student D, you're still distracting us. Teacher: Can you please turn around and sit down? Student: You put the 1 on top of the 9.  [TARGET]Teacher: Go back to your seat please.[/TARGET] Teacher: Sit down. Teacher: Thank you. Teacher: Student D, what does 9 here mean to you?
Teacher: Student D, you're part of this. Teacher: You're part of this. Teacher: You have graph paper, Student D?  [TARGET]Teacher: It was, go to your seat, put your name and the date on the graph paper.[/TARGET] Teacher: I'm gonna put a problem on the board. Teacher: It should take you - if you were paying attention - about two minutes to do it. Teacher: When you're done with it your thumbs are gonna be up.
Teacher: Student D, you're really close to coming and sitting right next to me. Teacher: [Pause]. Teacher: Let's just be a little patient.  [TARGET]Teacher: It's telling me that it wasn't him.[/TARGET] Teacher: Okay, so I said there was going to be 15 questions on the quiz. Teacher: When the quiz goes up there, for example, if number one were to say $5.00 plus $2.33, you're going to solve the problem on your paper and then you're going to look for the answer choice A, B, C or D, whichever one is correct, on the screen. Teacher: You're going to look at this white - not monitor, but this white thing right over here connected to my computer, that's in Student C's desk area.
Teacher: Student D.   Student: [Inaudible] Teacher: Excuse me?  [TARGET]Teacher: I can't hear you.[/TARGET] Student: Working. Teacher: Working? Teacher: What do you mean by that?
Teacher: Student D.  Denominator. Teacher: Not numerator, denominator. Teacher: This is fourteenths.  [TARGET]Teacher: Student J, you left your - I'm going to walk with you.[/TARGET] Teacher: Sit down and stay there. Teacher: No. Teacher: I don't see the first steps.
Teacher: Student D.  I'm sorry. Student: I put - Teacher: Stop moving around.  [TARGET]Teacher: You're listening.[/TARGET] Teacher: You had plenty of time to do this. Student: At the top I did 5 [inaudible] and I put 4 people next to them, so 5 times 4. Student: In the bottom I had [inaudible] people in it, so 5 times 4 and 2 times [inaudible] both equal 20.
Teacher: Student D.  Okay. Teacher: Student A, I don't like how you're having a conversation over there. Teacher: [Crosstalk]  [TARGET]Teacher: Were you talking about that?[/TARGET] Teacher: [Crosstalk] Teacher: I know. Teacher: Student A, I know you weren't, so I will need you guys to be quiet.
Teacher: Student D.  Student: [Inaudible] Teacher: I know, but I need you focused.  [TARGET]Teacher: I need you paying attention.[/TARGET] Teacher: Can you answer the question, Student E? Teacher: Can you answer the question, Student E? Student: No.
Teacher: Student D. Student: Do you know where my math book is? Teacher: I don't.  [TARGET]Teacher: Take out your math book please.[/TARGET] Teacher: [Crosstalk] Teacher: Let's open up to unit 6. Student: I need you to check if we left this [inaudible].
Teacher: Student D? Student: Lines 100. Teacher: Lines 100.  [TARGET]Teacher: You're not getting information from Student N.  I'm telling you you're not to get information from him.[/TARGET] Teacher: The person next to you. Teacher: Parallel lines? Teacher: What is parallel lines?
Teacher: Student D? Student: [Inaudible]. Student: But then we realized that [Inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I asked you to let her watch up here, okay? Teacher: What? Teacher: But I'm asking you to do that because you're talking and then they cannot hear the people who are telling us what they did.
Teacher: Student D? Student: [Inaudible]. Teacher: A thousand, good.  [TARGET]Teacher: Will you sit?[/TARGET] Teacher: For like the eightieth time today. Teacher: I'm going to get superglue and put it on your chair. Student: That would be awesome.
Teacher: Student D? Student: [Inaudible]. Teacher: You're fine.  [TARGET]Teacher: Give it to Student B, please.[/TARGET] Teacher: Keep going if you're not finished. Teacher: Then you're going to give it to Student A after. Teacher: Then you're going to give it to Student C.  Smiling because they're all right so far.
Teacher: Student D? Teacher: Student G? Teacher: that's going to be silence for you, today.  [TARGET]Teacher: Student A, you're working on silence.[/TARGET] Teacher: Right now you're working on quiet, but you're still going. Teacher: I'm talking to Student D, now. Teacher: Now if I say anything again, it's silence.
Teacher: Student E and Student A can get those papers back, and your job was to round to the nearest 10. Teacher: We are going to say the rap for the first line. Teacher: Remember that we are not talking.  [TARGET]Teacher: Student K, sit on your bottom, please.[/TARGET] Teacher: Look what Student J did. Teacher: Find your place, look next door, 5 more greater, he added one more. Teacher: All the digits in the front stay the same, all the digits behind, zero is your name.
Teacher: Student E has a question on this concept. Teacher: Student E, this concept, you have a question? Student: [Inaudible].  [TARGET]Teacher: Then don't ask it.[/TARGET] Teacher: Student A, a question about this? Student: Remember when I told you I do it a different way? Teacher: Yes.
Teacher: Student E is gonna collect the papers. Teacher: Stand by your chair. Teacher: [Crosstalk]  [TARGET]Teacher: So everybody in your seat.[/TARGET] Student: I thought you said stand behind your seat. Teacher: Stand behind your seat. Teacher: Thank you, Student E.  Student H, Student M, can I have your papers?
Teacher: Student E, I need you to move up. Teacher: So Student I, I need you to really pay attention. Teacher: Do you understand that?  [TARGET]Teacher: I need you not to worry about what your neighbor's done; I need you over here.[/TARGET] Teacher: Do we understand that? Student: Got you. Teacher: Got you.
Teacher: Student E, in your seat, please. Student: [Crosstalk] Teacher: Page one.  [TARGET]Teacher: Page one, we're gonna omit page one.[/TARGET] Teacher: Page one we're gonna omit. Teacher: Page one. Teacher: Omit means leave it.
Teacher: Student E, read us the problem. Student: That's easy. Student: Maria is [inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Take it down a notch. Student: Maria is packing boxes that is [inaudible] inches by [inaudible] inches. Student: The box is two [inaudible] by one inch.
Teacher: Student E, this is my personal rods. Teacher: Make sure they don't get mixed up with any other rods anywhere else. Teacher: Your animal, you're not bothering the animal.  [TARGET]Teacher: We're not playing with it right now.[/TARGET] Teacher: Who's your partner, Student H? Teacher: Who's your partner? Teacher: Hurry up.
Teacher: Student E, turn to Student A. Teacher: Student D, turn to Student B. Teacher: Student C, turn to Student F.  Student F, are you listening?  [TARGET]Teacher: First step of listening is looking.[/TARGET] Teacher: Look at Student C.  So, Student C, Student F and Student E, tell your partner what property is it? Teacher: The - Multiple Students: Commutative property.
Teacher: Student E, up here. Student: If you are multiplying two numbers you'll have 6 and 9, and if you double one and halve one, then the other problem you name will be the same number. Teacher: Does this make sense to everybody?  [TARGET]Teacher: Student K, put that marker away.[/TARGET] Teacher: I don't know why you have a whiteboard marker in your hand. Teacher: Does it make sense? Teacher: Is it an accurate statement of what's going on here?
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. Teacher: Okay, what is it that's - Student M, thank you for sitting.  [TARGET]Teacher: Student P, thank you for sitting.[/TARGET] Teacher: What is it that's when you said - what's pointing to the right? Student: Like the tab. Teacher: The tab is pointing to the right when it is a?
Teacher: Student E, work with Student N. Student: Oh. Student: Aw.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Go. Teacher: Come on. Teacher: You work with Student V.
Teacher: Student E.  Student M, Student M, Student M.  Student M, you're not listening for directions. Teacher: Listen. Teacher: Student L, good job.  [TARGET]Teacher: Student O, thank you.[/TARGET] Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening.
Teacher: Student E.  What fraction is that? Student: One fourth. Student: What?  [TARGET]Teacher: Is your name Student E?[/TARGET] Teacher: No. Teacher: Student E, what fraction? Teacher: On page five, number two is what fraction?
Teacher: Student E? Student: Yes. Teacher: Stay focused, please.  [TARGET]Teacher: If anybody needs help, please raise your hand.[/TARGET] Teacher: I'm working with Student S, now, so if you need help, you need to let me know. Teacher: Which one? Teacher: Eleven?
Teacher: Student E? Teacher: Student E? Student: Yes.  [TARGET]Teacher: Stay focused, please.[/TARGET] Teacher: If anybody needs help, please raise your hand. Teacher: I'm working with Student S, now, so if you need help, you need to let me know. Teacher: Which one?
Teacher: Student F, he needs help. Teacher: How do you help him out? Teacher: He needs help.  [TARGET]Teacher: Excuse me?[/TARGET] Student: The whole lesson is going to be that so you're not going to learn if you don't know how to do it. Teacher: What did he just say? Student: I didn't really hear him.
Teacher: Student F, remember - listening means eyes on the person speaking. Student: Perimeter is the area around [inaudible]. Teacher: Okay.  [TARGET]Teacher: Student H, are you listening?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: We're not focusing on your reading book right now.
Teacher: Student G, count out 36 if you need to. Teacher: If you're done, pink paper, other side. Teacher: I'll take that.  [TARGET]Teacher: Things that are on my desk are not to be touched.[/TARGET] Teacher: You don't like me going through your desk, do you? Teacher: Student Z, come get this black marker for number 10, please. Teacher: One more minute until Student L - Student T, you need to be at your seat.
Teacher: Student G, follow direction. Teacher: Your PW book, your pencil, your math book, and your notebook. Teacher: That's three - four things.  [TARGET]Teacher: And everything else you put away.[/TARGET] Student: What four things? Teacher: Math book, PW book, pencil, and your notebook. Teacher: Thank you for sitting quietly and waiting.
Teacher: Student G, turn over a card. Teacher: Who's your partner? Teacher: Get over there.  [TARGET]Teacher: This is math.[/TARGET] Teacher: This is not cleaning up folks. Teacher: This is not throwing away paper. Teacher: Go over there.
Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts.  [TARGET]Teacher: So at this time, everybody, you move to the front.[/TARGET] Teacher: Everybody move to the front right now and sit by your partner. Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on.
Teacher: Student G? Teacher: that's going to be silence for you, today. Teacher: Student A, you're working on silence.  [TARGET]Teacher: Right now you're working on quiet, but you're still going.[/TARGET] Teacher: I'm talking to Student D, now. 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: Student H, check your math again. Teacher: Start from the beginning again, honey. Teacher: Check your work.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Did you copy the problem correctly? Teacher: Yes, okay, now do it from the beginning. Teacher: Good.
Teacher: Student H, you're not with me at all. Teacher: You weren't with me yesterday. Teacher: You were drawing yesterday.  [TARGET]Teacher: You're not gonna do well if you do not pay attention.[/TARGET] Teacher: Stay with me. Teacher: Okay. Teacher: Student H, what would this have to be for it to be 1?
Teacher: Student I said, "I put away the whole numbers." Teacher: He ignored them. Teacher: He put them away in his head, because I see when he was doing this, he never considered the whole numbers.  [TARGET]Teacher: He ignored them when he said put away.[/TARGET] Teacher: He ignored them in his head. Teacher: He knew he was going to come back to them. Teacher: When you look at this, you're thinking, "What happened here?"
Teacher: Student I, [Inaudible]. Teacher: Not bad. Teacher: Not bad.  [TARGET]Teacher: Sh![/TARGET] Teacher: Very nice. Teacher: Not bad. Teacher: Student B, I think you need to [Inaudible].
Teacher: Student I, can you do it with a division symbol? Teacher: And ... who haven't I heard from? Multiple Students: [Crosstalk].  [TARGET]Teacher: Student S, no.[/TARGET] Teacher: Yeah, you went up before. Teacher: Student T, can you go up with - rewrite it as a fraction bar. Student: He's been up.
Teacher: Student I, can you sit still? Teacher: Move all the way back over there. Teacher: Can you move all the way back, please?  [TARGET]Teacher: Take your book with you.[/TARGET] Teacher: Did anybody do any other thinking? Teacher: I know that two thirds - is there anything else people thought about these numbers while they were working? Teacher: Did anybody do any switching equivalencies?
Teacher: Student I, come up and do the next one and you guys put it on your desk. Student: Can I do the next one after that? Teacher: I don't know.  [TARGET]Teacher: It depends on if you're behaving.[/TARGET] Student: Can I do the next one? Teacher: Okay. Teacher: Guys, you don't need to tell me; I'm gonna call you.
Teacher: Student I, what's changed? Student: The sides of the trapezoid [Inaudible]? Teacher: Well, the sides of the - the hexagon is bigger but we're working with - what's that word I wanted you to have?  [TARGET]Teacher: You need to stop.[/TARGET] Teacher: I asked you to think about before. Teacher: Student A? Teacher: What's changed?
Teacher: Student I, what's this one? Student: A five-sided polygon. Teacher: No it's not, because you're not paying attention, 'cause you're doing something that you shouldn't be doing.  [TARGET]Teacher: Sit up.[/TARGET] Student: It's important. Teacher: What is this one, Student I? Student: A four-sided polygon.
Teacher: Student I? Student: Put the denominator - Student: [Inaudible]  [TARGET]Teacher: Excuse me, Student A, Student J was talking.[/TARGET] Teacher: He has the floor. Student: You put the denominator on the bottom of 22 to make a fraction. Teacher: Okay.
Teacher: Student I? Student: [Inaudible]. Teacher: Can you sit still?  [TARGET]Teacher: Now speak.[/TARGET] Teacher: Look up. Student: I think she should underestimate, because if she overestimates, she might have less than she thinks. Teacher: You think she should underestimate?
Teacher: Student J come and sit down. Student: I'm not going to sit down; I'm not going to sit down. Student: Are you not listening to me?  [TARGET]Teacher: Alright, okay, here...[/TARGET] Student: [Singing and screaming high pitched] Student: How many apples are there? Teacher: And then 1 fourth?
Teacher: Student J doesn't. Teacher: [Inaudible] try [inaudible]. Teacher: Student K does.  [TARGET]Teacher: Or, not Student K.[/TARGET] Teacher: Finished? Student: [Inaudible] back [inaudible]. Teacher: He has [inaudible].
Teacher: Student J get off from there. Student: What are you doing!? Student: [Screaming]  [TARGET]Teacher: What's the problem?[/TARGET] Student: I tried to [Inaudible] and he just shut it down for no reason. Teacher: Go back and go on and work. Student: What listen, don't do that, he just turned it back on.
Teacher: Student J has taken out his math book. Teacher: [Crosstalk] Teacher: Student D and Student J.  [TARGET]Teacher: This group over here, I'm gonna have to ask a few of you to go step outside because you're continuously talking during this.[/TARGET] Teacher: So Student K, can you step outside? Student: Okay. Teacher: And, Student D, can you step outside?
Teacher: Student J is really - all eyes here. Teacher: All eyes here. Teacher: All eyes here.  [TARGET]Teacher: Student X, put your chair legs down.[/TARGET] Teacher: Student J said that he wasn't really sure but he knows all the multiples of - when you multiply by 10. Teacher: So he did 10 times 6 is 60, 10 times 6 is 60, 9 times 6 is 54. Teacher: Then he added and got this.
Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much.  [TARGET]Teacher: I don't like it.[/TARGET] Teacher: I do not like it. Teacher: I do not like it. Student: She got cut!
Teacher: Student J stop get away from her. Student: Get away she's telling you to get away. Student: So she screamed and then.  [TARGET]Teacher: Please sit down.[/TARGET] Teacher: Please sit down stop. Teacher: Would you please stop are you listening? Student: How could you scrap me?
Teacher: Student J would you sit down please? Teacher: Please can you sit down? Student: She's gonna do that the same way.  [TARGET]Teacher: If you rip his [Inaudible] if you rip his picture [Inaudible].[/TARGET] Student: She already did its right here. Other Adult: Alright come this way, alright Student J come on. Teacher: You cut them into four groups.
Teacher: Student J, I know. Teacher: You need to sit up and listen. Student: [Inaudible] journal.  [TARGET]Teacher: I'm talking right now.[/TARGET] Teacher: We're gonna finish the fraction activity that we did yesterday and then we're gonna do another new activity. Teacher: We're working comparing fractions because they're not all the same size, right? Student: Right.
Teacher: Student J, I want you to stand up with your shape and I want you to go over there and sit down at that chair that's farthest away from me but facing me at table number one. Teacher: Okay. Teacher: Yeah.  [TARGET]Teacher: Then hold up your shape but don't say a word.[/TARGET] Teacher: Okay. Teacher: Everybody turn your head and look at Student J. Teacher: Keep it held up.
Teacher: Student J, Student H, partners. Teacher: Okay. Teacher: We're playing smaller to larger.  [TARGET]Teacher: Excuse me?[/TARGET] Student: [Inaudible]. Teacher: There you go. Teacher: Adios.