stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Student A, it's a fly. Teacher: It's okay. Student: No, it's a bee.  [TARGET]Teacher: Just leave it be.[/TARGET] Teacher: It's a - Student: It's a big bee. Teacher: Okay, but everyone else is fine.
Teacher: Student A, just put those over on the corner. Teacher: [Crosstalk] Teacher: Student A, please don't talk to anybody on your way out.  [TARGET]Teacher: We're very busy right now.[/TARGET] Teacher: Thank you. Teacher: Because I know that they're gonna try to talk to you. Teacher: Okay.
Teacher: Student A, leave it. Student: I don't care. Student: I heard you.  [TARGET]Teacher: Student N, sit down.[/TARGET] Teacher: You're calling out, please. Teacher: [Crosstalk] Teacher: Student C, don't worry.
Teacher: Student A, let's go. Teacher: This is the first time you're doing math very well. Teacher: Good job.  [TARGET]Teacher: If you finish this page, I'll give you a cracker.[/TARGET] Teacher: When you finish. Teacher: Can you stop throwing that? Teacher: Give it to me.
Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible]. Teacher: I'm not going to give you a snack because there's nothing productive I've seen.  [TARGET]Teacher: I'm not seeing anything productive.[/TARGET] Teacher: You know how to play this game. Teacher: I've played it with you before. Teacher: [Inaudible].
Teacher: Student A, look at me. Teacher: What's going on? Student: [Inaudible]  [TARGET]Teacher: You were, but we've moved on from that, so you guys are over it, Student A, look at me, you are over it.[/TARGET] Teacher: Because, we are doing this, okay, is it done, yes or no. Teacher: Boys, is it done? Multiple Students: Yes.
Teacher: Student A, not everybody may know what a vertex is. Teacher: So okay. Teacher: Okay.  [TARGET]Teacher: Student C, would you come here please and would you hold this for me?[/TARGET] Teacher: Would you point to a vertex? Teacher: She's going to tell you. Student: [Inaudible].
Teacher: Student A, read me number three. Teacher: Stop. Teacher: I'm going to wait for all attention.  [TARGET]Teacher: Playing with pencils is not appropriate.[/TARGET] Teacher: If it continues, name will go in the book. Teacher: First read me the question. Student: Jamie has 14 drawings.
Teacher: Student A, read me the challenge problem. Student: Tommy is 72 inches tall. Student: There are 12 inches in each foot.  [TARGET]Teacher: Student P, last time I speak to you.[/TARGET] Student: How many feet tall is he? Teacher: So Tommy is 72 inches tall. Teacher: 72 is our big group.
Teacher: Student A, sit down and stop fooling around, please. Teacher: Let me have it. Teacher: Everybody knows that math class is never like this in the classroom.  [TARGET]Teacher: It's time to [inaudible].[/TARGET] Teacher: Are you done? Teacher: The people are going to watch you and see what you do. Teacher: Student T, can you please do your math?
Teacher: Student A, something that's tricky, something that's difficult, something you learned. Student: I have something that's difficult. Student: When you-  [TARGET]Teacher: Student H, you're being rude.[/TARGET] Student: When you're going to break it apart. Teacher: Why? Student: Because [inaudible].
Teacher: Student A, sorry. Teacher: Bingo. Teacher: Student J, and Student E, and Student N.  Student D and Student N, can you work together?  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student R.  [Inaudible] take yours to that group. Teacher: Student J, take - here's where Student P, and Student E can work together. Teacher: Give them 36.
Teacher: Student A, step outside. Student: But I'm telling you I don't see what's the [inaudible]. Teacher: All right, keep it quiet, guys.  [TARGET]Teacher: Student D.[/TARGET] Student: Do you know where my math book is? Teacher: I don't. Teacher: Take out your math book please.
Teacher: Student A, the directions were [inaudible]. Teacher: All right, [inaudible], I'll wait. Teacher: I'll wait.  [TARGET]Teacher: The warm-up, the warm-up is gonna be on this sheet.[/TARGET] Teacher: I'm gonna give you guys three minutes - you look at this graph which is the same graph on the board. Teacher: You are going to count the number of students, number of boys, number of girls. Teacher: Same as yesterday.
Teacher: Student A, the only way to actually learn something is you have to physically try it. Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves.  [TARGET]Teacher: You have to try, okay?[/TARGET] Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong. Teacher: That's actually pretty good.
Teacher: Student A, what are you doing with pencils? Student: The pencils broke. Teacher: Let's go.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: Okay. Teacher: It says here solve this problem. Teacher: Show your solution using clear and concise notation.
Teacher: Student A, what did Student D just say? Teacher: Can you sit up, please? Teacher: Did you hear her?  [TARGET]Teacher: Student J, sit up, please.[/TARGET] Teacher: Sit. Teacher: You need to sit straight up. Student: You round the one eleventh down to 0 and rounded the eight ninths up to 1.
Teacher: Student A, what is four plus three? Student: [Inaudible]. Teacher: Let's check.  [TARGET]Teacher: You just stand there.[/TARGET] Teacher: What is four plus three? Teacher: Count my fingers. Student: Eight.
Teacher: Student A, what is she trying to do with her sketch? Teacher: Student A, sit down. Student: I see that she did three circles.  [TARGET]Teacher: Put that away.[/TARGET] Student: The circles - Student: Oh, no, because I was looking at what you just said. Teacher: Okay, but we're being rude to Student A who is trying to explain.
Teacher: Student A, what's 3 times 1,000? Student: 3000 Teacher: 3,000, all right.  [TARGET]Teacher: Can you turn on the light when you go out?[/TARGET] Teacher: Student S, what is 17 times 10? Student: That would be 170. Teacher: Yes.
Teacher: Student A, what's the fraction for blue? Student: 2 out of 14. Teacher: Good; okay.  [TARGET]Teacher: Put that back![/TARGET] Teacher: Thank you. Student: You're welcome. Teacher: And one more.
Teacher: Student A, you need to be sitting because if you stand, you block their view. Teacher: Okay, turning and facing this way, Student J, with your body. Teacher: Student R, turn your body this way.  [TARGET]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. 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: Student A, you need to turn around and look at me. Teacher: People over in my group over here, you need to turn and look at me. Teacher: Student L, Student J, Student J, good job.  [TARGET]Teacher: I need people quiet.[/TARGET] Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it. Teacher: Over here you're quiet.
Teacher: Student A, you're working on silence. Teacher: Right now you're working on quiet, but you're still going. Teacher: I'm talking to Student D, now.  [TARGET]Teacher: Now if I say anything again, it's silence.[/TARGET] Teacher: And Student G, I'm giving you the opportunity to work with a group. Teacher: Don't lose your opportunity. Teacher: You can bring that over here, Student D, and I'll look at it.
Teacher: Student A. Student: Should we put our names on them? Teacher: Put the crayons back in the box, in the bowls.  [TARGET]Teacher: Pick up your papers.[/TARGET] Teacher: Get them ready to hand to Student A. Teacher: She shouldn't have to come and pick it up off the table for you. Teacher: We're gonna make an array on here.
Teacher: Student A. Student: [Inaudible]. Teacher: Yeah, I'm gonna give you the problem.  [TARGET]Teacher: Can you pass them out please?[/TARGET] Teacher: [Crosstalk] Teacher: Well this is called a picture. Teacher: The rectangles colored in are pictures.
Teacher: Student A. Teacher: Good job. Teacher: Wait for Student R.  Say excuse me and go back to your seat please.  [TARGET]Teacher: Student J.[/TARGET] Teacher: Student A. Teacher: And Student P.  [Inaudible] Your lunch tickets, remember 11:25, okay? Teacher: All right, calendar helpers, who-is that you Student R?
Teacher: Student A. Teacher: Now the second one. Teacher: Seventeen minus four, times three.  [TARGET]Teacher: Student A, look up here, please.[/TARGET] Teacher: In partnethesis I have four times three. Teacher: The order of operations says do eht parenthesis first, Student L, so what do we have in parenthesis. Multiple Students: [Multiple answers].
Teacher: Student A. Teacher: So besides these two people, everybody understood what Student I said? Teacher: Student I said, "I put away the whole numbers."  [TARGET]Teacher: He ignored them.[/TARGET] Teacher: He put them away in his head, because I see when he was doing this, he never considered the whole numbers. Teacher: He ignored them when he said put away. Teacher: He ignored them in his head.
Teacher: Student A. Teacher: Wait, hold on. Teacher: Hold on.  [TARGET]Teacher: I need everyone to stop moving.[/TARGET] Teacher: Hold on, I can't hear you. Teacher: Hold on. Teacher: Student A, what would you tell Mr. and Mrs. Sun-maid?
Teacher: Student A. Teacher: [Crosstalk] Teacher: Excuse me.  [TARGET]Teacher: Put your chair here.[/TARGET] Teacher: Student D, move to the back table. Teacher: [Crosstalk] Student: [Inaudible].
Teacher: Student A. Teacher: [Crosstalk] Teacher: Hang on, guys.  [TARGET]Teacher: We've got somebody talking.[/TARGET] Student: The baby in the top right corner has a frame around the picture, and her cushion, her blanket that she's laying on top of is purple with white dots. Teacher: Okay. Teacher: That is some very, very distinct observations.
Teacher: Student A. Teacher: [Inaudible] two to the second power [inaudible]. Teacher: Quiet.  [TARGET]Teacher: I'll wait, Student A.[/TARGET] Teacher: Student J, which one should we be [inaudible] boys, and girls? Multiple Students: [Multiple answers]. Teacher: Everyone [inaudible].
Teacher: Student A? Student: Can I go to the bathroom? Teacher: Quickly.  [TARGET]Teacher: Student A, will you please go with him?[/TARGET] Teacher: So today I am going to have you go back to measuring these angles, and you probably remember some of these, and you have the numbers, right? Teacher: For example, for triangle A, for shape A, what does the angle measure here? Teacher: 60 degrees.
Teacher: Student A? Student: Factor is what you skip count by and multiples is what you land on. Teacher: Can anyone give me an example about that.  [TARGET]Teacher: I need you in a seat, honey.[/TARGET] Teacher: I asked you to sharpen it with the pencil sharpener at the back of the room. Teacher: [Pencil sharpener running] Teacher: Thank you.
Teacher: Student A? Student: Multiply. Teacher: Multiply 0.37, 6 times.  [TARGET]Teacher: So we have 0.37 times 6, and that's exactly what you did, Student A, down here.[/TARGET] Teacher: Let's look. Teacher: Let's see who's awake. Teacher: 6 times 7?
Teacher: Student A? Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: But what am I doing if I take this number - I need all eyes up here.[/TARGET] Teacher: It's a big part of this. Teacher: Remember, we don't just get an answer. Teacher: We got to answer what I did.
Teacher: Student A? Teacher: Read the last problem. Student: [Inaudible] minus [inaudible].  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Say it one more time. Student: Seventeen and three-fourths, minus [inaudible]. Teacher: Say it one more time?
Teacher: Student A? Teacher: What's changed? Teacher: Student N, stand up.  [TARGET]Teacher: Come here.[/TARGET] Teacher: Student N, what has changed? Student: The whole. Teacher: The whole.
Teacher: Student B and Student J, Student B, would you move up next to him please? Teacher: Student A, come on over with Student D.  Student C and Student D - I mean Student C and Student D.  Student A, come up and sit. Teacher: I want you to work together on these pages and figure it out.  [TARGET]Teacher: Student K and Student A and Student I and Student M.  Shhh, excuse me.[/TARGET] Teacher: [Classroom noise] Teacher: Student A, come down here with Student E please. Teacher: Student C and Student M, please sit next to each other with your books open.
Teacher: Student B come up. Teacher: Student B, what are you doing? Teacher: Go put your pen down and then come up.  [TARGET]Teacher: Actually, put your pen down and sit down.[/TARGET] Teacher: I'll take someone who wants to be here for a change. Teacher: It was probably [inaudible]. Teacher: Sorry.
Teacher: Student B, Student C, Student K. Teacher: [Crosstalk]  Teacher: Student F, Student K.  I don't believe any of my directions said start talking to your neighbors.  [TARGET]Teacher: Student D, Student A.[/TARGET] Student: Thank you. Teacher: Student N, Student J.  I'm going by the numbers on the screen. Teacher: It might not be the same number that you have in class.
Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now. Student: But he keeps [inaudible] at me. Teacher: Give me a thumbs-up task manager, if your group is ready.  [TARGET]Teacher: Task manager.[/TARGET] Teacher: Team two is ready. Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set?
Teacher: Student B, please write 176. Teacher: So I've labeled my graph paper Q, and I have my total in here. Teacher: Don't go.  [TARGET]Teacher: Go.[/TARGET] Teacher: That was letter Q. Teacher: Get started on letter R.  I'm not mad. Teacher: I wanted to slow down.
Teacher: Student B, what are you doing? Teacher: Go put your pen down and then come up. Teacher: Actually, put your pen down and sit down.  [TARGET]Teacher: I'll take someone who wants to be here for a change.[/TARGET] Teacher: It was probably [inaudible]. Teacher: Sorry. Teacher: It's a Q, but there's only one rule I was thinking of.
Teacher: Student B, you're over here. Teacher: Come on. Student: I'm coming.  [TARGET]Teacher: Well then come and sit quickly.[/TARGET] Teacher: We shouldn't have to wait. Student: [Inaudible] Teacher: That's a good question to ask your group.
Teacher: Student B. Student: [Inaudible] not doing this. Teacher: Student D is not doing this problem.  [TARGET]Teacher: So why are you getting a lesson from him over there?[/TARGET] Teacher: We're doing this together. Teacher: So if have 24 student, three-eighths of them are at recess and one-fourth are in the library. Teacher: So those two groups are out of the classroom, right.
Teacher: Student C and Student M, please sit next to each other with your books open. Teacher: And then we have Student H and - if you'd go sit or maybe go to the back. Teacher: No, don't go back there, but come sit next to Student H with your book.  [TARGET]Teacher: Who have I missed?[/TARGET] Teacher: Come on up here next to her please. Teacher: So have I got -? Teacher: You and you, come on over.
Teacher: Student C being on task. Teacher: Student T being on task. Teacher: Student J being on task.  [TARGET]Teacher: Student A being on task.[/TARGET] Teacher: [Room noise] Student: This one. Teacher: Look at what we did here on this one.
Teacher: Student C said minus. Teacher: Student C, can you help us to solve this math, please? Student: I said plus.  [TARGET]Teacher: Do it here please.[/TARGET] Teacher: [Crosstalk] Student: Did you hear Student J? Teacher: Huh?
Teacher: Student C, Student D, Student A, Student J, Student S.  There you go. Teacher: Student R, Student Z, Student A, Student A, Student S.  Uh-oh. Teacher: All right.  [TARGET]Teacher: Stay here.[/TARGET] Teacher: Who's your buddy? Teacher: I've got - guys, one person come get the handout so you know what you're doing. Teacher: Come get it.
Teacher: Student C, Student J.  I'm sorry, Student C, Student D.  You're not eating it. Teacher: Thank you, Student V.  Student U, Student C, Student Y. Teacher: That's it.  [TARGET]Teacher: [Inaudible] over here.[/TARGET] Student: [My broken wheels are] over there. Teacher: That's fine. Student: What are you doing?
Teacher: Student C, Student S, why aren't you up here? Student: Because I have a clock. Student: You told me to go sit down.  [TARGET]Teacher: I said if you don't have a clock or a partner then you should be up here.[/TARGET] Teacher: Student T, you're Student C's partner. Teacher: You're all set. Teacher: Go stand behind Student C's chair.
Teacher: Student C, are you done? Student: Yes. Teacher: Okay, I have something for you.  [TARGET]Teacher: I want you to check this.[/TARGET] Teacher: This is not correct. Teacher: I'm coming. Teacher: Let me give Student C something.
Teacher: Student C, bring your book. Teacher: This is - Student: Bring that book?  [TARGET]Teacher: Put your book away.[/TARGET] Teacher: Student R, that's not productive noise. Teacher: So 14 times 6 is 84? Teacher: You checked it?
Teacher: Student C, can you help us, please? Student: Can I do it? Student: I want to do it.  [TARGET]Teacher: You've done one.[/TARGET] Teacher: Let him do it. Student: No, if he gets it wrong, can I do it? Teacher: You may not use this way.
Teacher: Student C, do I have you back? Teacher: Yes. Teacher: Yes, Student M, I have you back.  [TARGET]Teacher: Student F, I have you back?[/TARGET] Student: Yes. Teacher: Okay. Teacher: All right.
Teacher: Student C, go back to your seat. Student: Why? Teacher: Please, go back to your seat.  [TARGET]Teacher: Student C, go back to your seat.[/TARGET] Teacher: We're waiting for you, Student C. Student: What the hell? Student: Can I go now?
Teacher: Student C, good job. Teacher: Good job, Student R.  Sit right there. Teacher: Scoot over so she can sit.  [TARGET]Teacher: Sit down, Student R.  Just share that for now.[/TARGET] Teacher: You can use that. Teacher: Let me see your homework. Teacher: Can I see your homework so I can see what it looks like?
Teacher: Student C, have a seat. Teacher: I need four twelfths. Teacher: Let's go.  [TARGET]Teacher: You're too busy talking and not paying attention.[/TARGET] Teacher: Five twelfths, seven twelfths. Teacher: It's highly possible I didn't put five twelfths in there. Teacher: There we go.
Teacher: Student C, how would you solve that problem? Student: Add up all the boys and girls once, and then add up all the boys. Student: And all the boys [inaudible].  [TARGET]Teacher: Thumbs up if you agree with what Student C just said.[/TARGET] Teacher: Thumbs up - they've got one person that you believe you. Teacher: Two? Teacher: Three?
Teacher: Student C, is it going to work? Student: It will work if I get it a little higher. Teacher: Last try, Mr. J, then you can prove it to us on paper.  [TARGET]Teacher: Be nice to each other.[/TARGET] Teacher: He's helping you. Teacher: Don't yell at him. Teacher: If you're getting free help without pay, you can't complain how they do it, now can you?
Teacher: Student C, look at your folder here. Teacher: [Inaudible]. Teacher: Your folder here.  [TARGET]Teacher: Be quiet.[/TARGET] Teacher: How did you know? Student: I just guessed. Teacher: Don't guess.
Teacher: Student C, look here. Teacher: Ten ones, and ten ones is the same thing as one 10. Teacher: So this can enable us now to solve.  [TARGET]Teacher: Student C, look here.[/TARGET] Teacher: This is where your confusion was. Teacher: Now we have 10 here. Teacher: Ten take away two is going to be what?
Teacher: Student C, no talking like that. Teacher: Okay, you may use your white board as your work space. Teacher: Student G, okay.  [TARGET]Teacher: That's not even safe to be playing like that.[/TARGET] Student: What? Teacher: Okay ... I'm going to give you five minutes to do number seven, eight, nine, and ten, and after five minutes I'm going to check your work. Teacher: [Students working on problem].
Teacher: Student C, sit down please. Student: Is that the answer? Teacher: Don't erase.  [TARGET]Teacher: Do it here.[/TARGET] Student: Ain't the answer 240? Teacher: No, it's 600. Teacher: [Crosstalk]
Teacher: Student C, sit down. Teacher: Get to your workbook, this folder. Teacher: Look and see.  [TARGET]Teacher: Go there.[/TARGET] Teacher: Go there. Teacher: Go to the folder. Teacher: You see here?
Teacher: Student C, stop. Teacher: Turn around and look at the board please. Student: I'm finishing my work.  [TARGET]Teacher: He's doing something here.[/TARGET] Teacher: Student T is warning. Teacher: [Crosstalk] Teacher: We're not sure how you got six plus four.
Teacher: Student C, thank you. Teacher: We're going into your book, and in that book I want you to work - I want you to work on page - page one - Teacher: [Crosstalk]  [TARGET]Teacher: Listen.[/TARGET] Teacher: I'll tell you what page. Teacher: Page one, three - I'm gonna put them on the board. Teacher: Page one, three, five, six, [inaudible] we'll get a chance to do a few problems, and the problems are on page seven, nine and 10.
Teacher: Student C, we're not doing that. Teacher: We're sharing. Teacher: One.  [TARGET]Teacher: Two.[/TARGET] Teacher: Everybody should be finished. Teacher: Student D, are you through? Student: [Inaudible].
Teacher: Student C, what did you want to say? Student: I felt like Student C because in the beginning I kept beating Student P, and he was feeling bad, and I didn't know what to do. Teacher: Something else I noticed that was very good, Student K in the back, she was - one person really didn't understand how they arrived at an answer, and she actually took the time to show them before they went on to the next problem.  [TARGET]Teacher: I think that was very good that you guys were helping each other out and not putting each other down.[/TARGET] Teacher: That was positive. Teacher: Yes? Student: I was a little upset because I wanted easier numbers, like 200 times 3.
Teacher: Student C, what is one more fraction we learned besides one eighth? Student: One fourth. Student: [Crosstalk]  [TARGET]Teacher: Wow, I call one person's name.[/TARGET] Teacher: Listening. Teacher: Wow. Teacher: Okay, half, we put one half and one half must be -
Teacher: Student C, whatcha doing? Teacher: Okay. Teacher: Come sit down.  [TARGET]Teacher: The time's up here.[/TARGET] Multiple Students: [Inaudible] Teacher: Sit. Teacher: Everybody.
Teacher: Student C, who's your partner? Teacher: Why aren't you over there? Teacher: That's the paper.  [TARGET]Teacher: Put it down.[/TARGET] Teacher: It's all you need. Teacher: What have you got? Student: 75.
Teacher: Student C, you need to come, show the number. Student: Teacher, can I have these? Teacher: We'll see.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Stand in front of the camera so they can see the number. Teacher: We've already done this before, so we're gonna act like we know. Teacher: We've done it two times already.
Teacher: Student C, you need to go to your seat. Teacher: The directions are be in your seat in three, two, one. Teacher: Second direction.  [TARGET]Teacher: Second direction, write your name and the date on the graph paper.[/TARGET] Teacher: Student D, you're part of this. Teacher: You're part of this. Teacher: You have graph paper, Student D?
Teacher: Student C.  You girls are going to join Student H and who? Teacher: Student J. Teacher: Student D and Student R are joining you.  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Who's your partner? Teacher: Student A, where are you? Teacher: Partner's looking for you.
Teacher: Student C. Student: She was writing it. Teacher: Okay, so who's going to give her the information?  [TARGET]Teacher: One person does the graph.[/TARGET] Teacher: You all get together and give him information of the graph. Teacher: [Inaudible] how many people chose cookies? Teacher: So you all give him information.