stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Student J, Student L, please follow directions. Teacher: Follow directions. Teacher: No one [inaudible] should be up.  [TARGET]Teacher: [Inaudible] that first table.[/TARGET] Teacher: If you sit at this table, [inaudible]. Teacher: Student M,  [inaudible] sit there. Teacher: If you sit at this table, [inaudible].
Teacher: Student J, Student N, Student P, Student O and Student J, come on up. Teacher: I didn't tell anybody to switch yet. Teacher: [Crosstalk]  [TARGET]Teacher: Come on up and sit down.[/TARGET] Teacher: I have paper for you. Teacher: [Crosstalk] Teacher: You need to be listening and you need to be focused on your work.
Teacher: Student J, add up this. Teacher: Leave your binder please. Student: Why do they get this and I don't?  [TARGET]Teacher: Keep in touch, please.[/TARGET] Teacher: Add up these. Teacher: You have your own. Teacher: It's here.
Teacher: Student J, are you done? Teacher: Student V, are you done? Teacher: Is there anyone at this time who is not done?  [TARGET]Teacher: Student K, Student M, if you are done, then you need to get to your seats for me, please.[/TARGET] Teacher: So everybody is done? Multiple Students: Yes. Teacher: All right, go ahead and switch your paper.
Teacher: Student J, can you share the statement your table came up with? Teacher: You're listening now. Teacher: You had a chance to discuss and now you're listening.  [TARGET]Teacher: Student E, up here.[/TARGET] 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? Teacher: Student K, put that marker away.
Teacher: Student J, come on up and draw yours right here. Student: [Inaudible] Teacher: Yep, whichever one you want.  [TARGET]Teacher: Let me see what you've got.[/TARGET] Teacher: Let me look at your paper, darling. Teacher: Draw this one. Teacher: Okay, Student J is gonna draw one.
Teacher: Student J, come sit right here. Teacher: Student A sit in Student R's seat, and Student M come sit right here, please. Teacher: It's just easier if I've got three tables instead of two.  [TARGET]Teacher: Just point it at that.[/TARGET] Teacher: It's on. Teacher: No. Teacher: Look down.
Teacher: Student J, did you say no? Student: No. Student: Student A.  [TARGET]Teacher: Who said no?[/TARGET] Teacher: Student A, what's the problem, hun? Student: I did mental math. Teacher: Okay, and what did you get?
Teacher: Student J, get working. Student: Should I read it again? Teacher: Yeah, read it one more time.  [TARGET]Teacher: Student A is trying to listen for the important information.[/TARGET] Student: There are - Teacher: It's field day. Student: That one?
Teacher: Student J, have your TURK page. Student: Can I sit over there to work with one of them? Teacher: It's too crowded.  [TARGET]Teacher: Student M, can you sit.[/TARGET] Teacher: Student S, doesn't have anyone sitting next to her. Teacher: Can you sit there? Teacher: But we have such a - you were our writer yesterday.
Teacher: Student J, hit the light for me, please. Teacher: Someone may need for us to show some of these. Teacher: Does anyone need us to show?  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: First of all, I need to see if someone needs for us to show them how to work out any of these. Teacher: If someone had trouble. Teacher: Student D, I am proud of how far you have progressed.
Teacher: Student J, let's go, please. Student: Can we be in the middle? Teacher: Sure.  [TARGET]Teacher: Do you want me to squoosh you?[/TARGET] Teacher: I love the way table five is working. Teacher: So what number would we want to skip count by? Student: I remember when that is.
Teacher: Student J, sit down. Teacher: Are you done? Student: Yep.  [TARGET]Teacher: Student A, are you done?[/TARGET] Teacher: Where are you? Student: On six. Teacher: What do you want?
Teacher: Student J, sitting in a chair. Teacher: I can't start my group till I see people are sitting down. Teacher: Student B.  [TARGET]Teacher: Student B, you're over here.[/TARGET] Teacher: Come on. Student: I'm coming. Teacher: Well then come and sit quickly.
Teacher: Student J, spread your cards. Teacher: You're doing a good job. Teacher: Spread your cards here.  [TARGET]Teacher: You have to.[/TARGET] Teacher: Just put your cards up here. Teacher: Let me help you to make the first one. Teacher: This is - stop.
Teacher: Student J, where do I start off with at the y-axis? Student: Zero is where you leave from too. Teacher: Oh, okay.  [TARGET]Teacher: Hold on one second, because I'm waiting for a couple of people to turn back around, because someone came just came in the back of the room.[/TARGET] Teacher: Okay. Teacher: So, it doesn't matter - let me see if I'm getting this correct from you. Teacher: It doesn't matter if I'm traveling across on x or up on y, I always start at zero?
Teacher: Student J, where is your math? Teacher: Stop. Teacher: Get your math book.  [TARGET]Teacher: We are here now.[/TARGET] Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please? Teacher: Student J, can you go get a pencil?
Teacher: Student J, who's your partner? Student: Student K. Teacher: Well move away from them.  [TARGET]Teacher: Move away.[/TARGET] Teacher: Smaller to larger. Teacher: Girls, what do you need? Student: Cards.
Teacher: Student J, why do you think you're gonna be wrong? Student: [Inaudible]. Multiple Students: [Crosstalk].  [TARGET]Teacher: Try not to rip your boxes.[/TARGET] Multiple Students: [Crosstalk]. Teacher: There's no - Multiple Students: [Crosstalk].
Teacher: Student J, will you go show us this one? Teacher: I'm trying to trick you with this one, but I don't know that anyone fell for it. Teacher: All right.  [TARGET]Teacher: I like that when I try to trick you and you just don't fall for it.[/TARGET] Student: First I put the three tenths and put one tenth on [inaudible]. Student: Then I counted four hundredths and put them right above it. Teacher: Okay.
Teacher: Student J, you don't want to sit there. Teacher: Get off. Teacher: Let's go.  [TARGET]Teacher: You don't need to take it.[/TARGET] Teacher: That's fine. Teacher: You can still read it. Teacher: You guys can take those.
Teacher: Student J, you got one? Teacher: I got it. Teacher: Thank you.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Student A? Teacher: Beautiful. Teacher: Student T?
Teacher: Student J, you got started on that one wrong. Student: So, if six plus five equals 50, what do I do? Student: Do I take it away?  [TARGET]Teacher: So, Student J, and Student R, come over here.[/TARGET] Teacher: It's the same thing. Teacher: You're shading in six, what? Teacher: Yep.
Teacher: Student J, you got them all right. Teacher: All right, here we go. Teacher: This is the eight times four sheet.  [TARGET]Teacher: Please - you are not writing answers, are you?[/TARGET] Teacher: Because that would be considered cheating. Teacher: Okay. Teacher: If you're finished, [inaudible] your sheet.
Teacher: Student J, you may talk to anyone. Teacher: Yeah, talk to someone. Teacher: Student N, yeah, [inaudible], you may get into that talking.  [TARGET]Teacher: Yes.[/TARGET] Teacher: Listen to them. Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute.
Teacher: Student J, you're not getting out of your seat without permission. Teacher: Enough. Teacher: Let's have Student A's group sit over there.  [TARGET]Teacher: Let's have Student A's group sit here.[/TARGET] Teacher: [Crosstalk] Teacher: Student J, whose group are you in? Teacher: What did I tell you?
Teacher: Student J. Multiple Students: [Inaudible] Teacher: [Inaudible].  [TARGET]Teacher: We don't say that.[/TARGET] Multiple Students: [Inaudible] Teacher: You're fine, you're fine. Teacher: .
Teacher: Student J. Teacher: Okay. Student: How much is left?  [TARGET]Teacher: Let me see your pencil, honey.[/TARGET] Teacher: Here, 1, 2, 3, 4, 5, 6, 7, 8. Teacher: No. Teacher: Is that one-eighth?
Teacher: Student J. Teacher: Quickly, quickly. Teacher: Thank you.  [TARGET]Teacher: Student C, Student J.  I'm sorry, Student C, Student D.  You're not eating it.[/TARGET] Teacher: Thank you, Student V.  Student U, Student C, Student Y. Teacher: That's it. Teacher: [Inaudible] over here.
Teacher: Student J. Teacher: [Crosstalk among students] Teacher: Student J, sitting in a chair.  [TARGET]Teacher: I can't start my group till I see people are sitting down.[/TARGET] Teacher: Student B. Teacher: Student B, you're over here. Teacher: Come on.
Teacher: Student J. then what would yours be if you had no yellows? Multiple Students: 0 out of 20 Teacher: 0 out of 50 or out of 15 perfect.  [TARGET]Teacher: Shh.[/TARGET] Student: Mine's 0 out of 15, she wish she had 50. Teacher: Shh. Teacher: How many people had a color that was not in their bag?
Teacher: Student J? Teacher: Here you go. Teacher: Shh.  [TARGET]Teacher: Remember our manners.[/TARGET] Teacher: [Student working on problem]. Teacher: [Silence]. Teacher: Four times one, plus three.
Teacher: Student J? Teacher: Instead of multiplying one eighths times 5, what would you multiply? Teacher: You can use long division.  [TARGET]Teacher: If you're laying your head down on your desk, I need you to sit up.[/TARGET] Teacher: Thank you. Teacher: Sit up or stand up. Teacher: It's your choice.
Teacher: Student JE, I need you to go to your seat. Teacher: If you get a number - Student B, I need you to go to your seat. Student: [Inaudible].  [TARGET]Teacher: No, un-uh, we don't walk around.[/TARGET] Teacher: Really? Teacher: No. Teacher: If you get a number that's more than 1 when you divide, then you've flipped your numbers 'cause you can't get a number more than 1 if you start off with a number less than 1.
Teacher: Student J's group, you guys will all get Bingo when you're done, because you've worked the quietest. Teacher: Shh. Teacher: We got to take it down a notch, okay?  [TARGET]Teacher: I can hardly hear these guys.[/TARGET] Teacher: Shh. Student: We're ready. Teacher: Okay, what did you get for number six?
Teacher: Student K and Student A and Student I and Student M.  Shhh, excuse me. Teacher: [Classroom noise] Teacher: Student A, come down here with Student E please.  [TARGET]Teacher: Student C and Student M, please sit next to each other with your books open.[/TARGET] 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. Teacher: Who have I missed?
Teacher: Student K is doing a good job being on task. Teacher: Student X being on task. Teacher: Student C being on task.  [TARGET]Teacher: Student T being on task.[/TARGET] Teacher: Student J being on task. Teacher: Student A being on task. Teacher: [Room noise]
Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C.  Student A, I'm going to need you to turn your chair around please. Teacher: Thank you. Teacher: Thank you, Student P.  Student J, I need your eyes please.  [TARGET]Teacher: Thank you, Student M.[/TARGET] Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar. Teacher: Think about what you do.
Teacher: Student K, Student J, please. Student: Okay. Teacher: Do you see how - yeah.  [TARGET]Teacher: Why don't - Student K.[/TARGET] Student: Yes. Teacher: I want you to do this right now. Student: I'm trying to.
Teacher: Student K, can you show us the last step? Multiple Students: [Inaudible] Teacher: Student C, focus.  [TARGET]Teacher: Thanks, Student K.[/TARGET] Multiple Students: [Inaudible] Teacher: That's not relevant right now. Multiple Students: [Inaudible]
Teacher: Student K, come to the board and do this problem. Teacher: Write it a little bit bigger buddy. Student: I'm not done.  [TARGET]Teacher: Okay, just don't look then.[/TARGET] Teacher: Keep working Student J.  Let's try again. Teacher: Go have a seat. Teacher: Good job.
Teacher: Student K, here's more greens up here. Teacher: Depending on the way you build it, color might be important. Teacher: It might not be important.  [TARGET]Teacher: Student C, you can go out in the hall.[/TARGET] Student: [Inaudible]. Teacher: Backwards. Teacher: [Crosstalk]
Teacher: Student K, one more time. Teacher: If I have to talk to you [inaudible], you're leaving. Student: [Inaudible].  [TARGET]Teacher: Because you're disrupting my videotape lesson.[/TARGET] Student: [Inaudible]. Teacher: We have a half, and we have something less than a half. Teacher: Think about what you know about adding one-half and one-half.
Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing.  [TARGET]Teacher: A, B, and C.  Student B, I need you to sit up, okay?[/TARGET] Teacher: Thank you. Teacher: [Students reading]. Teacher: Okay, it looks like everyone has had a chance to do their re-reading.
Teacher: Student K, what did I just say? Student: [Inaudible]. Teacher: Okay, so what you need to do is stop goofing around and start paying attention, okay?  [TARGET]Teacher: Because this is about five times that I've noticed you talking to Student S and you know what?[/TARGET] Teacher: She probably didn't hear what I said either because you were disturbing her. Teacher: So it doesn't just affect you. Teacher: It affects people around you.
Teacher: Student K, who's your partner? Teacher: Go stand behind her chair. Teacher: Student D, Student C, where's your seat?  [TARGET]Teacher: Sit in it.[/TARGET] Teacher: Student N, who's your partner? Teacher: Student D, stand behind his chair. Teacher: Student M?
Teacher: Student K, why are you stopped? Teacher: Come on. Teacher: We're going to break up into groups in a minute, and I want you to practice this some more on the computer.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Could you look on my desk and get it please? Teacher: Not yet. Teacher: You can't break what into what I have?
Teacher: Student K, you're looking at me. Teacher: If you're going to be disruptive to this group I can move you. Teacher: And over here, Student O, if you're gonna continue to talk you can go out in the hall during this because I don't need the talking being done right now.  [TARGET]Teacher: Student J, that goes for everybody in this group.[/TARGET] Teacher: I'll take it. Student: [Inaudible] Teacher: Okay.
Teacher: Student K.  Anybody who's talking now will get a mark and they will not have free time Friday. Teacher: I don't want anything on your laps, now. Student: There's nothing on my lap.  [TARGET]Teacher: Student K, I asked you to throw away the gum.[/TARGET] Student: I don't have gum. Teacher: Well please, whatever's in your mouth. Teacher: All right.
Teacher: Student K. Student: Yes? Teacher: Please take a look.  [TARGET]Teacher: Student A.[/TARGET] Teacher: Now I'm gonna wait till it's absolutely quiet in here. Teacher: Student T, you might want to move your desk back a little bit. Teacher: Now if you look here, we have one-fourth plus five-ninths.
Teacher: Student K? Student: Product. Student: Product means -  [TARGET]Teacher: Hold on a second.[/TARGET] Teacher: There's too much movement. Teacher: I'm gonna wait, 'cause we need to respect each other and I need to hear everyone's thinking. Teacher: What does product mean to you?
Teacher: Student K? Student: You said this was our test for [inaudible]. Teacher: It is a test.  [TARGET]Teacher: So here we go.[/TARGET] Teacher: If you missed zero to six, raise your hand. Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk]
Teacher: Student L is finished. Teacher: Let's see if Student L got it right. Teacher: Everyone cap your markers.  [TARGET]Teacher: Student N, no ma'am.[/TARGET] Teacher: Student L, bring your board. Teacher: Let's see if Student L got them right. Teacher: You're going to check the ones that worked with your fingers.
Teacher: Student L please put your hand down and tell me yes or no? Teacher: Nothing yet? Teacher: That's why you're back here.  [TARGET]Teacher: Number one you're not following directions, number two I'm gonna help you with it alright?[/TARGET] Teacher: It says if one block weighs 10 pounds what's the weight in pounds of one ball. Teacher: 10 pounds for this block right? Teacher: Is that what it says?
Teacher: Student L, Student A, Student B, sit up front please. Teacher: You know what? Teacher: Student B, sit down.  [TARGET]Teacher: You know what?[/TARGET] Teacher: Student [L], no, Student A, sit down. Teacher: Sorry. Teacher: Can I have Student T, stand up there, and Student J, uh, Student B.  I had Student B originally; it's weird for that.
Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet. Teacher: This group has been able to remain quiet.  [TARGET]Teacher: Let's see if another group can do it.[/TARGET] Teacher: Over here you're quiet. Teacher: Quiet please, Student K.  Everybody over there I think is quiet. Teacher: These two boys, you need to be quiet and not moving around or touching things.
Teacher: Student L, are you ready? Student: Yes. Teacher: The first thing I'm going to do is draw a 12 by 21 array.  [TARGET]Teacher: When I turn my back you're going to stay quiet.[/TARGET] Teacher: For some of you that do not know how to draw a straight line, what tool would you use to draw a straight line? Teacher: Tell me. Multiple Students: Ruler.
Teacher: Student L, can you please move your cards? Teacher: Your dry erase board stays on your desk, and you don't play. Teacher: You're making yourself look bad.  [TARGET]Teacher: The camera is right on you watching you do absolutely nothing.[/TARGET] Teacher: Go stand in the hallway, please. Teacher: Give me 5, 4, 3 - I still want you to do seven. Teacher: Add seven to that.
Teacher: Student L, clean that up. Teacher: Student L, paper on the floor. Teacher: Student D, Student T, Student R, and Student J.  [TARGET]Teacher: Student J, and Student R, table.[/TARGET] Teacher: Student T, and Student D, come here. Teacher: Student S, come here. Student: [Inaudible].
Teacher: Student L, do you want to try it? Teacher: So tell us the rule. Teacher: I'm not quite sure why you're doing that.  [TARGET]Teacher: You can tell us.[/TARGET] Teacher: You don't need to write it. Student: [Inaudible]. Teacher: Student S.  Hold on a second.
Teacher: Student L, good job. Teacher: Student O, thank you. Teacher: Leave it, because we need this.  [TARGET]Teacher: Student O, you're not sitting and listening for directions.[/TARGET] Teacher: Now Student M is not listening. Teacher: I'm losing you. Teacher: See, I'm losing them.
Teacher: Student L, hang on. Teacher: Hang on. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: I've got - I found glue that works, so your glue works on here. Teacher: You should have scissors. Teacher: And come and get a piece of blue paper for your partners.
Teacher: Student L, paper on the floor. Teacher: Student D, Student T, Student R, and Student J. Teacher: Student J, and Student R, table.  [TARGET]Teacher: Student T, and Student D, come here.[/TARGET] Teacher: Student S, come here. Student: [Inaudible]. Teacher: Student A, Student A.
Teacher: Student L, six. Teacher: Student M, six. Teacher: Yes, good job.  [TARGET]Teacher: Student E, six.[/TARGET] Teacher: Very good. Teacher: How about Student C, six? Teacher: All right.
Teacher: Student L, the group of two. Teacher: Everyone's here. Teacher: Student C, Student D, Student A, Student J, Student S.  There you go.  [TARGET]Teacher: Student R, Student Z, Student A, Student A, Student S.  Uh-oh.[/TARGET] Teacher: All right. Teacher: Stay here. Teacher: Who's your buddy?
Teacher: Student L, we're watching. Teacher: Put the pencil down. Teacher: So we've got the number in the set.  [TARGET]Teacher: You're going to do step three.[/TARGET] Teacher: You're going to divide the number or the position you're looking for by the number of items in your set. Teacher: So we'll divide 99 - we're looking for the 99th shape - divided by four, because we have four items in the complete set. Teacher: So if we divide 99 divided by 4 we will get - hold on.
Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]? Teacher: Focus.  [TARGET]Teacher: Student L.  Student W.  Number one.[/TARGET] Teacher: I need all eyes up here. Teacher: [Inaudible]. Teacher: Number one, in parenthesis.
Teacher: Student L, what do you need, dear? Teacher: Could you hold it one second? Teacher: Okay, you can go.  [TARGET]Teacher: All right, shh.[/TARGET] Teacher: If you're finished with ten, go ahead and do eleven through sixteen. Student: [Inaudible]. Teacher: Mmm?
Teacher: Student L, what do you think? Student: I think it [inaudible]. Student: [Inaudible].  [TARGET]Teacher: I know your name isn't Student L.  So I need you to wait your turn.[/TARGET] Teacher: All right, Student L, what was that? Student: All the [inaudible] are closed. Teacher: Are the [inaudible] are what?
Teacher: Student L, where is your partner and where are you? Student: There are 58 bags of candy. Student: What do you mean?  [TARGET]Teacher: Why aren't you sitting with your partner and working with her.[/TARGET] Student: I need help with this. Teacher: Yes. Teacher: And you have a partner.
Teacher: Student L, why aren't you with us? Teacher: Go ahead, Student B. Student: One trapezoid, [inaudible].  [TARGET]Teacher: I'm sorry, let's wait.[/TARGET] Teacher: Let's wait. Teacher: Are we ready? Teacher: Okay, are we listening?
Teacher: Student L, you can go back to your seat. Teacher: Student L, that's not what you're supposed to be doing. Teacher: I forgot what I was just going to say.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Oh, yeah. Teacher: We're switching, so you can have - Teacher B can see you, today, in about twelve minutes. Teacher: Are you going to finish all these in twelve minutes?
Teacher: Student L, you need to help them. Teacher: They need help. Teacher: I don't see any answers on your board.  [TARGET]Teacher: It looks like you're just sitting there.[/TARGET] Teacher: Are you confused? Student: Yes. Teacher: Where are your notes?
Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with. Teacher: Excuse me? Teacher: Now, you stay in your seat, in your seat.  [TARGET]Teacher: Student E, in your seat, please.[/TARGET] Student: [Crosstalk] Teacher: Page one. Teacher: Page one, we're gonna omit page one.
Teacher: Student L? Student: That's hard. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, Student Z. Teacher: Student D.  Shh. Teacher: Shh.
Teacher: Student M and Student A, and you guys gonna come quickly. Teacher: Student A and Student J. Teacher: Just start off with a few.  [TARGET]Teacher: Do not eat them again.[/TARGET] Teacher: [Side conversation] Student: From the bottom. Student: Oh, sorry Teacher.
Teacher: Student M and Student B and Student J, good job. Teacher: Student Y. Teacher: Student S.  Student M, this is not the time to clean your desk out.  [TARGET]Teacher: This is not the time to clean your desk out.[/TARGET] Teacher: Thank you for sitting nice and quiet, Student J and Student D.  Now one of the things that I wanna recap on today. Teacher: Today was a day where we went through some things that we talked about on the CRCT. Teacher: We had mean, mode, and median groups.
Teacher: Student M and Student I together please. Teacher: You know what? Teacher: We work with partners.  [TARGET]Teacher: There's no [inaudible] in this class and you get rewarded when you work with -[/TARGET] Student: [Inaudible] Teacher: No he's not. Teacher: You're not gonna start trouble, are you?
Teacher: Student M,  [inaudible] sit there. Teacher: If you sit at this table, [inaudible]. Teacher: [Whistling sound].  [TARGET]Teacher: At this table.[/TARGET] Student: [Inaudible]. Teacher: I know [inaudible]. Teacher: Student M, [inaudible].