stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Go ahead and re-read. Teacher: Yes? Student: Which one?  [TARGET]Teacher: You're re-reading the problem.[/TARGET] Student: [Inaudible]. Teacher: You're re-reading the whole problem. Teacher: Not just part A.
Teacher: Go ahead and use your finger and write the answers. Teacher: You figure it out in your notebook while he does it up here. Student: I [inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: [Silence]. Teacher: We take our highlighter for a reason, because the highlighter becomes our column. Teacher: Two, straight down.
Teacher: Go ahead and write this work down. Teacher: Write this down on the third space. Teacher: Write this down in the third space.  [TARGET]Teacher: Let me talk, okay?[/TARGET] Teacher: Write it down - write this down. Teacher: I want a triangle with an area - go ahead and write area equals 42. Teacher: Perimeter equals 53.
Teacher: Go ahead, Student B. Student: One trapezoid, [inaudible]. Teacher: I'm sorry, let's wait.  [TARGET]Teacher: Let's wait.[/TARGET] Teacher: Are we ready? Teacher: Okay, are we listening? Teacher: Go ahead, Student B.
Teacher: Go ahead, Student M.  What's your question? Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point.  [TARGET]Teacher: Can you all stand up?[/TARGET] Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3. Teacher: So [inaudible].
Teacher: Go ahead, Student T.  Go help. Teacher: Student T, that was nice of you to see he was struggling and offer to assist him. Teacher: Now Student C, take the eraser.  [TARGET]Teacher: Student T, come sit.[/TARGET] Teacher: No, listen to me, Student C.  Erase the red line. Teacher: Erase the blue line. Teacher: Erase the green line.
Teacher: Go ahead, buddy. Teacher: I hope you feel better, Student Z. Teacher: Go home and get rest.  [TARGET]Teacher: Is your mom going to be okay with you going home?[/TARGET] Teacher: You sure? Teacher: All right. Teacher: So what do we have?
Teacher: Go ahead. Student: 3,400. Teacher: 3,400.  [TARGET]Teacher: I am being interrupted all day today.[/TARGET] Teacher: Yes, Teacher L. Teacher: Oh. Teacher: I -
Teacher: Go ahead. Student: Since two thirds is close to 1, I rounded it to 1, and since one fifth is closer to 0, I rounded it to 0. Student: Then I added.  [TARGET]Teacher: You guys are supposed to listen so you can either agree or disagree with Student J.[/TARGET] Teacher: Excuse me. Teacher: Get your hand down. Teacher: Let's see what Student J did.
Teacher: Go ahead. Teacher: Student S, they're not doing this for you. Teacher: They're doing this with you.  [TARGET]Teacher: Pay attention to what Student H is doing.[/TARGET] Teacher: So then how many total are in the scoop? Teacher: Why are you adding 1? Teacher: That confuses me.
Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check. Teacher: Who's the task manager?  [TARGET]Teacher: Okay, let him decide.[/TARGET] Teacher: How would you like everyone to share their answers? Teacher: Okay, so everyone is going to do part A first? Teacher: Okay.
Teacher: Go ahead. Teacher: Yes, Student N? Teacher: You put the money back.  [TARGET]Teacher: She didn't take it with her.[/TARGET] Teacher: Why didn't you take it with you? Teacher: You left it on the table. Teacher: Do not tear the bag up.
Teacher: Go ahead. Teacher: You're done? Teacher: Okay.  [TARGET]Teacher: You can play a game with the - who drew that?[/TARGET] Teacher: Step outside there and get your 5. Teacher: Step by the door and get your 5. Teacher: Go get your card.
Teacher: Go ahead. Teacher: You're answering all three parts. Student: Are we supposed to do it all on the back?  [TARGET]Teacher: Where are we supposed to write our answer?[/TARGET] Student: On the answer sheet. Teacher: On the answer sheet. Teacher: Very good.
Teacher: Go ahead. Teacher: [Inaudible] together, okay? Teacher: You're the motivator.  [TARGET]Teacher: Go ahead and re-read.[/TARGET] Teacher: Yes? Student: Which one? Teacher: You're re-reading the problem.
Teacher: Go around in a circle. Teacher: I told you a half. Teacher: You, nine sixteenths.  [TARGET]Teacher: Do not say anything to anyone else.[/TARGET] Teacher: Don't say anything. Teacher: Once you've got it, take everything off, and we're going to look at what Student C did, because Student C did it different from the rest of us. Teacher: It's not perfect.
Teacher: Go back 72 degrees. Teacher: Where's your protractor? Teacher: 72 degrees would work there, then go and do your 72 degrees here, and the rest will be your 10 percent.  [TARGET]Teacher: Do you need some help measuring your degrees, or are you okay?[/TARGET] Student: I'm okay. Teacher: Let's put those away. Teacher: Put 180.
Teacher: Go back and go on and work. Student: What listen, don't do that, he just turned it back on. Student: I wanted to turn it back on.  [TARGET]Teacher: That's done for me.[/TARGET] Teacher: Go back to your seats, finish your math. Student: I don't like these cameras and I'll smack him in the head with the microphone. Student: Then I smack you again.
Teacher: Go back and look at those, okay? Teacher: Thank you, ma'am. Teacher: Student C, if you don't get busy, if I look over here one more time and you're not doing what you're supposed to, [inaudible].  [TARGET]Teacher: How are we doing, Student T?[/TARGET] Student: I'm doing good. Teacher: Tell me about this one, and this one. Teacher: Both of those are incorrect.
Teacher: Go back further. Teacher: Okay. Teacher: Do not bring the chairs.  [TARGET]Teacher: Come stand.[/TARGET] Teacher: I need your attention in 5, 4, look at me, 3, 2, 1. Teacher: In a soft, soft voice, and I mean softer than the voice I'm talking in, I'm going to give you one minute to talk to the people in your group about why you belong together. Teacher: Look at your shapes and - not ready yet.
Teacher: Go back there, Student S.  Okay. Teacher: They have four. Teacher: It's only two?  [TARGET]Teacher: Oh, that's because I had to send out Student J and Student E.  Hold on.[/TARGET] Teacher: I have two boys over here. Teacher: Hold on. Teacher: You guys, okay.
Teacher: Go back to the seat. Teacher: The ticket out the door is to answer the questions on the bottom. Teacher: I said quiet as a mouse.  [TARGET]Teacher: Should I hear anything but breathing?[/TARGET] Teacher: Student D, I asked you to put them away. Teacher: Your bag broke? Teacher: I can do that.
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: You have several choices that are far away from the fly.  [TARGET]Teacher: You either sit quietly or you move.[/TARGET] Student: [Inaudible]. Teacher: There's 19 other kids aren't having a problem. Teacher: They're ready to learn math.
Teacher: Go back to your seat. Teacher: Ladies. Teacher: Ladies.  [TARGET]Teacher: Young girls.[/TARGET] Teacher: Okay. Teacher: Excuse me. Teacher: Are you listening?
Teacher: Go back to your seats. Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh.  [TARGET]Teacher: Let's stop.[/TARGET] Teacher: I'm waiting for you Teacher S. Teacher: Sorry. Teacher: We were doing multiplication.
Teacher: Go buy some at the store. Teacher: I'll eat it. Teacher: All right.  [TARGET]Teacher: Let's press stop.[/TARGET] Teacher: Thank you for helping back here. Teacher: Right down there. Teacher: [End of Audio]
Teacher: Go do what I asked. Student: [Inaudible] just turned off all the [Inaudible]. Teacher: I know.  [TARGET]Teacher: Go do what I asked you to do, please.[/TARGET] Teacher: Okay. Student: [Inaudible]. Teacher: 'Cause eight times three is 24.
Teacher: Go down to [Inaudible]and bring me your passport. Student: I was paying attention. Student: I'm serious.  [TARGET]Teacher: Student S, go bring me your passport, please.[/TARGET] Teacher: Okay. Teacher: First problem I want you to try is Number 6 on page 439. Teacher: Number 6, page 439.
Teacher: Go eat worms or something. Teacher: Still waiting. Teacher: One person from your table is going to come and get some magazines.  [TARGET]Teacher: So Student M is not doing it because he's talking when he's not supposed to be.[/TARGET] Teacher: That person is also going to get one bottle of glue and four pairs of scissors. Teacher: Actually send one person to get the glue and scissors and one person to get the magazines. Teacher: You need to think smart.
Teacher: Go get another one. Teacher: You know that. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: [Inaudible]. Teacher: You need to [inaudible], okay? Teacher: [Inaudible].
Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way? Teacher: It's you and your partner.  [TARGET]Teacher: You show me what you guys decide.[/TARGET] Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see?
Teacher: Go get your card. Teacher: Get the card. Teacher: Get the card for playing.  [TARGET]Teacher: I think it's at Ms. H's table.[/TARGET] Teacher: Play close to a thousand. Teacher: Student O knows how to play it. Teacher: Student O, if you don't know, I can explain to you.
Teacher: Go head back to your group now. Teacher: Time is up, over here. Teacher: The rest of [inaudible] your homework.  [TARGET]Teacher: Student T.  Can I see Student R, Student K.[/TARGET] Student: With a pencil? Teacher: With a pencil, please. Teacher: Student J, Student H.  Actually Student J, and Student N.  I'll leave Student H there.
Teacher: Go move your clothespin, please. Teacher: That's Student J's job. Teacher: She can handle that herself.  [TARGET]Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them.[/TARGET] Teacher: He's the writer. Teacher: He's the recorder, right? Teacher: Come on Student R, you're the recorder.
Teacher: Go on to part B, now. Teacher: Let's go. Teacher: Yes?  [TARGET]Teacher: Hurry up.[/TARGET] Teacher: Student A, do you need help? Teacher: Okay. Student: I finished part A, but-
Teacher: Go sit down and read the directions again. Teacher: Put all the weights down. Teacher: You're not following directions.  [TARGET]Teacher: You guys are better at following directions than that.[/TARGET] Teacher: You haven't done anything it says except for making a chart. Teacher: Read the directions. Teacher: So what's the first label supposed to be?
Teacher: Go sit down in your seat please. Student: He say people shouldn't be judged by- Teacher: Let's do that again or are you just practicing?  [TARGET]Teacher: Put it away get ready for math, math.[/TARGET] Student: Who's math? Teacher: It's time you put the trashcan back by the door I know Student D had it. Teacher: [Inaudible].
Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right? Teacher: You're not going to go, "Ah, who cares." Teacher: So here's what we're going to do today.  [TARGET]Teacher: I'm going to need to you to get with a partner.[/TARGET] Teacher: I'm going to count down by 1. Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1.
Teacher: Go to your seats, please. Teacher: That's problem D.  That's a mistake. Teacher: Let's do these problems, quickly.  [TARGET]Teacher: Sit down, please.[/TARGET] Teacher: I would appreciate it if you would go to what I asked you to do, please. Teacher: It's problem D in your book. Teacher: Problem D in your book.
Teacher: Go to your slate. Teacher: Let's do one problem together, everyone. Teacher: I'm going to be asking you some question, what we should be doing.  [TARGET]Teacher: Let's do this together.[/TARGET] Teacher: Let's take a problem from here that says 5 over 6, divided by 2 over 3. Teacher: Now we're going to do the first step. Teacher: Excuse me.
Teacher: Go up there and write the symbol for those. Teacher: We know what the equals sign looks like, right? Student: Yes.  [TARGET]Teacher: So no sense in calling you up there.[/TARGET] Teacher: Let's see what she knows. Teacher: Right beside greater than. Teacher: Okay, and?
Teacher: Go, Student J. Teacher: Thank you. Teacher: Problem D, let's go, in your book.  [TARGET]Teacher: Move your chair in, please.[/TARGET] Teacher: Go ahead. Teacher: Remember what is says? Teacher: It says estimate these sums and describe your thinking, so you're estimating two thirds plus one fifth.
Teacher: Go, Student L.  2 and 4, are they both even numbers? Student: I know, but [inaudible]. Teacher: What's 7 times 9?  [TARGET]Teacher: Look.[/TARGET] Teacher: 7 times 9, 63. Teacher: Why are you all yelling at him? Teacher: That's very rude.
Teacher: Go. Student: [Inaudible]. Teacher: His is a little bit different than that one.  [TARGET]Teacher: Student D, go.[/TARGET] Student: [Inaudible]. Teacher: Sentence form, listen to what Student D says. Student: Added 4 or multiplied 4 by our fractions that our [inaudible].
Teacher: Go. Teacher: One, two, three, four, five. Teacher: Okay, Student F, you're over there.  [TARGET]Teacher: I feel like you were trying to look and see where people went.[/TARGET] Student: No, I [inaudible]. Teacher: Okay, that's fine. Teacher: All right, the answer is nine and three tenths.
Teacher: Go. Teacher: That was letter Q. Teacher: Get started on letter R.  I'm not mad.  [TARGET]Teacher: I wanted to slow down.[/TARGET] Teacher: Do letter R.  Turn your graph paper or find a small corner, and label it letter R, and if you're still really confused, raise your hand. Teacher: Student A, that doesn't sound considerate, does it? Student: I did this because I didn't know the sign for the nurse.
Teacher: Go. Teacher: [Crosstalk - students doing activity] Teacher: All right.  [TARGET]Teacher: If you started cutting, I need you to stop for just a second for me.[/TARGET] Teacher: I need your eyes. Teacher: We're gonna go over the shapes real quick, just to make sure we're all on the same track with these. Teacher: So I'll wait for you because I need you to go back to your seats now.
Teacher: Good job you guys are doing a good job labeling your coordinates. Teacher: Now be careful look at this, is this over where the 7, oh yeah you're right sorry. Teacher: Mark your marks a little bit darker.  [TARGET]Teacher: Student A sit down, you chose to stop you can play this later.[/TARGET] Teacher: Now who's turn was it just now? Student: My turn. Teacher: What did he get?
Teacher: Good job, boys and girls. Teacher: Close up your books. Teacher: Take about five minutes to eat your snacks, and then get ready to go to Ms. R's class.  [TARGET]Teacher: We're not sharing snacks.[/TARGET] Teacher: There is probably a better way to represent it so it's easier to read. Teacher: [Inaudible]. Teacher: Say 1, 2, 3 people had [inaudible].
Teacher: Good job. Student: I'm working my heart out. Teacher: Sit down.  [TARGET]Teacher: Stay here.[/TARGET] Teacher: Do your work here. Teacher: Sit down. Teacher: Sit.
Teacher: Good job. Teacher: All right. Teacher: Make sure your board is all the way erased.  [TARGET]Teacher: That's not what I asked you to do.[/TARGET] Teacher: I'm looking for someone who's sitting really nice and quietly and not talking, because we're about to take a quiz. Teacher: Let's see. Teacher: Student Y, will you collect the boards?
Teacher: Good job. Teacher: He is not on that - in that unit. Teacher: Page five, unit six.  [TARGET]Teacher: Okay, Student E, number two, please.[/TARGET] Teacher: Student E.  What fraction is that? Student: One fourth. Student: What?
Teacher: Good job. Teacher: How many pieces? Teacher: [Crosstalk]  [TARGET]Teacher: Student J, you may talk to anyone.[/TARGET] Teacher: Yeah, talk to someone. Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes.
Teacher: Good job. Teacher: I like that. Teacher: All right.  [TARGET]Teacher: Now, another one and then we'll go into our book and practice, and practice.[/TARGET] Teacher: Now, remember, we went into a different - different set. Teacher: We went into a different set. Teacher: We went into one third for this set.
Teacher: Good job. Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish.  [TARGET]Teacher: Can you stop throwing that?[/TARGET] Teacher: Give it to me. Teacher: Thank you. Teacher: Do your math.
Teacher: Good job. Teacher: I'm back. Teacher: [Crosstalk]  [TARGET]Teacher: No, no, no.[/TARGET] Teacher: Let them - let them. Teacher: [Crosstalk] Teacher: Somebody is ready.
Teacher: Good job. Teacher: Let's see where quadrant two would go. Teacher: Quadrant two.  [TARGET]Teacher: Let's sit down.[/TARGET] Teacher: You can have a seat. Teacher: Thank you. Teacher: Very great.
Teacher: Good job. Teacher: So you're saying that 6 plus 5 is going to give you 11, and we're left with 9 and 2. Teacher: What does 9 - sorry.  [TARGET]Teacher: Sit down.[/TARGET] 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.
Teacher: Good job. Teacher: Student R, are you paying attention to what he just said? Teacher: No.  [TARGET]Teacher: On the next one, you need to pay attention, okay?[/TARGET] Teacher: You're not paying attention, and when you don't pay attention, you definitely don't understand. Teacher: Can you switch seats with Student R? Teacher: Let's try the next one.
Teacher: Good job. Teacher: This is what I want you to do. Teacher: What I need you to do is I want group two to go - I'll wait.  [TARGET]Teacher: Don't move until I tell you to.[/TARGET] Teacher: Group two will go to the computers. Teacher: Don't move until I tell you to. Teacher: Group one will be with me.
Teacher: Good job. Teacher: We're doing the second one, number two. Student: Marbles.  [TARGET]Teacher: Number two, and then we are about to finish and say what did we learn.[/TARGET] Teacher: All right, hold on. Teacher: Somebody already do number two. Student: Three fourths.
Teacher: Good job. Teacher: What is the value of 2 here? Teacher: 20  [TARGET]Teacher: 90 plus - I want to remind you that there is a camera here watching you.[/TARGET] Teacher: I have here 90 plus 10 is what? Teacher: Student T? Student: 90 plus 10?
Teacher: Good job. Teacher: You did a good job, guys. Teacher: Can it go further up?  [TARGET]Teacher: That's it.[/TARGET] Teacher: Thanks. Teacher: All right, now, listen. Teacher: May I have your attention - attention again?
Teacher: Good mental math, Student B. Teacher: Wait a second. Teacher: You got one more question.  [TARGET]Teacher: You're so quick to leave.[/TARGET] Teacher: Okay. Teacher: Now, circle all of these equations - there's three equations here - that are true for this model drawing right here. Teacher: Okay?
Teacher: Good morning, everyone. Multiple Students: Good morning, Teacher.  [TARGET]Teacher: Now, listen carefully, listen again.[/TARGET] Teacher: All right, this morning we will continue exploring - exploring fractions, all right? Teacher: And - fractions. Teacher: Now, remember, fractions, we are only revising a few things before we get into the practice.
Teacher: Good question. Teacher: Student E. Student: [Inaudible].  [TARGET]Teacher: I can't hear you because I hear mumbling and I hear other people talking when you're talking, and that disappoints me, 'cause I know you don't do that.[/TARGET] Teacher: Go ahead. Student: It doesn't have anything on the top of the [inaudible], on top of the other shape [inaudible]. Teacher: So we talked about it being one-dimensional.
Teacher: Good thinking. Teacher: Good thinking. Teacher: When you finish your four problems, you are on the floor playing round up or you're at your desk playing round up.  [TARGET]Teacher: Student N, can I please have that?[/TARGET] Student: Oh, what? Student: Which one? Student: How do you spell pieces, Teacher F?
Teacher: Good. Student: Oh, my gosh - Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Student J. Teacher: And then we've got brother, right?
Teacher: Good. Teacher: Are you the noise monitor, Student B? Teacher: Go move your clothespin, please.  [TARGET]Teacher: That's Student J's job.[/TARGET] Teacher: She can handle that herself. Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer.
Teacher: Good. Teacher: Do you need a pencil? Teacher: Okay.  [TARGET]Teacher: Now this is a mathematical tool.[/TARGET] Teacher: It's not a toy. Teacher: It's a tool. Teacher: Be very careful with it.
Teacher: Good. Teacher: I - Student S, I cannot - yep, that's good. Student: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student S, use a darker color, okay? Teacher: What is the common fraction? Teacher: Simplest form.
Teacher: Good. Teacher: Just take it out the door. Teacher: You've got to pick, girl.  [TARGET]Teacher: Ms. W is crazy.[/TARGET] Teacher: That's fine. Teacher: Stick it on the whiteboard. Teacher: Yes.
Teacher: Good. Teacher: Let's take a look - come on, guys. Teacher: You only have a couple more minutes with me.  [TARGET]Teacher: You have to focus.[/TARGET] Teacher: We'll talk about a square last. Teacher: All equal sides, sometimes, always or never? Student: Always.
Teacher: Good. Teacher: Recorders are ready? Teacher: Recorders, take that blank paper.  [TARGET]Teacher: That extra one that you had.[/TARGET] Teacher: That extra answer sheet. Teacher: Write the name of your group at the top. Teacher: So, group one.
Teacher: Good. Teacher: See if you can label that, Student X. Teacher: Let me see what you've got.  [TARGET]Teacher: Turn your board around.[/TARGET] Teacher: Okay. Teacher: Student S has hers. Teacher: Now got it?
Teacher: Good. Teacher: So now let's take a look at this one. Teacher: You have to measure to 72 degrees to get your research.  [TARGET]Teacher: Go ahead and figure that one out.[/TARGET] Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it? Teacher: We can do the 20 percent.
Teacher: Good. Teacher: Student E, put that away, please. Teacher: Yeah, once you finish number three, you can go on to number four.  [TARGET]Teacher: Student A, your voice is too loud.[/TARGET] Student: Like this? Teacher: Where are you getting the 4? Teacher: You're writing them out of order.
Teacher: Good. Teacher: Thank you very much. Teacher: Student J is on top of things.  [TARGET]Teacher: Stop what you're doing.[/TARGET] Teacher: So how many blocks do you need? Student: Three? Teacher: Three.
Teacher: Good. Teacher: Those are the two we're going to do. Teacher: I need eyes up on the board.  [TARGET]Teacher: Student J, I need you to be sitting in your seat.[/TARGET] Teacher: So we have our length and our width. Teacher: So this is my first strategy. Teacher: We ready?
Teacher: Good. Teacher: What's another one, Student I? Student: He took mine.  [TARGET]Teacher: He didn't take it.[/TARGET] Teacher: You just knew the same thing. Teacher: That's good. Teacher: That means you're really smart.
Teacher: Good? Student: Yeah. Teacher: Great.  [TARGET]Teacher: You're scaring me with how fast your picking this up.[/TARGET] Teacher: Student W, put your hood down, please. Teacher: [Inaudible] this up. Teacher: Okay.
Teacher: Goodbye Harvard people. Student: Did you say that in [inaudible]. Teacher: [Beep].  [TARGET]Teacher: Because they're going to be listening.[/TARGET] Teacher: They're sitting in a lab right now, deep in an underground facility. Teacher: Okay, as you are talking I'm going to ask you to have a seat. Teacher: Five.
Teacher: Got it? Student: Uh-huh. Teacher: Okay.  [TARGET]Teacher: You're just going to listen.[/TARGET] Teacher: For those of you who decide you want to get up and about because you think you can, uh-uh, wrong answer. Teacher: Student C? Student: Can I go get a pencil?
Teacher: Got it? Teacher: We can do the 20 percent. Teacher: Are you finished?  [TARGET]Teacher: Are you finished with this?[/TARGET] Student: Oh yeah, I'm finished with that. Teacher: That's fine. Teacher: Yes?