stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera. Teacher: So I need everybody back to their original seat unless I personally moved you.  [TARGET]Teacher: All right, you need out colored pencils, blue and yellow.[/TARGET] Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready.
Teacher: Student S, did you listen to what Student L said that we should do? Teacher: Were you listening? Teacher: I was listening to her and I saw you were sitting next to her.  [TARGET]Teacher: You weren't looking at her, but I'm hoping you were listening to her.[/TARGET] Teacher: Think about this, boys and girls. Teacher: When I ask you to discuss with each other, it's your time. Teacher: Let's say you don't know.
Teacher: Student S, hand me the spray for my board. Teacher: Excuse me. Teacher: And that's not how you do it.  [TARGET]Teacher: Now part two.[/TARGET] Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph.
Teacher: Student S, how do we - before you speak, Student S, I need to make sure everyone has your attention. Student: [Inaudible]. Teacher: Student S is speaking.  [TARGET]Teacher: You need to be listening.[/TARGET] Teacher: Go ahead, please. Student: Um, we [inaudible] form, dividing it like, into it's smallest number to make it like, smaller. Student: And that's how it's in it's simplest form, is to make it smaller by dividing it.
Teacher: Student S, last one. Student: [Inaudible]. Teacher: We're looking at the green pattern block, remember?  [TARGET]Teacher: Leave that.[/TARGET] Teacher: That's fine. Teacher: Do you guys agree that the green triangle has three acute triangles? Multiple Students: Yes.
Teacher: Student S, move up. Teacher: Get your data [inaudible] book. Teacher: Don't you see the camera is on, Student S?  [TARGET]Teacher: Where's - where's your book?[/TARGET] Teacher: Turn around straight. Teacher: What are you doing, Student C? Teacher: I didn't tell anybody what to do.
Teacher: Student S, not doing that now. Student: He was showing above the ruler on the corner on top. Student: He's supposed to get a ruler itself to the top.  [TARGET]Teacher: Student C, stop.[/TARGET] Student: Then measure it to the thing below the ruler on the other side or else it won't be even. Teacher: We'll have to see that, won't we? Teacher: You've got one minute.
Teacher: Student S, put it back. Teacher: You're going to be doing this problem as well. Teacher: I can take a point back.  [TARGET]Teacher: Whatever you think.[/TARGET] Teacher: You are working as a team. Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible].
Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk. Teacher: My next step is to ask you to leave the room.  [TARGET]Teacher: We're here to learn right now.[/TARGET] Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper.
Teacher: Student S, where are you? Teacher: Student L? Teacher: Student C.  Student C, can you?  [TARGET]Teacher: Yeah, thank you.[/TARGET] Teacher: Now, Student C, I have one fourth here, which is six twenty fourths. Teacher: Now, three fourths must be how many pieces, Student C? Student: 12
Teacher: Student S, why did you exit all the way out? Teacher: You have to wait. Teacher: [Inaudible].  [TARGET]Teacher: I'll still wait.[/TARGET] Teacher: I'm still waiting. Teacher: \You should use the restroom. Teacher: Clear the board in front of you.
Teacher: Student S, you stand outside the door and Student S, you stand by the locker. Teacher: Did you guys have an answer at all? Teacher: Leave it alone.  [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Don't worry about writing the rule. Teacher: Just tell us what it is. Teacher: So what is it?
Teacher: Student S.  Hold on a second. Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation.  [TARGET]Teacher: Stop the talking, and if you see someone  breaking the rule, ignore them, because I will catch them.[/TARGET] Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule. Teacher: Sorry.
Teacher: Student S? Student: I would say I would put it in- Teacher: Oh wait.  [TARGET]Teacher: They're having a conversation and interrupting.[/TARGET] Student: I was going to say I'd put it in groups of 10. Teacher: Okay. Teacher: We already know how many scoops we need to fill the jar.
Teacher: Student S? Student: Number seven is [inaudible]. Teacher: I love the way you said that.  [TARGET]Teacher: Would you say it a little bit louder please?[/TARGET] Student: Number seven [inaudible]. Teacher: Number seven is congruent to number 18. Teacher: Very good.
Teacher: Student T and Student E, this is my warning before I separate you. Teacher: You all should be standing up measuring. Teacher: Everyone in the class is up measuring except you all.  [TARGET]Teacher: Stand up.[/TARGET] Teacher: Let's go. Teacher: I'm tired of your laziness. Teacher: Let's go.
Teacher: Student T has 24 trees. Teacher: 8 families - keep writing. Teacher: Back up off it.  [TARGET]Teacher: Student K, silent E.  Good.[/TARGET] Teacher: Here. Teacher: Student M, I'm going to change your card in a minute. Teacher: Thank you.
Teacher: Student T that's enough. Student: How do you remember what we're saying? Teacher: What are you doing?  [TARGET]Teacher: Student J come and sit down.[/TARGET] Student: I'm not going to sit down; I'm not going to sit down. Student: Are you not listening to me? Teacher: Alright, okay, here...
Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible]. Teacher: Ignore him.  [TARGET]Teacher: You're doing a good job.[/TARGET] Teacher: You have - what is this going to be? Teacher: You're using two numbers, so which one is this? Student: 61 plus 32.
Teacher: Student T, I need you had your seat. Teacher: Student S, I need you in your seat now. Teacher: We moved a couple of people because they were in the way of the camera.  [TARGET]Teacher: So I need everybody back to their original seat unless I personally moved you.[/TARGET] Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up.
Teacher: Student T, all right. Teacher: Everyone stop so we can watch. Teacher: I'm going to have some of the students come up and you're going to show us the information.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: This is Ms. G's team. Teacher: Let me have someone. Teacher: Student A come up and show me the mean, mode, median, and range.
Teacher: Student T, and Student D, come here. Teacher: Student S, come here. Student: [Inaudible].  [TARGET]Teacher: Student A, Student A.[/TARGET] Student: [Inaudible]. Teacher: Okay. Student: [Inaudible].
Teacher: Student T, can you step over there - over by Student R and help her out, see what she's doing wrong? Teacher: Who's still having - anyone else still having trouble? Teacher: Okay, Student L, I saw yours.  [TARGET]Teacher: Excuse me, Student L.  Can you step over here by Student L?[/TARGET] Teacher: You're having some trouble? Teacher: Did you check it? Teacher: You must check it to see if it's correct, okay?
Teacher: Student T, come over here. Teacher: What is the problem? Student: [Inaudible].  [TARGET]Teacher: Who told you?[/TARGET] Teacher: You're blocking Student D.  You can't be seen by the camera. Teacher: That's cool. Teacher: Now look carefully at these two different - [inaudible] honey.
Teacher: Student T, how does solution one work? Teacher: Put it away. Teacher: Let's go.  [TARGET]Teacher: That's not what you're doing now.[/TARGET] Teacher: You know what? Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess.
Teacher: Student T, move over here. Teacher: Give me the whole card. Teacher: Stop whistling please.  [TARGET]Teacher: You have used it two times.[/TARGET] Student: No, one time. Teacher: You used bathroom in the morning. Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go.
Teacher: Student T, read me number two, please. Student: There are 24 people in the classroom. Student: [Inaudible].  [TARGET]Teacher: Stop.[/TARGET] Teacher: A little louder. Teacher: I can't hear you. Teacher: Thank you.
Teacher: Student T, step out of the room and go to the bathroom, now. Teacher: Sit. Teacher: Face forward.  [TARGET]Teacher: Turn.[/TARGET] Teacher: When I finish, then you go. Teacher: So I want to break this up into four smaller pieces. Teacher: Student B?
Teacher: Student T, stop and walk around. Teacher: If you're going to be silly around that, you'll leave the classroom. Teacher: Question?  [TARGET]Teacher: We do not need to skip people.[/TARGET] Teacher: It's very simple. Teacher: Give everybody a piece of paper. Teacher: Student K, walk around and bring me the rest.
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. Teacher: Student T, come sit.  [TARGET]Teacher: No, listen to me, Student C.  Erase the red line.[/TARGET] Teacher: Erase the blue line. Teacher: Erase the green line. Teacher: Do you see the purpose of what I'm doing here?
Teacher: Student T, turn around and face me and leave him alone. Student: [Inaudible]. Student: Shut up, Student T.  [TARGET]Teacher: It's not your business right now.[/TARGET] Teacher: Sit down here. Teacher: I didn't ask you to go out. Teacher: That's somebody's art piece.
Teacher: Student T, what should you do, dear? Teacher: Okay. Teacher: She took the chair.  [TARGET]Teacher: What should you do?[/TARGET] Teacher: Should you sit on the floor or should you go around and get another chair? Teacher: Okay, go ahead. Teacher: [Crosstalk]
Teacher: Student T, what were you saying? Student: I was saying [inaudible]. Teacher: Wait please, wait.  [TARGET]Teacher: Wait.[/TARGET] Teacher: One at a time. Teacher: Student T first. Student: First I got 110, then I got 112, then I got 108.
Teacher: Student T, why are you struggling with that? Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop?  [TARGET]Teacher: Let me see what you wrote.[/TARGET] Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have? Teacher: Let me see.
Teacher: Student T, you are gonna go put your seat [Inaudible]. Teacher: No, no, Student K, right here. Teacher: Quickly.  [TARGET]Teacher: Sh![/TARGET] Teacher: And Student J, you work with [Inaudible] and Student I. Teacher: Okay? Teacher: And you'll catch up.
Teacher: Student T, you asked for another pencil, right? Student: It's already written. Teacher: No you didn't.  [TARGET]Teacher: You asked for a break.[/TARGET] Teacher: You didn't ask for a pencil. Teacher: You asked for a break. Teacher: Right?
Teacher: Student T, you need to do it sitting down, though. Teacher: No, don't pass anything, yet. Teacher: Wait for me to give the directions.  [TARGET]Teacher: Supply monitor.[/TARGET] Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet.
Teacher: Student T, you should be over here, not beside them. Teacher: Let me see your sheet. Teacher: Are you understanding?  [TARGET]Teacher: Move over here.[/TARGET] Teacher: Okay. Teacher: 4 times what equals 24? Teacher: You got it.
Teacher: Student T, you're next. Student: Line for 400. Student: What is a line segment.  [TARGET]Teacher: Listen again.[/TARGET] Teacher: Too many people are talking. Teacher: Okay. Teacher: Come on, Student T.  What is it?
Teacher: Student T.  Can I see Student R, Student K. Student: With a pencil? Teacher: With a pencil, please.  [TARGET]Teacher: Student J, Student H.  Actually Student J, and Student N.  I'll leave Student H there.[/TARGET] Teacher: Come on over. Teacher: Pass me the papers over there, please? Teacher: Okay, I'm just going to quickly get this set up for you guys.
Teacher: Student T. Student: By knowing one angle you know all of them. Teacher: That's okay.  [TARGET]Teacher: You can either stay here or work with him.[/TARGET] Teacher: I told him what to do so you can go. Student: By knowing one angle you know all the rest because A and B have to add up to 180. Student: If you find angle A, you know-
Teacher: Student T. Student: Yeah. Student: Student T?  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: Student T.   Student: He said, Student T. Multiple Students: [Inaudible].
Teacher: Student T? Teacher: I have the cover. Teacher: I have the cover.  [TARGET]Teacher: Continue.[/TARGET] Student: By 20, 40. Teacher: It's five. Teacher: Can everybody sit down.
Teacher: Student T's doesn't have anybody. Teacher: Student T, talk to me in math terms about what that means. Teacher: I need you to step back, please.  [TARGET]Teacher: I need all of you to stay back.[/TARGET] Student: It has to be a remainder because- Teacher: But would we put a remainder in the middle of an array? Student: No.
Teacher: Student U, I'm assuming you finished up the sixteen. Student: How many [inaudible]. Teacher: Ah, excuse me, Student U.  [TARGET]Teacher: And did you ... did you even raise your hand?[/TARGET] Student: I did, but then you were helping Student S, so I [inaudible]. Teacher: Oh, okay. Student: [Inaudible].
Teacher: Student V, let's move up. Teacher: Move up. Student: [Inaudible].  [TARGET]Teacher: What are you doing?[/TARGET] Teacher: You know that he was sitting there, and you were sitting here. Teacher: And the second he gets up to go do something, you're going to steal his seat. Student: [Inaudible].
Teacher: Student V, you finished? Teacher: Come here. Teacher: You need to get busy.  [TARGET]Teacher: Let me have all of this.[/TARGET] Teacher: Stop giving up on yourself like that. Teacher: Do you hear me? Teacher: That's not a lot to do.
Teacher: Student V, you okay back there? Teacher: You got it? Teacher: You good?  [TARGET]Teacher: All right, be seated.[/TARGET] Teacher: So one and two-twelfths, plus one and five-twelfths equals what? Student: One - Teacher: Two and -
Teacher: Student W, Student A, I'm up here. Teacher: I don't appreciate when I'm speaking that you're making faces. Student: [Inaudible].  [TARGET]Teacher: It throws me off.[/TARGET] Teacher: What I like to see are people's eyes on the SmartBoard processing information that they're learning for the first time. Teacher: Okay, go back to your seat. Student: [Inaudible] put it back?
Teacher: Student W, and Student D.   Student: Yes? Teacher: I need you to focus.  [TARGET]Teacher: I need it quiet, now.[/TARGET] Teacher: I need it quiet. Teacher: [Inaudible] up here. Teacher: Today we're going to talk about the order of operations.
Teacher: Student W, can you please keep your comments to yourself. Teacher: Copy the problem down. Teacher: [Crosstalk]  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: This pattern, let's say that the first number is four. Teacher: [Crosstalk] Teacher: Student L, go sit down, please.
Teacher: Student W. Student: Because like, say if you have a pizza - like, if you cut it in one-twelfth, it's going to be smaller than a half. Student: Yeah, a half -  [TARGET]Teacher: So what you're - based on what you're saying -  Student I, listen.[/TARGET] Teacher: He's saying that if I was at a party and I had pizza, and they offered me one-twelfth of a piece, or half of a pizza, you would rather have a half of a pizza, right? Student: Yes. Student: Because it would be like, a skinny piece if it was like, split into [inaudible].
Teacher: Student W. Student: Yes? Student: Do I have to solve the problem?  [TARGET]Teacher: Yeah, I need an answer so you can solve it.[/TARGET] Teacher: What percentage of students - yes, you have to show me your work. Teacher: How do you go from one set type of number to another? Student: I got it.
Teacher: Student W? Teacher: Then get this ... if you're not going to sit and talk to Student L about this, then get this cleaned up, and then you can start on this. Student: Is that the same one as that?  [TARGET]Teacher: Student W, you have directions.[/TARGET] Teacher: What are you supposed to be doing? Student: [Inaudible]. Teacher: Okay, and if you're not doing anything, then you need to start cleaning that up.
Teacher: Student X being on task. Teacher: Student C being on task. Teacher: Student T being on task.  [TARGET]Teacher: Student J being on task.[/TARGET] Teacher: Student A being on task. Teacher: [Room noise] Student: This one.
Teacher: Student X, listen to me. Student: These are wrong. Teacher: You know what?  [TARGET]Teacher: It's not your business to tell them that they are wrong.[/TARGET] Teacher: Sit down. Teacher: Student J, you two need to stay in your seats. Teacher: All right, eyes up here.
Teacher: Student Y? Student: I think [Inaudible]. Teacher: I can't hear you when your hand's over your mouth.  [TARGET]Teacher: Student K, can you help him?[/TARGET] Teacher: What do we do next? Student: Multiply the four? Teacher: Multiply the four times what?
Teacher: Student Z - Student D where'd I get Blake. Teacher: Student D, you're gonna find out in just a second, I promise. Teacher: Sit down please.  [TARGET]Teacher: Student B, what's the problem?[/TARGET] Student: My tissue. Teacher: I think Student Z borrowed it. Student: No, I borrowed Student D's.
Teacher: Student's B's group, there's way too many people there. Teacher: Some of you need to come here. Teacher: We already talked about this.  [TARGET]Teacher: Student J, come sit.[/TARGET] Teacher: You're walking around way too confused. Teacher: With me. Teacher: Let's go.
Teacher: Students who are coming, come in to the tables please. Teacher: Thanks. Teacher: So students who are just coming in, just to refresh you, we are talking about factors and multiples and you've come in right at the right time because we're going to build multiple towers.  [TARGET]Teacher: Student R, take a seat.[/TARGET] Teacher: So we are going to build a multiple tower as tall as Student M starting with what number? Multiple Students: 30. Teacher: 30.
Teacher: Subtract. Teacher: Who is that? Student: Who?  [TARGET]Teacher: Who is that [inaudible]?[/TARGET] Student: She was just pressing on his notebook. Teacher: Who was it? Student: Student M.
Teacher: Subtraction and division means to make tiny. Teacher: Multiply, add; you make larger. Teacher: Pay attention Student S.  I already know what your answer was, please don't do that.  [TARGET]Teacher: Pay - I need you to watch me, okay?[/TARGET] Teacher: We cannot subtract six from zero, five from zero or six from zero again. Teacher: They're too big. Teacher: You must regroup.
Teacher: Supply monitor, and noise monitor. Teacher: So, you can give her your noise monitor. Teacher: And then, you're going to be the time keeper, now.  [TARGET]Teacher: Okay, does everyone have a job?[/TARGET] Student: Yes. Teacher: Raise your hand if you are the task manager. Teacher: Okay, so my task manager, you've got an important job today, okay?
Teacher: Supply monitor. Teacher: In your packet, you have the question that's up on the board that everyone has read, and you have the answer sheet, okay? Teacher: Yes?  [TARGET]Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet.[/TARGET] Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now. Teacher: Please put your cards in your desks, so everyone at your group knows what your job is.
Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H.  You can move your clothespin. Teacher: You're doing a nice job with your supplies.  [TARGET]Teacher: Okay, so from the task managers, they told me everyone is all set on what they need.[/TARGET] Teacher: Yes? Student: Yes. Teacher: Okay, let's move on.
Teacher: Sure? Teacher: Okay, now how is the area different? Teacher: What is the area for each one of these?  [TARGET]Teacher: Student T, pay attention.[/TARGET] Teacher: What would the area be for each one of these? Teacher: What would the area be for each one of those? Teacher: What would the area be for each one?
Teacher: Surfer shark, doo doo, doo doo, doo doo. Teacher: Surfer shark, doo doo, doo doo, doo doo. Teacher: Surfer shark.  [TARGET]Teacher: All right, have a seat.[/TARGET] Teacher: You are energized. Teacher: Have a seat and quiet in front. Student: Can we do it again?
Teacher: Surfer shark. Teacher: All right, have a seat. Teacher: You are energized.  [TARGET]Teacher: Have a seat and quiet in front.[/TARGET] Student: Can we do it again? Teacher: Four. Teacher: Three.
Teacher: Swam away doo doo, doo doo, doo doo. Teacher: Swam away doo doo, doo doo, doo doo. Teacher: Swam away doo doo, doo doo, doo doo.  [TARGET]Teacher: Swam away.[/TARGET] Teacher: Where's my board? Teacher: Doo doo, doo doo, doo doo. Teacher: Where's my board?
Teacher: Sweetheart, where's your line plot? Teacher: Student A, how am I supposed to know this is yours? Teacher: You might want to look at that line plot one more time.  [TARGET]Teacher: Look up there on the board sweetie.[/TARGET] Teacher: Turn around. Teacher: I want you to study it carefully. Teacher: Okay, thank you.
Teacher: Symmetry. Teacher: This side is the same as this side. Teacher: Okay, you come do one more for us and then we're going to move to another problem.  [TARGET]Teacher: Thank you for not shouting out.[/TARGET] Teacher: He's saying that line A, D corresponds with line X, E.  Do you agree? Multiple Students: Yes. Teacher: Yes, he is correct, those lines do correspond.
Teacher: TTQA. Multiple Students: TTQA Teacher: Your answer just like you did on your first papers okay?  [TARGET]Teacher: Okay so who's explaining-sit down Student A. Who's explaining to Student I what's going on here because she still doesn't get it?[/TARGET] Student: I'm trying to get us to all pitch in. Teacher: Good, excellent Student M. Okay so you come over here and sit close to Student M, or just stand close to Student M. Hurry up. Student: Does number two make five?
Teacher: Table 2, sit with your partner. Teacher: Table 3, bring your paper with you and your notebook. Teacher: Table 4 and 5, [inaudible].  [TARGET]Teacher: Sit down.[/TARGET] Teacher: You are going to be sharing your findings. Teacher: Okay, we are going to discuss our findings in the activity matching solids and silhouettes. Teacher: Page 5.
Teacher: Tables one, two, and six, please get your math books. Student: So every time we have Mr. L, it's like a certain day that we have him or it's like - Teacher: Yeah, once a week.  [TARGET]Teacher: Stop.[/TARGET] Teacher: So let's start off, the first thing I'm going to do is rip this in half. Teacher: Go get your math books. Teacher: Let me see that ruler please.
Teacher: Take 30 seconds and think. Teacher: Student S? Student: [Inaudible].  [TARGET]Teacher: I don't want to hear it.[/TARGET] Teacher: Student B? Teacher: Hey. Teacher: You are going to repeat what Student B just said.
Teacher: Take a look at these. Teacher: I'm going to give you a cylinder, a cone, and a sphere. Teacher: I want you to compare and contrast them, what makes them different.  [TARGET]Teacher: Student S, stop.[/TARGET] Teacher: Talk about it. Teacher: Talk with your partner. Student: This has no edges and no vertices.