stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Student M, I don't think you need your math book anymore. Student: There's all kinds of [inaudible]. Teacher: Clear your desk.  [TARGET]Teacher: Student L, sit.[/TARGET] Teacher: You should have everything where you need. Student: I don't have [inaudible]. Teacher: Well borrow some from a neighbor.
Teacher: Student M, I'm talking. Teacher: [Crosstalk] Teacher: [Crosstalk]  [TARGET]Teacher: Go on.[/TARGET] Teacher: Write the problem down quickly. Student: I'm trying to. Student: Student J, hurry up.
Teacher: Student M, Student J, Student M, stand up front please. Teacher: Student L, Student A, Student B, sit up front please. Teacher: You know what?  [TARGET]Teacher: Student B, sit down.[/TARGET] Teacher: You know what? Teacher: Student [L], no, Student A, sit down. Teacher: Sorry.
Teacher: Student M, Student O. Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer.  [TARGET]Teacher: Do not tell me what to do, please, all right?[/TARGET] Teacher: Now, if it's - listen. Teacher: I'm going to show you one thing. Teacher: Student D.  Now, if it's the same answer [inaudible] person, what do we do?
Teacher: Student M, [inaudible]. Teacher: [Whistling sound]. Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet.  [TARGET]Teacher: Follow directions.[/TARGET] Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat.
Teacher: Student M, and Student W, no talking. Teacher: Student U, I'm assuming you finished up the sixteen. Student: How many [inaudible].  [TARGET]Teacher: Ah, excuse me, Student U.[/TARGET] Teacher: And did you ... did you even raise your hand? Student: I did, but then you were helping Student S, so I [inaudible]. Teacher: Oh, okay.
Teacher: Student M, can you please not say that kind of stuff? Student: Yeah, Student M. Teacher: Ah, and Student I, I don't need your help.  [TARGET]Teacher: So it's unfortunate that right now, some of you are showing really inappropriate behavior when you normally don't do that.[/TARGET] Teacher: So you need to be on your best behavior every time we do a lesson, no matter what's going on in the classroom. Teacher: Student S, come on up. Student: Come on, Student S.
Teacher: Student M, can you stop building? Teacher: All right, thumbs up if you agree. Teacher: Student C, can you stop building?  [TARGET]Teacher: Thumbs down if you disagree.[/TARGET] Teacher: Thumbs sideways if you're just not sure. Teacher: All right, I'm going to agree with you but explain why. Student: Because you said one third and I did three rows and if there's three rows, I did one of them yellow so that would be the one.
Teacher: Student M, did you do that packet? Teacher: You can keep working on it. Teacher: That's fine.  [TARGET]Teacher: Student R, if you would like to take a break and do fast math first, that would be fine.[/TARGET] Teacher: Do you know how to get on from my computer? Teacher: Ready for review? Teacher: Here we go.
Teacher: Student M, do you need help? Teacher: What's the matter? Student: [Inaudible].  [TARGET]Teacher: Yeah, I'll turn it off.[/TARGET] Teacher: I had it off. Teacher: [Crosstalk]  Teacher: All right.
Teacher: Student M, do you want to pass out the whiteboards for us? Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D.  You are passing out markers, whiteboards, and [inaudible].  [TARGET]Teacher: 3, 2, 1.[/TARGET] Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1. Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths.
Teacher: Student M, follow directions. Teacher: Student M, [inaudible] have a seat. Teacher: Student M, sit right here.  [TARGET]Teacher: Walk around the [inaudible].[/TARGET] Student: [Inaudible]. Teacher: Student C, [inaudible]. Teacher: [Inaudible] camera [inaudible].
Teacher: Student M, get started. Teacher: [Inaudible]. Teacher: Come on Student M, do number one, then do number two.  [TARGET]Teacher: Once you have number one and number two raise your hand, please.[/TARGET] Teacher: Remember, we're looking at ... we're looking at how the parenthesis affect the value of the expression. Teacher: [Inaudible]. Teacher: Student M, come around.
Teacher: Student M, let's go. Teacher: Chop, chop. Teacher: Go ahead.  [TARGET]Teacher: I want you to understand that you need to stop messing around.[/TARGET] Teacher: You don't know what you're doing. Teacher: It's only going to get more challenging. Teacher: It's not easy.
Teacher: Student M, look at your shape. Teacher: If you feel like you belong with Student J, go sit at that table. Teacher: If you feel like you belong with Student J, go sit at that table.  [TARGET]Teacher: But if you feel like you belong at a different table, go sit by yourself.[/TARGET] Teacher: Remember, this is all about your shape. Teacher: Student J, you've got to keep holding it up so you can see it. Teacher: Student M, hold yours up.
Teacher: Student M, sit right here. Teacher: Walk around the [inaudible]. Student: [Inaudible].  [TARGET]Teacher: Student C, [inaudible].[/TARGET] Teacher: [Inaudible] camera [inaudible]. Teacher: Student M, [inaudible]. Multiple Students: [Crosstalk].
Teacher: Student M, stop, please. Teacher: All right, let's try another one. Teacher: You've got to bring down twice.  [TARGET]Teacher: Watch.[/TARGET] Teacher: [Crosstalk] Teacher: Five, three, two, four. Teacher: Student M, that's your second chance.
Teacher: Student M, take your hand, pick up a fake Hershey bar for the one, and now take your other hand and pick up two of one-twelfth. Teacher: One-twelfth. Teacher: And stand up when you've done it, okay?  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Look at your mat, and you've got an answer. Teacher: Look at your mat. Teacher: You've got an answer to this subtraction problem.
Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine. Teacher: You're fine.  [TARGET]Teacher: This is a non-threatening environment.[/TARGET] Teacher: Stop. Teacher: Six goes into two how many times? Multiple Students: Zero.
Teacher: Student M, why don't you come up in this group for today? Teacher: Why don't you come here and, Student D, you can go there. Teacher: [Crosstalk]  [TARGET]Teacher: Boys, I want it stopped.[/TARGET] Teacher: I'm not gonna tell you again. Teacher: If I do, I'm calling home. Teacher: Right in computer lab.
Teacher: Student M, why have you erased everything? Teacher: Come on. Student: It was ... [inaudible].  [TARGET]Teacher: Ah, close your mouth and don't say that.[/TARGET] Teacher: I wouldn't get it done, either if you kept saying that to me. Student: [Inaudible]. Student: [Inaudible].
Teacher: Student M, will you have a seat? Student: If you just took away all the other numbers it would be 39, and [inaudible], it just so happened that the last digit was 39. Teacher: That's partly true because when you subtract 36, you're going to get another 30, but what's after that digit is going to give you a pattern.  [TARGET]Teacher: We're going to move on.[/TARGET] Teacher: Question about this? Student: Kind of. Teacher: It has to be about this because I want to move on.
Teacher: Student M, would you like to come sit over here beside me? Teacher: I didn't think so. Teacher: [Crosstalk]  [TARGET]Teacher: You can [write] on the back.[/TARGET] Teacher: [Crosstalk] Teacher: Computer. Teacher: You're about to shut the computer and go back and do some seat work.
Teacher: Student M, you can take this if you want 'cause-okay. Teacher: You closed your notebook. Teacher: We're not putting away anything.  [TARGET]Teacher: We're not doing anything except for finishing this.[/TARGET] Teacher: What is my common denominator for number 2? Student: Eighths. Teacher: Eight.
Teacher: Student M, you may not necessarily be on the same chapter. Student: I'm not. Student: I'm on chapter like 16.  [TARGET]Teacher: Sit and do it.[/TARGET] Teacher: Show your work and work it out. Teacher: If you have a question, you can ask people at your table. Teacher: But you need to check your work before you go to the next chapter.
Teacher: Student M.   Student: [Inaudible]. Teacher: I don't see you, and you're not even looking up here.  [TARGET]Teacher: That's my problem.[/TARGET] Teacher: Are you done? Teacher: All right. Teacher: Very good.
Teacher: Student M. Student: 5 out of 14? Teacher: 5 out of 14.  [TARGET]Teacher: Student B, turn your head.[/TARGET] Teacher: What I want you to do - what is the likely number - then I'm gonna ask the question a different way. Teacher: What's the likely - what is likely the saucer that Student B will pick? Student: Likely?
Teacher: Student M? Student: A line keeps on going to infinity, keeps on going like numbers. Teacher: In both directions, right.  [TARGET]Teacher: Now if we all talk at once, it's just noise.[/TARGET] Teacher: Student R, you said something about a broken piece of a shape. Teacher: What if it's a broken piece of a line? Teacher: We call it a line segment.
Teacher: Student M? Student: Could have? Teacher: Could have - what could could have help you with it?  [TARGET]Teacher: Student E, help Student M.  [/TARGET] Student: Uh - it's not really a keyword. Teacher: Ok, it's not a keyword. Teacher: But there are some words in this exemplar that would help you.
Teacher: Student M? Student: [Inaudible]. Teacher: All right.  [TARGET]Teacher: I'm waiting.[/TARGET] Teacher: You said some great things. Teacher: Put the word describe. Teacher: Yes?
Teacher: Student M? Teacher: Arrays. Teacher: And then these were their angles.  [TARGET]Teacher: You guys need to be looking up here.[/TARGET] Teacher: I'm showing you for a reason. Teacher: How did you guys sort? Student: Um, we did triangles, lines, squares, and just normal shapes that don't make -
Teacher: Student M? Teacher: It's not here? Teacher: That means you don't have it.  [TARGET]Teacher: Please move out of that camera.[/TARGET] Teacher: Student B, give me your passport, please. Teacher: Anybody else do not have their math homework? Teacher: Student M, I need your passport.
Teacher: Student N I need you to be sitting over there. Teacher: Go ahead Student J.  Nope. Teacher: Sit at Student N's seat.  [TARGET]Teacher: That is Student N's seat.[/TARGET] Teacher: This is Student J's seat. Teacher: Nope. Teacher: You three need six cards.
Teacher: Student N is going up there and going to explain to us why she's picking certain numbers, and why she's not. Teacher: Listen and make sure that she did it right, because we want to get them all right this time, right? Teacher: So pay attention.  [TARGET]Teacher: Sit down on your bottom please, Student A.[/TARGET] Student: [Inaudible]. Teacher: Did you hear that? Teacher: The last digit ends in 4.
Teacher: Student N, I would start walking. Teacher: Five. Teacher: Honey, I know.  [TARGET]Teacher: I didn't mean to.[/TARGET] Teacher: I had it. Teacher: I'll help you. Teacher: Four.
Teacher: Student N, Student N, do not talk to him. Teacher: See, he's really - well - Student: My stuff fell on the floor.  [TARGET]Teacher: See, we could - we have to ignore him.[/TARGET] Teacher: Yeah, let's go. Teacher: [Crosstalk]  Teacher: Seven half is seven fourteenths, is a -
Teacher: Student N, Student N, do not talk to him. Teacher: See, he's really - well - Student: My stuff fell on the floor.  [TARGET]Teacher: See, we could - we have to ignore him.[/TARGET] Teacher: Yeah, let's go. Teacher: [Crosstalk] Teacher: Seven half is seven fourteenths, is a -
Teacher: Student N, let's put it away. Teacher: Anybody have any questions on that one? Teacher: Questions?  [TARGET]Teacher: Remember, those of you that weren't here yesterday, pay close attention.[/TARGET] Teacher: This is a little tricky if you weren't here. Teacher: All right, let's look at number five. Teacher: How many full squares do we have?
Teacher: Student N, number one, please. Student: One - Teacher: Page five.  [TARGET]Teacher: Student F, Student F, five, five.[/TARGET] Teacher: Unit six, page five. Teacher: Good job. Teacher: He is not on that - in that unit.
Teacher: Student N, question about this? Teacher: Otherwise you can ask me a little bit later. Student: It's mainly about, why do they call it rounding?  [TARGET]Teacher: That has nothing to do right now particularly with how we got this.[/TARGET] Teacher: About this? Student: Yes. Student: I think you could do two of the people paying $99.66 and two of the people paying $99.65.
Teacher: Student N, sit down. Teacher: You're calling out, please. Teacher: [Crosstalk]  [TARGET]Teacher: Student C, don't worry.[/TARGET] Teacher: Thank you. Teacher: I'll find where it is. Teacher: This is another way Student J did his homework.
Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes. Teacher: Listen to them.  [TARGET]Teacher: Listen to what they're saying.[/TARGET] Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces? Teacher: One third.
Teacher: Student N, you're by yourself. Teacher: Take this and sit down. Teacher: I'll give you more if you need them.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Teacher: What I want you to do is I want you - we're going to build a figure, all right? Teacher: I want you to take four cubes - I'll wait until you're done talking.
Teacher: Student N, you've been pretty quiet. Teacher: What do you think, buddy? Student: I've been writing stuff down.  [TARGET]Teacher: I know, but you've been quiet.[/TARGET] Teacher: How many more can we give to the five kids, how many more pencils? Student: 1. Teacher: Okay.
Teacher: Student N.  Student A. Teacher: Student A. Teacher: Good job.  [TARGET]Teacher: Wait for Student R.  Say excuse me and go back to your seat please.[/TARGET] Teacher: Student J. Teacher: Student A. Teacher: And Student P.  [Inaudible] Your lunch tickets, remember 11:25, okay?
Teacher: Student O knows how to play it. Teacher: Student O, if you don't know, I can explain to you. Teacher: The green cards.  [TARGET]Teacher: Are you done so we can play?[/TARGET] Student: Yes. Teacher: Let me see what you did here. Teacher: We're looking right here.
Teacher: Student O needs a 4x6 and a 5x12. Teacher: Put one on her desk please. Student: I gave her one.  [TARGET]Teacher: Okay, Student O, put your arm down.[/TARGET] Teacher: That's not fourth grade behavior. Teacher: [Crosstalk among students] Teacher: Nope, she has hers, you have yours.
Teacher: Student O, Student D, good job. Teacher: Now, listen, I'm gonna ask one person if it's - you find that same answer. Teacher: Do not tell me what to do, please, all right?  [TARGET]Teacher: Now, if it's - listen.[/TARGET] Teacher: I'm going to show you one thing. Teacher: Student D.  Now, if it's the same answer [inaudible] person, what do we do? Teacher: [Crosstalk]
Teacher: Student O, can you put this back on my shelf for me? Teacher: Now Student S can you put this - there should be a set of blue directions right over there. Teacher: Just put those right on top for me please.  [TARGET]Teacher: Student N can you please sit up at your desk?[/TARGET] Teacher: Mrs. S, I'm gonna have you guys wrap up. Teacher: We're going to go back in [inaudible]. Teacher: These guys are doing great with fractions.
Teacher: Student O, thank you. Teacher: Leave it, because we need this. Teacher: Student O, you're not sitting and listening for directions.  [TARGET]Teacher: Now Student M is not listening.[/TARGET] Teacher: I'm losing you. Teacher: See, I'm losing them. Teacher: Yes, that's the way.
Teacher: Student O, yes, page five. Teacher: And some people have done it and it's easy, right? Multiple Students: Yes.  [TARGET]Teacher: Page five.[/TARGET] Teacher: Five. Teacher: Good job. Teacher: Now, let's go to page five.
Teacher: Student O, you're not sitting and listening for directions. Teacher: Now Student M is not listening. Teacher: I'm losing you.  [TARGET]Teacher: See, I'm losing them.[/TARGET] Teacher: Yes, that's the way. Teacher: All right, listen. Teacher: Good job.
Teacher: Student P is talking and he has a great suggestion. Teacher: Student C, please sit down. Teacher: Student C, please sit.  [TARGET]Teacher: Student P, all eyes are on Student P because Student P is speaking.[/TARGET] Student: We decided to put, we decided to sort our whole numbers into thousandths, hundredths, hundreds, tens, and ones. Teacher: And then did you also sort your decimals? Student: Yes.
Teacher: Student P, Student D, Student G, and Student J where are you? Student: Me, I'm right here. Teacher: Well you are over here.  [TARGET]Teacher: Sit there.[/TARGET] Teacher: Go with that team. Teacher: Student B, Student J, Student S, and Student L are still in the media center. Teacher: Student A, Student M, and Student P.  Student P, you should be over there.
Teacher: Student P, Student M, Student C, Student R, Student J, Student L, Student H, Student E.  Oh, sorry. Teacher: Student A, Student C, Student G, Student D, Student E, Student C, Student T.  I want you to scoot up here closer where I can see you. Teacher: Student A, Student A, and Student P.  Student W, did you get finished?  [TARGET]Teacher: Student L got finished.[/TARGET] Teacher: Let me turn this back on. Teacher: We're going to talk about these as we grade them. Teacher: If you miss it, I just want you to put a red X through the number, like number one, or number two, whatever, and you should not have a normal, regular pencil with eraser right now.
Teacher: Student P, are you working? Student: Yes. Teacher: Student L, can you please move your cards?  [TARGET]Teacher: Your dry erase board stays on your desk, and you don't play.[/TARGET] Teacher: You're making yourself look bad. Teacher: The camera is right on you watching you do absolutely nothing. Teacher: Go stand in the hallway, please.
Teacher: Student P, who's your partner? Teacher: Your partner is? Teacher: Student C.  You girls are going to join Student H and who?  [TARGET]Teacher: Student J.[/TARGET] Teacher: Student D and Student R are joining you. Teacher: Excuse me? Teacher: Who's your partner?
Teacher: Student P. Student: How they're [Inaudible]. Teacher: No, they're not really.  [TARGET]Teacher: They're kind of missing [inaudible].[/TARGET] Teacher: I don't see Student J wearing [inaudible] a little bit. Teacher: That's not it. Teacher: Not the rule I'm thinking of.
Teacher: Student Q, can you stop the chitter-chatter? Teacher: What does per mean? Teacher: Now, not like a kitty-kat.  [TARGET]Teacher: Purr.[/TARGET] Teacher: Per what? Teacher: Ten per box. Teacher: Or um, [inaudible] what operation is it going to be, Student A?
Teacher: Student R flipped these two. Teacher: And you write them down and work to see -  Student: [Inaudible].  [TARGET]Teacher: Why are you interrupting me to tell me that when I'm giving game rules?[/TARGET] Teacher: Go get another one. Teacher: You know that. Student: [Inaudible].
Teacher: Student R, and then you'll do nine. Teacher: Seven was 5,-4. Teacher: I want everyone to pay attention.  [TARGET]Teacher: Have a seat, Student L, please.[/TARGET] Teacher: It has to be black so they can see it. Teacher: All right. Student: 8,-2.
Teacher: Student R, are you paying attention to what he just said? Teacher: No. 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.[/TARGET] Teacher: Can you switch seats with Student R? Teacher: Let's try the next one. Teacher: Four - you don't shut down - and three ninths.
Teacher: Student R, how do you play? Student: In Memory you look at the cards for a minute, and then you flip them over, and you try to guess. Student: After you [inaudible] around, then you have to guess which ones are which, before [inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, what else? Student: [Inaudible]. Teacher: Now listen, these cards -
Teacher: Student R, let me hear yours. Teacher: No. Teacher: You have to give it up.  [TARGET]Teacher: Come on, Student R.  No, no skipping.[/TARGET] Teacher: Come on. Student: I don't want to. Teacher: Come on.
Teacher: Student R, make sure you have everything from your mailbox. Teacher: Your eyes will be healed tonight. Teacher: I know it's a weird feeling and it's not comfortable.  [TARGET]Teacher: Why don't you just sit down and stop walking around?[/TARGET] Teacher: Go ahead. Teacher: Take one last minute and try to finish the problem you're on. Teacher: How are you doing?
Teacher: Student R, sit down and listen to directions. Teacher: You get one set of ... put it on the floor. Teacher: [Silence].  [TARGET]Teacher: You're not allowed to do [inaudible] when you're supposed to be listening.[/TARGET] Teacher: You get one set of these cards for your table, okay? Teacher: And they're going to be face-down. Student: Face-down.
Teacher: Student R, what on earth did you come up with for an attribute for number 19? Student: [Inaudible]. Teacher: I can't hear him.  [TARGET]Teacher: Student R, would you repeat that?[/TARGET] Teacher: Student J, go back to your seat. Teacher: It's not working. Teacher: Student R, what did you use here, what attribute?
Teacher: Student R, what's your statement here? Student: The African elephants are [inaudible]. Teacher: Guys, listen.  [TARGET]Teacher: Student R is talking and you need to show respect.[/TARGET] Student: And a lot of people keep on trying to kill them to get their tusks to sell them. Teacher: You know what I love about you, Student R? Teacher: I love that you're so full of knowledge to share.
Teacher: Student R. Student: I don't understand how you get one, one-half and number three [inaudible]. Teacher: Okay, so let's go over number one together.  [TARGET]Teacher: Student N, you really need to pay attention because you weren't here yesterday.[/TARGET] Teacher: So let's look at number one together, and you guys actually help me solve this, okay. Teacher: So the fraction is 3 and two-thirds minus a sixth. Teacher: What's the first thing you look at when you're subtracting fractions or mixed numbers?
Teacher: Student R? Student: Because that one [inaudible] goes with that one and [inaudible] five plus six equals 11 but they're in a different order. Teacher: In a different order.  [TARGET]Teacher: Can you talk to me - wait.[/TARGET] Teacher: These do it in a different order? Student: No. Student: Yes.
Teacher: Student R? Student: Lines for 300. Teacher: Okay.  [TARGET]Teacher: Please be quiet.[/TARGET] Teacher: Inter what? Student: Intersecting lines. Teacher: And please, when I'm asking him, I don't want to hear anything else.
Teacher: Student R? Student: Underline important information. Teacher: Underline important information.  [TARGET]Teacher: So, let's go.[/TARGET] Teacher: Pencil ready. Teacher: Okay, let's look at part A. Teacher: "If one block weighs ten pounds, what is the weight in pounds, of one ball?"  So, what's important in that sentence?
Teacher: Student R? Student: Yes. Student: Yeah.  [TARGET]Teacher: So Student R turns them back over.[/TARGET] Teacher: Who's next? Teacher: Going next? Student: Me.
Teacher: Student R? Teacher: Okay. Teacher: You've explained all of your things, Student R?  [TARGET]Teacher: You have a great explanation for each one?[/TARGET] Teacher: Remember, you have to explain. Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do.
Teacher: Student S is his partner, so he's going to roll and do the same thing. Teacher: Are we playing right now? Student: No.  [TARGET]Teacher: All right, then stop.[/TARGET] Teacher: Student J has his number. Teacher: Student S is going to roll and have his number. Teacher: They are going to then compare.