stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Oh no. Teacher: Zero. Teacher: Thank you.  [TARGET]Teacher: You scared me.[/TARGET] Teacher: Now how many lines do you see before you get to the number one? Student: One. Student: Zero.
Teacher: Oh so well? Teacher: Fabulous. Teacher: Was there any issue that you ran into when you were playing that you weren't sure what to do with?  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: I can't see behind you. Teacher: I'm sorry. Teacher: We've got people over at this table not following directions.
Teacher: Oh that's it kids. Teacher: You think about it. Teacher: I'll call you up when we're ready for you.  [TARGET]Teacher: Please don't sit like that honey.[/TARGET] Teacher: Okay when you're ready come on up. Teacher: [Loud speaker interruption] Teacher: Okay group three is ready already anybody else?
Teacher: Oh this one. Teacher: Angle sum. Teacher: Good.  [TARGET]Teacher: Student W, nice and loud, please.[/TARGET] Student: The angle sum divided by the number of sides is equal to the measure of the angles. Teacher: Agree? Teacher: Angle sum divided by the number of sides, that's equal to the angle measure, right?
Teacher: Oh you don't want - okay, I'm just trying to make sure. Teacher: All eyes on me. Multiple Students: All eyes on ...  [TARGET]Teacher: Most groups are having a reasonable noise level.[/TARGET] Teacher: There's a couple of groups - I'm trying not to call out names. Teacher: Please don't make me have to. Teacher: Okay.
Teacher: Oh, I like your calculator. Teacher: So what are you gonna do? Student: I was gonna do the sixths and the eighths.  [TARGET]Teacher: Can you guys please stop banging on my door?[/TARGET] Student: [Inaudible] Student: [Crosstalk] Teacher: We need to take care of this, guys.
Teacher: Oh, I took it before you were able to switch it. Teacher: I'm kinda glad you did it. Teacher: I was looking for somebody that was going to make that mistake because I did that all the time.  [TARGET]Teacher: All right, Student M, can you sit down so I can make sure everybody has this understanding?[/TARGET] Teacher: I need hands off. Teacher: Eyes on. Teacher: All right, here she divided it into four rows.
Teacher: Oh, I took it. Teacher: Here's your pencil. Teacher: I don't know what is really going on there.  [TARGET]Teacher: Student C, go back to your seat please.[/TARGET] Student: What am I doing? Teacher: Banging the desk and not working. Teacher: Now add this and this together.
Teacher: Oh, but that was [inaudible]. Teacher: Go back to your seat. Teacher: Ladies.  [TARGET]Teacher: Ladies.[/TARGET] Teacher: Young girls. Teacher: Okay. Teacher: Excuse me.
Teacher: Oh, gosh. Student: Who won? Student: Me, probably.  [TARGET]Teacher: Oh, be quiet.[/TARGET] Teacher: Okay. Student: 390. Teacher: Okay.
Teacher: Oh, how do you need to line them up? Multiple Students: Place value. Teacher: I'm so sorry, Student M.  In your place value, and if we don't get it done today, we're going to add them tomorrow, but everybody's going to stop right now.  [TARGET]Teacher: I'm sorry, Student J.  I really need people to listen.[/TARGET] Teacher: Student S? Teacher: You're not listening. Teacher: Your numbers will be down one side.
Teacher: Oh, look at the hands go down. Teacher: Alright. Student: The sale at a supermarket.  [TARGET]Teacher: Excuse me?[/TARGET] Student: The sale at the supermarket. Teacher: The sale at the supermarket. Student: Whoa.
Teacher: Oh, not by much, huh? Teacher: Now, tell me what the difference is? Teacher: Figure out what the difference is.  [TARGET]Teacher: What do you have to - excuse me.[/TARGET] Teacher: Stop, stop, stop. Teacher: If I hear another die being rolled - Student K got how much? Student: 2,480.
Teacher: Oh, now.  [TARGET]Teacher: Don't let me be the second.[/TARGET] Teacher: All set? Teacher: Okay. Teacher: This is a microphone, so they can hear exactly what I'm saying.
Teacher: Oh, now. Teacher: Don't let me be the second.  [TARGET]Teacher: All set?[/TARGET] Teacher: Okay. Teacher: This is a microphone, so they can hear exactly what I'm saying. Teacher: Thank you.
Teacher: Oh, oh, oh. Student: oh... ay Dios mio. Student: [Spanish for: Oh my God]  [TARGET]Teacher: Stop, stop, where did I say I wanted the letters?[/TARGET] Multiple Students: On the corners. Teacher: Right on the corners right? Teacher: Right where those lines meet.
Teacher: Oh, okay, I thought he meant the agenda book. Student: So did I. Teacher: You know what, guys?  [TARGET]Teacher: I could adjust this balance scale if you weren't touching the table.[/TARGET] Student: Get off the table, everyone. Student: I'm not touching the table. Teacher: All right, that's as close as I can get.
Teacher: Oh, somebody's ready. Teacher: Student N, can you explain? Teacher: Yes.  [TARGET]Teacher: Wait.[/TARGET] Student: [Inaudible]. Teacher: Thank you. Teacher: So three and - that's why we call it - another name, an equivalent of this one.
Teacher: Oh, sorry. Teacher: All right. Teacher: Let's go on.  [TARGET]Teacher: Number seven, Student M.  Excuse me.[/TARGET] Student: 48 cubic meters. Teacher: Yes, 48 cubic meters. Teacher: Student J, what about number eight?
Teacher: Oh, that's cool. Teacher: Yeah, that's really nice. Teacher: All right let's lay it back.  [TARGET]Teacher: I am keeping it.[/TARGET] Teacher: Okay, so - Student: [Inaudible]. Teacher: Shh.
Teacher: Oh, we [haven't got under 13]. Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: Those people put an A on your paper, on the back.  [TARGET]Teacher: Put an A on the back by your name so I'll know.[/TARGET] Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand.
Teacher: Oh, what a bummer. Teacher: Excuses. Teacher: I prepared to come teach you today.  [TARGET]Teacher: I needed you to be prepared to come learn.[/TARGET] Student: You can spare one person. Teacher: We'll see, we'll see how it goes tonight. Student: It's hard to do your homework when your dad's a preacher.
Teacher: Oh, what do you mean? Teacher: Hold on, honey. Teacher: So right now we're focusing on what Student M saying.  [TARGET]Teacher: You're showing props to him, okay.[/TARGET] Teacher: You're listening to him. Teacher: You're not playing with this. Teacher: So Student M, what can you tell me about using multiplication to solve division?
Teacher: Oh, yeah, page six is one of the problems that [inaudible] could help with. Teacher: One of the problems. Teacher: Student D, okay.  [TARGET]Teacher: Now, it says - listen, let's see people who are looking at one of the problems on page six.[/TARGET] Teacher: She is on page six. Teacher: On page six. Teacher: Six.
Teacher: Oh, yeah. Teacher: Do the algorithm first and then work on your model. Teacher: Do the algorithm first and then use the model to check yourself.  [TARGET]Teacher: Ha ha ha.[/TARGET] Teacher: Ha ha ha. Teacher: I wonder if I'm going to trick anybody. Teacher: I'm really, really good at doing that.
Teacher: Oh, yeah. Teacher: Sorry. Teacher: Who is the recorder.  [TARGET]Teacher: Your job is going to be super important in a few minutes, okay?[/TARGET] Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder. Teacher: Okay, supply monitor, you have all the supplies? Student: Yes.
Teacher: Oh, you were counting by tens, maybe? Teacher: [Announcement over speaker]. Teacher: Everyone's working on track?  [TARGET]Teacher: You have one minute left.[/TARGET] Teacher: Student A? Student: [Inaudible]. Teacher: You're not sure what?
Teacher: Oh, 'cause you're both in green and you're associating together. Teacher: And let's see. Student: I want to be -  [TARGET]Teacher: Student D, come here, Student D.  Student D, you do not have on green.[/TARGET] Teacher: You are not associating with these girls. Teacher: Come over here. Student: Uh-huh.
Teacher: Oh. Student: Both like for number seven is minus 9, but they're both minus 9, so - Teacher: Oh, okay.  [TARGET]Teacher: Can you go back to your seat and raise your hands?[/TARGET] Teacher: What did your neighbor get? Teacher: Have you talked with Student R? Student: I need the sharpener.
Teacher: Oh. Student: What? Student: You gave us the same thing.  [TARGET]Teacher: You can handle this.[/TARGET] Student: I can't handle this. Teacher: Five and one fourth minus one half. Teacher: You're doing the same thing.
Teacher: Oh. Teacher: Careful with your foot. Teacher: Watch your foot.  [TARGET]Teacher: I'm thinking that Student I needs to scoot up significantly.[/TARGET] Teacher: These poor people are watching us sit down. Teacher: Is it turned on or no? Teacher: It is turned on.
Teacher: Oh. Teacher: I thought you said Student M.  Go ahead. Teacher: Student A, Student D, go stand behind the chair.  [TARGET]Teacher: Student C, Student S, why aren't you up here?[/TARGET] Student: Because I have a clock. Student: You told me to go sit down. Teacher: I said if you don't have a clock or a partner then you should be up here.
Teacher: Oh. Teacher: I - Teacher: How are you?  [TARGET]Teacher: I'm being taped by Harvard right now.[/TARGET] Teacher: Okay. Teacher: Uh. Teacher: I don't know if I want to put that.
Teacher: Ok, so how can you - tell me in your own words. Teacher: Instead of copying their sentence right here, and putting it here, can you tell me what is it the question's asking you? Teacher: Do you understand what they want you to do, what they want you to find out, what the question wants from you?  [TARGET]Teacher: Ok, Student S help Student J please.[/TARGET] Student: How many different ways could Pat order his ice cream? Teacher: Yea, that's what it says. Teacher: But put it in your own words, what do they want from you?
Teacher: Ok, we can just - yes. Teacher: I cannot hear you honey. Student: [Inaudible].  [TARGET]Teacher: I still can't hear you, speak up.[/TARGET] Teacher: Say it louder, you don't have to be afraid. Student: [Inaudible] said that [Inaudible]. Teacher: You have one, but -
Teacher: Okay I need your geoboards up. Teacher: You're done. Teacher: Okay I'm trying to teach.  [TARGET]Teacher: I do not need you playing with geoboards.[/TARGET] Teacher: Put the rubber bands down before I take them. Teacher: You're gonna put your point here and my lines on this rubber band do not go all the way 'cause we're just looking at this line right here. Teacher: But if these lines - my point is on the line.
Teacher: Okay Student A, come on up. Student: Come on, Student A. Student: Wait, what [inaudible].  [TARGET]Teacher: Table five, you need to be paying attention.[/TARGET] Student: [Inaudible]. Student: Yeah, I know. Student: [Laughter].
Teacher: Okay Student C I mean Student R you're gonna work with Student G. Okay Student J you're gonna work with Student R. And Student T you're gonna work with Student G okay. Student: I got holes in my. Teacher: 13, Student A you have a partner?  [TARGET]Teacher: [Sneezes] Why are you just sitting there?[/TARGET] Teacher: 14, 15, 16. Student: We need to papers to do this. Teacher: You need to sit down with your partner, I'm not giving any papers until I see you seated.
Teacher: Okay go sit down then. Teacher: I have to wait and see that you're all set up. Teacher: 7, 8, I said quiet teams ready for boards.  [TARGET]Teacher: 9, Student S can you put that candy away, oh, well still put it away give it to me after.[/TARGET] Teacher: 10, 11, so Student S and Student G why don't you work together alright work with him. Teacher: 12, is there anybody that doesn't have a partner? Teacher: Okay Student C I mean Student R you're gonna work with Student G. Okay Student J you're gonna work with Student R. And Student T you're gonna work with Student G okay.
Teacher: Okay keep going. Teacher: What are you doing? Teacher: Okay why do you have this?  [TARGET]Teacher: This should always be face up.[/TARGET] Student: Do you have 1, 13? Teacher: 1, 13 where's that Student T show me on here. Teacher: 1, 13.
Teacher: Okay readers. Teacher: 100 hungry ants were singing and marching in 10 rows. Teacher: "At last, we're at the picnic, a hey a hidee ho."  [TARGET]Teacher: "Stop."[/TARGET] Teacher: Yelled the littlest ant. Teacher: "We've traveled way too slow. Teacher: There's no food for us to eat.
Teacher: Okay so let me see you play who's gonna go first. Student: Me but Student D keeps on looking over. Student: I wasn't looking over Student A was telling me the answers too.  [TARGET]Teacher: Sit.[/TARGET] Teacher: I already said yes. Student: Student D do you have, uh, Teacher: So why do you already have a mark?
Teacher: Okay so you didn't do any of the work yet? Teacher: Not yet? Teacher: Yes or no honey?  [TARGET]Teacher: Student L please put your hand down and tell me yes or no?[/TARGET] Teacher: Nothing yet? Teacher: That's why you're back here. Teacher: Number one you're not following directions, number two I'm gonna help you with it alright?
Teacher: Okay we're not playing without; if you have a bear please put it down. Teacher: Thank you.  [TARGET]Teacher: Student R I think that's gonna be distracting why don't you put that down for now.[/TARGET] Teacher: He can be a student at the back table. Teacher: Okay boys and girls happy Valentine's day. Multiple Students: Happy Valentine's Day.
Teacher: Okay why? Teacher: What honey? Student: I forgot to put my answer.  [TARGET]Teacher: Sit down they're on the board sit down.[/TARGET] Teacher: Shh, sit down. Teacher: Okay so for part A and this isn't a one it should be A right label it correctly it should be A. Teacher: Listen you guys are learning, shh.
Teacher: Okay you need to do your job right now. Teacher: If please listen, if your group is six large and one person is explaining you maybe stand up and walk over closer to that person so that person does not have to be loud okay? Teacher: Alright?  [TARGET]Teacher: If you can't hear please get closer to the person explaining.[/TARGET] Teacher: This is the only time I'm gonna turn those lights out noise monitors you need to do your job please. Teacher: Okay. Teacher: Much better.
Teacher: Okay ... I'm going to give you five minutes to do number seven, eight, nine, and ten, and after five minutes I'm going to check your work. Teacher: [Students working on problem]. Student: [Inaudible].  [TARGET]Teacher: I'm not going to answer that.[/TARGET] Teacher: Do you see that I don' t have any [inaudible]. Teacher: Get up and get one. Teacher: [Students working on problem].
Teacher: Okay, I have something for you. Teacher: I want you to check this. Teacher: This is not correct.  [TARGET]Teacher: I'm coming.[/TARGET] Teacher: Let me give Student C something. Student: It's 110. Teacher: Twenty times six?
Teacher: Okay, I need everybody now to stop writing. Student: No. Teacher: What you've got.  [TARGET]Teacher: No, you continue.[/TARGET] Teacher: Yeah. Teacher: Let's look at what we have done so far. Teacher: Go back to your seats.
Teacher: Okay, I need to see two. Teacher: And is that 54, 'cause you weren't supposed to work with 54? Teacher: [Crosstalk]  [TARGET]Teacher: Yeah, but yet your work is not done.[/TARGET] Teacher: What is this 17? Student: There's 17 sprinkles on it. Student: [Crosstalk]
Teacher: Okay, I need you listening. Teacher: And Student A, you're verifying there? Student: I'm scared of the bee.  [TARGET]Teacher: Sh.[/TARGET] Teacher: Student A, it's a fly. Teacher: It's okay. Student: No, it's a bee.
Teacher: Okay, I'm sorry. Teacher: Okay. Teacher: You onwly need the blue pawns and the red cubes, so you're good with that [inaudible].  [TARGET]Teacher: Okay, you're not sharing.[/TARGET] Teacher: You get your own bag. Multiple Students: Oh. Student: [Inaudible] Student B's bag.
Teacher: Okay, Student C, show us where you get six. Student: [Inaudible]. Teacher: Student C?  [TARGET]Teacher: And I want you to pay attention, so we can decide who is right.[/TARGET] Student: Two. Student: Four. Student: Six.
Teacher: Okay, Student I, I'm going to need you to [star stand] after a little bit for me, if that's okay. Student: I could call my grandma. Teacher: Not today, I can't do it.  [TARGET]Teacher: We are going to start staying.[/TARGET] Teacher: I have too. Teacher: Do I have to turn it off now? Teacher: [End of Audio]
Teacher: Okay, Student J, could you shut that door correctly? Teacher: Now - Student D, no, not right now. Teacher: Let's look at this page, page 29.  [TARGET]Teacher: Student C, over here.[/TARGET] Teacher: Page 29, it says, "Fill in the blanks to make each equation true. Teacher: You may want to use the grids to help you model each problem." Teacher: First of all, tell me what size array this is.
Teacher: Okay, Student J.  I know it's one and - Student: One eighth. Teacher: One eighth.  [TARGET]Teacher: Who said that?[/TARGET] Teacher: [Crosstalk] Teacher: Oh, Student S is really there. Teacher: We've done this before.
Teacher: Okay, Student K, come and get your remote. Teacher: Student B, Student C, Student K. Teacher: [Crosstalk]   [TARGET]Teacher: Student F, Student K.  I don't believe any of my directions said start talking to your neighbors.[/TARGET] Teacher: Student D, Student A. Student: Thank you. Teacher: Student N, Student J.  I'm going by the numbers on the screen.
Teacher: Okay, Student Z. Teacher: Student D.  Shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Student: I can't see. Teacher: What would go in this place as a model? Teacher: What is our whole?
Teacher: Okay, [inaudible] here. Teacher: Okay, let's take a look at the first one. Teacher: Just stop what you're doing right now.  [TARGET]Teacher: I want everybody to pay attention up here.[/TARGET] Teacher: If you weren't here yesterday, pay close attention, even if you were, okay? Teacher: Let's look at the first one, because a lot of people had questions about the first one. Teacher: All right, here is my shape.
Teacher: Okay, [inaudible]. Teacher: [Crosstalk]  Teacher: Student N, Student N, do not talk to him.  [TARGET]Teacher: See, he's really - well -[/TARGET] Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him. Teacher: Yeah, let's go.
Teacher: Okay, [inaudible]. Teacher: [Crosstalk] Teacher: Student N, Student N, do not talk to him.  [TARGET]Teacher: See, he's really - well -[/TARGET] Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him. Teacher: Yeah, let's go.
Teacher: Okay, all right. Teacher: Guys, give me five. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Okay, I'm going to pass this out. Teacher: You only need one paper.
Teacher: Okay, as long as we can see the board. Teacher: Student A, you need to be sitting because if you stand, you block their view. Teacher: Okay, turning and facing this way, Student J, with your body.  [TARGET]Teacher: Student R, turn your body this way.[/TARGET] Teacher: So if we look at number five, Student S is showing us - I'm going to stop. Teacher: Let's stop till I see people looking. Teacher: Student R, turn your body this way so that you're facing the board and you can easily see.
Teacher: Okay, boys, please stop that. Teacher: Now if I could everybody quiet and everybody looking at me right now, I like how you are turning around. Teacher: Student A, you need to turn around and look at me.  [TARGET]Teacher: People over in my group over here, you need to turn and look at me.[/TARGET] Teacher: Student L, Student J, Student J, good job. Teacher: I need people quiet. Teacher: This group has been able to remain quiet.
Teacher: Okay, but what numbers are those? Teacher: What kinds of numbers? Teacher: What place value do they have?  [TARGET]Teacher: Student N, they can watch now.[/TARGET] Teacher: Excuse me? Student: Tens value. Teacher: Tens.
Teacher: Okay, but you're smiling when you tell me. Teacher: I think you'll be okay. Student: What?  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: You're smiling as you tell me that so I think you're going to be okay. Teacher: Have a seat. Teacher: Let me grab you a tissue.
Teacher: Okay, clean all of that up please. Teacher: I will call you for jobs and we'll get into today's lesson. Teacher: Student R, R, and R, come on back.  [TARGET]Teacher: You're welcome.[/TARGET] Teacher: Student T.  Mrs. T, can you send him back please? Teacher: Student N.  Student A. Teacher: Student A.
Teacher: Okay, come on over. Teacher: Student J, have your TURK page. Student: Can I sit over there to work with one of them?  [TARGET]Teacher: It's too crowded.[/TARGET] Teacher: Student M, can you sit. Teacher: Student S, doesn't have anyone sitting next to her. Teacher: Can you sit there?
Teacher: Okay, count another nine. Student: One, two, three, four, five, six, seven, eight, nine. Teacher: Mark it.  [TARGET]Teacher: Continue.[/TARGET] Teacher: Student J, we're going to look at it. Teacher: How do you want to break this? Student: [Inaudible].
Teacher: Okay, do it inside your book here. Teacher: Inside your paper here so I can see. Teacher: You're doing a good job keep going.  [TARGET]Teacher: Move on to this.[/TARGET] Teacher: Keep going. Student: [Inaudible] The questions here. Teacher: You're here, you're here.
Teacher: Okay, do it. Teacher: [Inaudible] Teacher: Okay, show me what you are supposed to be doing.  [TARGET]Teacher: Okay, I need you to stop humming.[/TARGET] Teacher: Very good. Teacher: I like to see those, separate them a little more, like see how [Inaudible]. Teacher: [Inaudible]
Teacher: Okay, do we need that many? Multiple Students: No [inaudible]. Student: No, but you could stop where you [inaudible].  [TARGET]Teacher: Oh, could I stop?[/TARGET] Student: Yes. Teacher: When I start counting by fives, can I stop right here? Multiple Students: Yes.
Teacher: Okay, do you guys agree? Teacher: Does T, P correspond to D, C? Student: No.  [TARGET]Teacher: Student C, you're cracking me up.[/TARGET] Teacher: He's laughing at TP, DC. Teacher: Actually, if I were to take this pentagon and rotate it upright, Student C is correct, T, P and D, C would line up. Student: But if you spin it this way, that would be different.
Teacher: Okay, does everyone have a job? Student: Yes. Teacher: Raise your hand if you are the task manager.  [TARGET]Teacher: Okay, so my task manager, you've got an important job today, okay?[/TARGET] Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? Teacher: Who is my noise control person? Teacher: Okay.
Teacher: Okay, everyone is working hard as a group. Teacher: Fifteen minutes on the clock. Teacher: Go ahead.  [TARGET]Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check.[/TARGET] Teacher: Who's the task manager? Teacher: Okay, let him decide. Teacher: How would you like everyone to share their answers?
Teacher: Okay, example two, copy this down. Teacher: You could write it, just erase it. Teacher: You have enough room.  [TARGET]Teacher: You have enough room to keep going.[/TARGET] Teacher: That's fine. Teacher: Cross out what you - look, you can cross out this and do another one. Teacher: Or you could just erase them all.
Teacher: Okay, eyes up here. Teacher: No one should have a pencil in their hand. Teacher: Nobody should be writing anything because your eyes are up here.  [TARGET]Teacher: You were just discussing.[/TARGET] Teacher: You don't need a pencil to discuss. Teacher: You have solved equivalent problems in which the numbers were doubled and halved. Teacher: One factor in the problem was doubled, and in order to make the same product the other factor had to be cut in half.
Teacher: Okay, five, four, three, sh.  [TARGET]Teacher: Student T, I need you had your seat.[/TARGET] 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.
Teacher: Okay, five, four, three, sh. Teacher: Student T, I need you had your seat.  [TARGET]Teacher: Student S, I need you in your seat now.[/TARGET] 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. Teacher: All right, you need out colored pencils, blue and yellow.