stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I need one person to pass out your rubric. Teacher: I have this whole thing copied out on a piece of paper for you to keep. Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever.  [TARGET]Teacher: I'll just do a quick - thank you.[/TARGET] Teacher: So, take one and put your name on it, please. Teacher: So, again, you don't need to read this. Teacher: It's just what we went over.
Teacher: I need people quiet. Teacher: This group has been able to remain quiet. Teacher: Let's see if another group can do it.  [TARGET]Teacher: Over here you're quiet.[/TARGET] Teacher: Quiet please, Student K.  Everybody over there I think is quiet. Teacher: These two boys, you need to be quiet and not moving around or touching things. Teacher: We are going to learn, continue to figure out fractions that equal one.
Teacher: I need quiet. Teacher: No ma'am. Teacher: You should not be up right now.  [TARGET]Teacher: Everybody should have their - I need you sitting up.[/TARGET] Teacher: I need [inaudible]. Teacher: I need you to get going. Teacher: You can't go back to Ms. R's class.
Teacher: I need the decimal. Teacher: Say I don't know this. Teacher: So if I add two eighths and four eighths, how many eighths do I get?  [TARGET]Teacher: I'm talking to you.[/TARGET] Teacher: Student W, if I add two eighths plus four eighths, what do I get? Teacher: What am I on, right now? Teacher: One more time, how can I figure out five eighths?
Teacher: I need the supply monitor. Teacher: Now, let's take out all of the papers that are in there. Teacher: Student T, you need to do it sitting down, though.  [TARGET]Teacher: No, don't pass anything, yet.[/TARGET] Teacher: Wait for me to give the directions. 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: I need them to get it too. Teacher: See, you were able to get it, but some - Student: I said 18.  [TARGET]Teacher: Wait a minute.[/TARGET] Teacher: Student L, Student L, yes, your attention is on me. Teacher: All right, so next one. Student: Yes.
Teacher: I need to change my color. Teacher: [Crosstalk] Teacher: I'll wait.  [TARGET]Teacher: I'll wait, 'cause I know it's rude to talk when somebody's talking, so I'll wait.[/TARGET] Teacher: Student K? Student: You said this was our test for [inaudible]. Teacher: It is a test.
Teacher: I need to find out how many squares are inside this rectangle. Teacher: Nod your head if you agree. Teacher: Student B, I've called your attention.  [TARGET]Teacher: You are no longer working ahead.[/TARGET] Teacher: You are now focused on me. Teacher: I am teaching you how to break this array up into four smaller pieces. Teacher: I don't want to count 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11.
Teacher: I need to see hands. Teacher: Look and see. Teacher: Starting at zero, how many dots do we have before we get to the number one, Student T?  [TARGET]Teacher: Don't yell out.[/TARGET] Teacher: Student R? Student: Two. Teacher: No sir.
Teacher: I need to - if we were going to have [inaudible], and you're going to want to have cake, so you have two classes of 5th graders, 27 people - no, 32 people. Teacher: We need to go to the store and we need to buy probably 4 cakes. Teacher: How much money are we going to spend on that?  [TARGET]Teacher: I need you guys to listen.[/TARGET] Teacher: 4 cakes. Teacher: I need to know how much money are we going to spend on cake. Teacher: I don't need guesses.
Teacher: I need us to move. Teacher: We need the cameras to be able to see this. Teacher: There we go.  [TARGET]Teacher: I don't want - guys, you need Student J to put his animal where he wants it.[/TARGET] Teacher: Don't count yet, please. Teacher: Don't count. Teacher: Okay.
Teacher: I need you all two to move down. Teacher: You're working in groups. Teacher: Student S, move up.  [TARGET]Teacher: Get your data [inaudible] book.[/TARGET] Teacher: Don't you see the camera is on, Student S? Teacher: Where's - where's your book? Teacher: Turn around straight.
Teacher: I need you guys to listen. Teacher: Look at me. Teacher: I need you to be quiet when they're sharing.  [TARGET]Teacher: You need to stop talking and listen.[/TARGET] Teacher: Okay. Teacher: I'm sorry. Student: [Inaudible].
Teacher: I need you out of your chairs. Teacher: I am very impressed with what I am seeing start at this end. Teacher: We need to scoot back.  [TARGET]Teacher: Scoot way back, please.[/TARGET] Teacher: We need to be able to see. Teacher: If the cameras can't see, this is useless. Teacher: Okay.
Teacher: I need you talking to your team. Teacher: We're not doing it separately, so put your quarters together. Teacher: You three ladies, do not be separate from Student J.  [TARGET]Teacher: Do not talk to each other.[/TARGET] Teacher: Talk to the table. Teacher: You can ask. Teacher: You can't just say, "We need your quarters."
Teacher: I need you to all be solving the same problem. Teacher: You're multiplying three digit numbers by two digit numbers. Teacher: So when I call your name, the first division group, go to Ms. F.  Student M, stand, Student H, Student K, Student C, Student I, and Student A.  [TARGET]Teacher: You're going to sit back here.[/TARGET] Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C.  If I didn't call your name, raise your hand. Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go. Teacher: If you sit at group one and I didn't call your name, go to group two.
Teacher: I need you to be able to answer the essential question so we can close, and move onto reading. Teacher: I'm - I like the way Student A is sitting. Teacher: He's ready for my question.  [TARGET]Teacher: I need you to pull your chair in.[/TARGET] Teacher: I need you eyes on me. Teacher: Okay, I need someone to raise their hand and answer the essential question. Teacher: Tell me, how do we write a number - a fraction in it's simplest form?
Teacher: I need you to be quiet when they're sharing. Teacher: You need to stop talking and listen. Teacher: Okay.  [TARGET]Teacher: I'm sorry.[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: All right.
Teacher: I need you to focus. Teacher: I need it quiet, now. Teacher: I need it quiet.  [TARGET]Teacher: [Inaudible] up here.[/TARGET] Teacher: Today we're going to talk about the order of operations. Teacher: Mathematicians ... mathematicians solve problems by using the order of operations. Teacher: Before I begin with the order of operations, Student A, [inaudible].
Teacher: I need you to focus. Teacher: Student W, and Student D.   Student: Yes?  [TARGET]Teacher: I need you to focus.[/TARGET] Teacher: I need it quiet, now. Teacher: I need it quiet. Teacher: [Inaudible] up here.
Teacher: I need you to get up and get another one. Teacher: I want you to write this improper fraction. Teacher: It is seventeen halves.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: She'll bring one. Teacher: You're in front of the camera. Teacher: Bring a marker for Student A.  They're okay.
Teacher: I need you to give it to her please. Teacher: Those who just came back you need your math book out please you also would need your math notebook. Student: Why is the camera on?  [TARGET]Teacher: Cause it's taping kids.[/TARGET] Teacher: Just put yourself on record. Teacher: So today we are going to wrap up what we learned about tables, and bar graphs, and picture graphs, and tally charts, and we're gonna make our own we'll do that second. Teacher: So I've already given you a bar graph that we're gonna work on after we do some reviewing.
Teacher: I need you to help him. Teacher: Student M, I need you doing what you're supposed to be doing. Teacher: Thanks.  [TARGET]Teacher: This is not your job.[/TARGET] Teacher: Thank you very much. Teacher: Whose is this? Teacher: Girls, have you got it added?
Teacher: I need you to pair up with a partner. Teacher: You two pair up with the person in front of you. Teacher: You two are fine.  [TARGET]Teacher: Can you move up here, Student A, and sit with Student D for now?[/TARGET] Teacher: Put this whiteboard at the end down there. Teacher: Put everything here. Teacher: Now all right.
Teacher: I need you to put your fraction and percent cards in the bag. Teacher: Directions go back up there. Teacher: Excuse me, large group.  [TARGET]Teacher: I need you to move your chair back.[/TARGET] Teacher: I need the rest of you to meet me on the rug. Teacher: Student J, cool it. Teacher: You don't need them.
Teacher: I need you to put your worksheet into your mailbox. Teacher: We're going to go over tonight's homework. Teacher: Please stop.  [TARGET]Teacher: That's not appropriate to be doing, right now.[/TARGET] Teacher: Yes? Student: [Inaudible]. Teacher: Mm-hmm.
Teacher: I need you to stop. Teacher: Thank you very much. Teacher: Two groups are going to divide, and two groups are going to multiply.  [TARGET]Teacher: If you are in the multiplication group, I need you to whisper.[/TARGET] Teacher: I need you to all be solving the same problem. Teacher: You're multiplying three digit numbers by two digit numbers. Teacher: So when I call your name, the first division group, go to Ms. F.  Student M, stand, Student H, Student K, Student C, Student I, and Student A.
Teacher: I need you to take this white envelope and put it in your group folder. Teacher: You are responsible for the group folder. Student: What about the recording?  [TARGET]Teacher: The recorder.[/TARGET] Teacher: Oh, yeah. Teacher: Sorry. Teacher: Who is the recorder.
Teacher: I need you to write that on the board on, on your notebook, where you left off with fractions, the same way we did, before we start the next activity. Teacher: Write on the number line your fractions. Teacher: Put your number line going this way, each number line.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Turn your book this way. Teacher: All books should be turned this way and write the equivalent fractions on the number line. Teacher: Go to the next page.
Teacher: I need you - I'll explain this now. Teacher: All right, sit down, Student C, thank you. Teacher: Student D, Student M, I don't appreciate the talking.  [TARGET]Teacher: Put your pencils down.[/TARGET] Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher. Teacher: Thank you, Christopher, thank you.
Teacher: I need your elbows off the desk. Teacher: I need you talking to your team. Teacher: We're not doing it separately, so put your quarters together.  [TARGET]Teacher: You three ladies, do not be separate from Student J.[/TARGET] Teacher: Do not talk to each other. Teacher: Talk to the table. Teacher: You can ask.
Teacher: I need your eyes up here. Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C.  Student A, I'm going to need you to turn your chair around please.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Thank you, Student P.  Student J, I need your eyes please. Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy?
Teacher: I need - listen, carefully. Teacher: I need you to put your worksheet into your mailbox. Teacher: We're going to go over tonight's homework.  [TARGET]Teacher: Please stop.[/TARGET] Teacher: That's not appropriate to be doing, right now. Teacher: Yes? Student: [Inaudible].
Teacher: I need - you can only vote if you have a silent vote. Teacher: I really want to do this other activity with you because I think it might help you with this and your quiz tomorrow, so who would like three more minutes to work on this? Student: No.  [TARGET]Teacher: Sh![/TARGET] Teacher: It's three or nothing. Teacher: So I'm gonna put on a timer. Teacher: When that timer goes off, I really need you to do two things.
Teacher: I need, let's see, how about Student A.  I'm not used to having you right up front.  [TARGET]Teacher: Pass these papers out to everybody please.[/TARGET] Student: Teacher A? Teacher: Yes. Student: When the Harvard people get our tape back, are they gonna zoom it up so they can see us really?
Teacher: I put my 8 here. Teacher: This is 10. Teacher: Look here.  [TARGET]Teacher: What is that?[/TARGET] Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop. Teacher: Leave it this way.
Teacher: I really need to talk to her too. Teacher: Ouch. Teacher: I really need to talk to her.  [TARGET]Teacher: I need to talk to you.[/TARGET] Teacher: Are you busy? Student: 4,100. Teacher: Okay.
Teacher: I really want you as you do the math - I'm going to demonstrate to you the standard algorithm for the math. Teacher: Meanwhile, as I ask you to do this math, I want you to think of two things. Teacher: One, how would you tell a 3rd grader about what to do in this math?  [TARGET]Teacher: All eyes here.[/TARGET] Teacher: Sit down. Teacher: Student D, sit down. Teacher: How would you tell a 3rd grader how to do this math?
Teacher: I recycled some paper. Teacher: That's why. Teacher: It's a little bit thicker.  [TARGET]Teacher: No, no, no.[/TARGET] Teacher: I ... I recycled some paper. Student: [Inaudible]. Teacher: Yeah, it was - I put it up there to use it, just to recycle it.
Teacher: I said I'd get you one, so you're okay. Teacher: You can go ahead and start. Teacher: It doesn't matter what side.  [TARGET]Teacher: If your group is on the floor, you need to be on the floor too.[/TARGET] Teacher: Now when I asked you guys about that, who is calling out, who is doing what, you're calling out and you're doing the calculating? Teacher: What is Student L doing? Student: [Inaudible].
Teacher: I said everyone number your paper 1 to 10. Teacher: I just gave you guys three slips. Teacher: Where are they?  [TARGET]Teacher: They weren't just for you.[/TARGET] Teacher: Get them out, distribute. Teacher: We're going to start today with some Mental Math. Teacher: I know we haven't done this for a while, but you remember the procedure.
Teacher: I said for those who do so you don't have to tell me what you don't have. Teacher: You have feet don't you? Teacher: You can walk to the library.  [TARGET]Teacher: If you don't know then wait for these people to leave then I'm gonna help you.[/TARGET] Student: Oh my gosh this- Student: I don't like talking about this, it isn't funny. Teacher: Alright Student J so what do we have for Maryland how many slaves were in Maryland look at the table.
Teacher: I said freeze. Teacher: Student P, Student D, Student G, and Student J where are you? Student: Me, I'm right here.  [TARGET]Teacher: Well you are over here.[/TARGET] Teacher: Sit there. Teacher: Go with that team. Teacher: Student B, Student J, Student S, and Student L are still in the media center.
Teacher: I said if you are estimating three fourths plus four thirds- Student: It would be 2. Teacher: Anybody disagree with her?  [TARGET]Teacher: I thought you were here and you were supposed to be sitting on your behind.[/TARGET] Teacher: My question was, does anybody disagree with Student C? Teacher: Did anybody do it any different from the way she did it? Teacher: Tell me what you did.
Teacher: I said to shade in what's up here. Student: Okay. Teacher: Can you show me why is this [inaudible]?  [TARGET]Teacher: I'm sorry?[/TARGET] Student: [Inaudible]. Teacher: How did you get this and this? Student: [Inaudible].
Teacher: I said you can use highlighters, not regular markers, but you could use highlighters. Teacher: That's not a bar. Teacher: You're only using a bar graph, a pictograph, a line graph, and a circle graph.  [TARGET]Teacher: You are not talking but everybody is working.[/TARGET] Teacher: We didn't know the name of that, so that's what - you can call it maybe a squiggly breadstick or a breadstick, that's fine. Student: Teacher, is that too much? Teacher: It's up to you.
Teacher: I saw it. Student: My pants are stuck to my legs. Student: [Inaudible] are we on?  [TARGET]Teacher: Shh.[/TARGET] Student: Oh, my gosh. Teacher: All right. Student: [Inaudible].
Teacher: I see five people doing the right thing. Teacher: I see six people doing the right thing. Teacher: With Student P.  Good, Student J's already working.  [TARGET]Teacher: He's not wasting his time.[/TARGET] Student: Can I go to [inaudible] to get a pencil? Teacher: No. Teacher: I need you and Student N and Student D and start working on your work.
Teacher: I see some of you - did I tell you to put your book away or just close it up? Teacher: [Crosstalk] Teacher: I need your area clean so that we can go.  [TARGET]Teacher: I need you to quietly stand up and push your chair in please.[/TARGET] Teacher: [Crosstalk] Teacher: When you line up, I want you lined up against that wall over there. Teacher: Line up.
Teacher: I see two groups working. Teacher: Good job Student J and Student J, Student M and Student A, good job. Teacher: Student D and Student N's doing a good job.  [TARGET]Teacher: Student D, you're over here.[/TARGET] Teacher: Student K's doing a good job. Teacher: Student D, back with your group. Student: You can write on it.
Teacher: I see you made your plan. Student: We made it messy. Teacher: That's okay.  [TARGET]Teacher: This is all I need to see.[/TARGET] Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars. Teacher: You're going to need space, right?
Teacher: I see you. Teacher: Yes. Teacher: Yes.  [TARGET]Teacher: I'm waiting.[/TARGET] Teacher: I know I already said yes, back there. Teacher: Some of you, if I say yes to you, then that means yes. Teacher: I saw you.
Teacher: I should have everyone together. Teacher: Everyone take a big deep breath. Teacher: Out.  [TARGET]Teacher: And let's focus, please.[/TARGET] Teacher: So let's do them again. Teacher: Multiples of 3 are? Multiple Students: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
Teacher: I should have had you put them on. Teacher: Put them on and then we'll see. Teacher: Three out of six are wearing boots.  [TARGET]Teacher: Okay, you guys can sit down.[/TARGET] Teacher: Thank you. Teacher: So, throughout the week and throughout the month, I'm gonna be playing little games like that. Teacher: I'm gonna pull people up and you guys are gonna try to figure out what rule I'm thinking of.
Teacher: I should have one - I'm down one 'cause one is already broken 'cause of last year. Teacher: You are not going to snatch it out of somebody's hand or off the table. Teacher: You are not going to throw it.  [TARGET]Teacher: You're not going to bang it against the table.[/TARGET] Teacher: You're not gonna throw it down at the table to roll it. Teacher: We roll dice by shaking it up in our hands and letting it roll on the table, okay? Teacher: Student M and Student S, did I tell you all to touch that?
Teacher: I should not hear a thing. Teacher: You have cubes. Teacher: You have cubes.  [TARGET]Teacher: Student N, give him cubes, please.[/TARGET] Teacher: Shh. Teacher: You're not talking. Teacher: Student J, do you have cubes?
Teacher: I shouldn't hear that much crazy shaking. Teacher: [Inaudible]. Student: [Crosstalk].  [TARGET]Teacher: And you know what?[/TARGET] Teacher: [Inaudible] doesn't mean she was cheating. Teacher: It could've been [inaudible]. Multiple Students: [Crosstalk while working on activity].
Teacher: I tell you when you finish with your math review, you need to put it in your daily math review notebook, put the notebook in your desk so that you don't lose it. Teacher: I have another one, I think. Teacher: Student N, are you looking for yours too?  [TARGET]Teacher: Boys and girls, this has got to stop.[/TARGET] Teacher: I don't have any more. Teacher: I don't have enough to keep giving every single one of you one. Teacher: Please, Student N, I don't know what to tell you.
Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see. Teacher: I know that Student W and Student I both can't do it past the second step.  [TARGET]Teacher: How do I know that?[/TARGET] Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up.
Teacher: I think a little chart would be nice. Teacher: Let's start with - it's 43.1? Teacher: Blank 5?  [TARGET]Teacher: Now excuse me.[/TARGET] Teacher: When I'm done, it all has to round to what? Student: 44. Teacher: Okay.
Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand. Teacher: Student O knows how to play it.  [TARGET]Teacher: Student O, if you don't know, I can explain to you.[/TARGET] Teacher: The green cards. Teacher: Are you done so we can play? Student: Yes.
Teacher: I think that this - let's conclude the lesson. Teacher: Tomorrow we'll continue because you guys want to go home right? Teacher: [Crosstalk]  [TARGET]Teacher: Stop, stop, stop.[/TARGET] Teacher: Stop. Teacher: Stop, stop okay. Teacher: [End of Audio]
Teacher: I think this got into a bigger problem than it needed to be. Teacher: So Student S, can you quickly finish the rest of that because we want to talk about it. Teacher: So if you finish that up, we'll be able to talk about your problem.  [TARGET]Teacher: Student F, I don't believe that you did anything wrong in standing up.[/TARGET] Teacher: I don't think you have a big issue. Teacher: We just want to find a way that we can sit and work. Student: I want to leave this school.
Teacher: I think - [cough]. Teacher: Hold on a minute. Teacher: Can I get your attention so you know what is it that you're going to do?  [TARGET]Teacher: Student A?[/TARGET] Teacher: You're not listening. Teacher: Have a seat. Teacher: Let me tell you what is it that you have to do.
Teacher: I told everyone to go on to part B. Student: Oh. Teacher: Please move your clothespin.  [TARGET]Teacher: You're not following directions.[/TARGET] Teacher: Student G is working on B, and you're bothering him with your chit-chat. Teacher: Okay, so this one's what we're going to start with, and basically what you need to do is take some cards on your desk, and now you need to find the matching side for number ten. Teacher: So if it's a digit like this is, you need to find a fact that equals ten, so everyone look for a fact in your pile that equals ten.
Teacher: I told you a half. Teacher: You, nine sixteenths. Teacher: Do not say anything to anyone else.  [TARGET]Teacher: Don't say anything.[/TARGET] 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: I'm going to walk around to show it to each group, and when I show you, I want you to try to think what fraction I gave Student C.  Here's the board.
Teacher: I told you your groups should be helping you out and I'm having to help you out. Teacher: They're wanting to put one tenth is bigger than a half when five tenths is a half. Teacher: Does that make sense?  [TARGET]Teacher: You need to be thinking.[/TARGET] Teacher: I was thinking our sorting part would be a little more accurate. Teacher: Twelfths. Teacher: I need one and two twelfths.
Teacher: I took my cruise a couple years ago for Christmas because I wanted to be able to go out on the open, beautiful water, and get away from it all, and go swimming in Mexico when it was really cold here. Teacher: So that works out really well for a business. Teacher: It can work out really well for a class too.  [TARGET]Teacher: I want you to turn to one of your new sheets of paper, and I want you to copy down this chart.[/TARGET] Teacher: There's a young lady doing a report. Teacher: Yes? Teacher: On the back of - you don't have to worry about this.
Teacher: I understand. Teacher: I understand. Teacher: Student A and Student N, could you two work together?  [TARGET]Teacher: Would you like to sit across from each other or do you want to come over here?[/TARGET] Student: I'd rather sit across. Teacher: Okay. Teacher: So just move over one seat, if you don't mind.