stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Somebody is ready. Teacher: Student M, Student O. Teacher: Student O, Student D, good job.  [TARGET]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? Teacher: Now, if it's - listen. Teacher: I'm going to show you one thing.
Teacher: Somebody said no. Teacher: Wait. Teacher: Student I, can you sit still?  [TARGET]Teacher: Move all the way back over there.[/TARGET] Teacher: Can you move all the way back, please? Teacher: Take your book with you. Teacher: Did anybody do any other thinking?
Teacher: Somebody sit here. Teacher: Turn this way. Teacher: Okay.  [TARGET]Teacher: Student A, what are you doing with pencils?[/TARGET] Student: The pencils broke. Teacher: Let's go. Teacher: Let's go.
Teacher: Somebody tell me right now which one is the quotient? Teacher: What is the quotient in this problem right here? Teacher: Which one is the quotient?  [TARGET]Teacher: I did not call on [inaudible].[/TARGET] Teacher: Which one is the quotient? Student: 94 Teacher: 94, okay.
Teacher: Somebody was not paying attention to where the halves were. Teacher: Your numerator, for example, if you have three sixths, your numerator cannot be bigger than 3 and be less than half or less than 3 yet bigger than a half. Teacher: It doesn't make any sense.  [TARGET]Teacher: So be looking and stop talking.[/TARGET] 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?
Teacher: Somebody. Teacher: Now, I see hands up. Teacher: Good job.  [TARGET]Teacher: Hands up.[/TARGET] Teacher: Student C, hands up. Teacher: [Crosstalk] Teacher: Now, number three is too easy.
Teacher: Somebody's got two sixths. Teacher: Three sixths we have. Teacher: What about four sixths?  [TARGET]Teacher: Put those away, please.[/TARGET] Teacher: Where is four sixths? Teacher: You've got to pay attention. Teacher: Five sixths.
Teacher: Someone called my name. Teacher: Does anyone not have partner? Teacher: Student E, go.  [TARGET]Teacher: Student K, there.[/TARGET] Teacher: Student K has a partner. Teacher: She didn't say she didn't have a partner. Teacher: Do you have a partner?
Teacher: Someone explain what mode is. Student: Mode is the most. Student: Oh, there is no most.  [TARGET]Teacher: Student T, please stop talking.[/TARGET] Teacher: There is no mode in there because there's just one 200, one 200, one 300, one 400. Teacher: There's not numbers that are the same there. Teacher: How do I find my median?
Teacher: Sometime today, boys. Teacher: Someone called my name. Teacher: Does anyone not have partner?  [TARGET]Teacher: Student E, go.[/TARGET] Teacher: Student K, there. Teacher: Student K has a partner. Teacher: She didn't say she didn't have a partner.
Teacher: Sometimes it takes awhile. Teacher: But right now, this is a - this is a technique that I taught the second math group. Teacher: So if you were the first guided math group yesterday, you didn't get this.  [TARGET]Teacher: So I want you to take - I want you to - right now, I want you to take your notebook and turn it to the side to where it looks like this page right here.[/TARGET] Teacher: Student J has it right here. Teacher: And now this keeps all of our math thinking in line, okay? Teacher: I did teach my math group, second math group yesterday.
Teacher: Sometimes math takes a little bit longer. Teacher: Let's talk about - yesterday we got some notes on converting fractions. Teacher: No.  [TARGET]Teacher: Sit.[/TARGET] Teacher: I need you to be working. Teacher: Thank you. Teacher: Not playing a game with the two of you.
Teacher: Sorry I didn't say that ahead. Teacher: Just start copying. Student: On paper or in the notebook?  [TARGET]Teacher: In your notebook.[/TARGET] Teacher: So, first thing I did, didn't take a lot of math. Teacher: 12 doesn't go into 1. Teacher: It's bigger than one.
Teacher: Sorry. Teacher: I'm going to write the 2 here. Teacher: Because it's not - Mr. K, can you take him to [inaudible] room?  [TARGET]Teacher: Can you go please?[/TARGET] Teacher: Just call his mom and tell his mom exactly. Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level. Teacher: We have 700 plus 100 is going to be what?
Teacher: Sorry. Teacher: Who is the recorder. 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.[/TARGET] Teacher: Okay, supply monitor, you have all the supplies? Student: Yes. Teacher: Okay.
Teacher: Sorry. Teacher: [Inaudible] Student: Why does Student T not sit there anymore?  [TARGET]Teacher: I don't know.[/TARGET] Teacher: Excuse me. Teacher: All right, let me get- Student: There is something on the tangrams.
Teacher: Spread them out. Teacher: You're lucky. Teacher: You have two wild cards.  [TARGET]Teacher: Student J, spread your cards.[/TARGET] Teacher: You're doing a good job. Teacher: Spread your cards here. Teacher: You have to.
Teacher: Spread your cards here. Teacher: You have to. Teacher: Just put your cards up here.  [TARGET]Teacher: Let me help you to make the first one.[/TARGET] Teacher: This is - stop. Teacher: Student T, I don't appreciate you calling me half a monkey. Teacher: [Inaudible].
Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it?  [TARGET]Teacher: Get another chair.[/TARGET] Teacher: That would be too much. Teacher: Do this one. Teacher: Hold on.
Teacher: Squares are with me, not circles. Teacher: I apologize. Teacher: Squares are with me.  [TARGET]Teacher: So that's Student L, Student V and Student E.[/TARGET] Teacher: [Crosstalk]  Teacher: Yes. Teacher: Student L, will you put this back up on the board?
Teacher: Stand behind your seat. Teacher: [Crosstalk] Teacher: All right, listen up.  [TARGET]Teacher: Sit.[/TARGET] Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out. Teacher: After you answer your question correctly you may go.
Teacher: Stand up if you say this is a polygon. Teacher: Stand up if you say this is a polygon. Teacher: Okay.  [TARGET]Teacher: Sit back down.[/TARGET] Teacher: Why do you think this is a polygon? Teacher: Student J? Student: They're straight lines.
Teacher: Stand up. Teacher: Navel. Teacher: Belly button to the ground.  [TARGET]Teacher: One of you has to hold it and the other one has to go to the ground.[/TARGET] Teacher: Your sternum is your chest bone right there. Teacher: You should actually be doing this with him. Teacher: To his knee.
Teacher: Stand up. Teacher: Read what you wanted to say. Teacher: Excuse me.  [TARGET]Teacher: We're listening.[/TARGET] Student: One third is less that three sixths. Teacher: Why? Student: Because three sixths is equal to a half and one third is less than a half.
Teacher: Start by getting into the coins, figuring out how much 52 is, figuring out how much $5.98 is going to be. Teacher: I wouldn't start by saying we need 5 quarters. Teacher: We need to start figuring out what we need.  [TARGET]Teacher: Student A, is shut up respectful?[/TARGET] Teacher: You're not sorry to me. Teacher: You're sorry to the person you said it to. Teacher: I gave extra paper for everyone.
Teacher: Start from here. Teacher: Solution two was because - let me see how I can help you. Teacher: When you finish this page, I'll give you something.  [TARGET]Teacher: Finish your work, then I give it to you.[/TARGET] Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can. Teacher: That's what you need to do.
Teacher: Start making your ships. Teacher: Why do you have all that? Student: Cause it was [inaudible]  [TARGET]Teacher: Don't talk to me like that.[/TARGET] Student: That's mine. Teacher: Make sure you put your name on your, um, your map. Teacher: No you're not.
Teacher: Start passing out calculators. Teacher: Give the people around the edges their own. Teacher: Everyone else is going to share.  [TARGET]Teacher: Student C, turn around.[/TARGET] Teacher: I think it's you because you had that problem yesterday. Student: No really. Student: It doesn't work.
Teacher: Start plotting these points. Teacher: Very good. Teacher: Make sure you do it with a point.  [TARGET]Teacher: Please don't get up.[/TARGET] Teacher: -2 on the X axis first, then 4. Teacher: I'm sorry. Teacher: Please don't yell out you're finished.
Teacher: Stay against the wall. Teacher: [Inaudible]. Teacher: Probably one of the rhombuses, the skinny rhombus.  [TARGET]Teacher: How you doing, Student L?[/TARGET] Teacher: Go back to your partner. Teacher: She gave you a lot of directions at one time. Teacher: See if you can follow it.
Teacher: Stay here, stay here. Teacher: Student H, hon, you're good to go. Teacher: Student H, you're good to go.  [TARGET]Teacher: Student K, honey, can you move up over there?[/TARGET] Teacher: Those of you who are here, I'm going to have you do one more problem. Teacher: So go ahead and erase. Multiple Students: Mrs. M, do I have it?
Teacher: Stay here. Teacher: Do your work here. Teacher: Sit down.  [TARGET]Teacher: Sit.[/TARGET] Teacher: Sit down here. Teacher: I am not playing with you now. Teacher: This is a quiet table.
Teacher: Stay right here in your seat. Teacher: Okay, now sit down. Teacher: Okay.  [TARGET]Teacher: Come on, now let's sit down.[/TARGET] Teacher: Now we need to forget that it's even there. Teacher: Shh. Teacher: I'll wait.
Teacher: Step by the door and get your 5. Teacher: Go get your card. Teacher: Get the card.  [TARGET]Teacher: Get the card for playing.[/TARGET] Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand. Teacher: Student O knows how to play it.
Teacher: Step outside there and get your 5. Teacher: Step by the door and get your 5. Teacher: Go get your card.  [TARGET]Teacher: Get the card.[/TARGET] Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table. Teacher: Play close to a thousand.
Teacher: Step three, multiply to check your work. Teacher: 0.28 times 3 equals 0.84, okay. Teacher: Remember how Ms. H has been showing you I always like to, when I am dividing, I always like to move my decimal point up before I ever start dividing, it's totally up to you.  [TARGET]Teacher: Student M, I need your head off your desk, Student D, heads off your desk.[/TARGET] Teacher: Everybody, head off your desk. Teacher: Okay. Teacher: So, that is two different ways to solve.
Teacher: Stick it somewhere. Teacher: Stick it on your chocolate piece of paper. Teacher: Put it up on your wrapper.  [TARGET]Teacher: Don't put it in your tummy.[/TARGET] Teacher: Okay. Student: I was [inaudible]. Teacher: So now what we're going to do is we're going to take that one-half and we're going to snap it.
Teacher: Still waiting.  [TARGET]Teacher: Coat off, Student K.  I shouldn't be saying things.[/TARGET] Teacher: What do you need? Teacher: Okay. Teacher: [Inaudible].
Teacher: Stop calling out. Teacher: I would like you to raise up your hand. Teacher: 96 - sit down.  [TARGET]Teacher: Turn around and sit down, please.[/TARGET] Teacher: Turn around and sit down properly. Teacher: [Inaudible]. Teacher: Sit down properly please.
Teacher: Stop crying. Teacher: Okay. Teacher: All right, very good.  [TARGET]Teacher: Let's all work through this together.[/TARGET] Teacher: Remember, it is a learning experience. Teacher: This is something new. Teacher: I don't expect you to know it perfectly.
Teacher: Stop doubting yourself like that. Teacher: Please move on. Teacher: Ms. W don't got no more?  [TARGET]Teacher: That's not funny.[/TARGET] Teacher: Stop. Teacher: Student D, if you don't see a mode, then you don't write down a mode. Teacher: It's zero.
Teacher: Stop fooling around please. Teacher: I want you to sit here. Teacher: You can get that chair if you want to.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: You don't have to do this [inaudible]. Teacher: Can you move a little bit please? Teacher: Actually, we're going to move over there.
Teacher: Stop lying down. Teacher: Sit up on your bottom now. Teacher: [Crosstalk]  [TARGET]Teacher: Do your work.[/TARGET] Teacher: Don't blame her for what you're not doing. Teacher: Any questions over here? Student: No.
Teacher: Stop the singing. Teacher: You guys, I will give you one minute. Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation.  [TARGET]Teacher: I want to see if all of you can do all of the problems.[/TARGET] Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem. Teacher: Time is up and Student S, have a seat. Teacher: Student D, can you help us out with the problem?
Teacher: Stop the talking, and if you see someone  breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me. Teacher: Just ignore them and I will find the person breaking the rule.  [TARGET]Teacher: Sorry.[/TARGET] Teacher: Go ahead. Student: You divide. Teacher: When you say to divide, what is being divided?
Teacher: Stop whistling please. Teacher: You have used it two times. Student: No, one time.  [TARGET]Teacher: You used bathroom in the morning.[/TARGET] Teacher: Then when we sat at math, you told me you needed to use bathroom, and I allowed you to go. Teacher: So how did I lie? Teacher: Sit down please.
Teacher: Stop working. Teacher: Excuse me. Teacher: Stop working.  [TARGET]Teacher: Look up here.[/TARGET] Student: Okay. Student: I'm looking now. Teacher: This exponent is to the fourth power.
Teacher: Stop working. Teacher: Stop working. Teacher: Excuse me.  [TARGET]Teacher: Stop working.[/TARGET] Teacher: Look up here. Student: Okay. Student: I'm looking now.
Teacher: Stop. Teacher: Do you want to give those to me right now? Teacher: Stop.  [TARGET]Teacher: Everybody listen.[/TARGET] Teacher: Stop what you're doing. Teacher: Turn around everybody. Teacher: So if you look at these numbers, while you finish eating them and I pass them out, because we've got to wrap this up, what do you think is about how many are going to be in the jar?
Teacher: Stop. Teacher: Don't do that. Teacher: [Inaudible].  [TARGET]Teacher: Let me see what you've done.[/TARGET] Teacher: We want the number to be very close to 1,000. Teacher: Try again. Teacher: 7 cards.
Teacher: Stop. Teacher: Everybody listen. Teacher: Stop what you're doing.  [TARGET]Teacher: Turn around everybody.[/TARGET] Teacher: So if you look at these numbers, while you finish eating them and I pass them out, because we've got to wrap this up, what do you think is about how many are going to be in the jar? Teacher: What do you think? Student: 100.
Teacher: Stop. Teacher: Get your math book. Teacher: We are here now.  [TARGET]Teacher: When we play we cannot have - look at the game.[/TARGET] Teacher: Can you go over there and get the pencil please? Teacher: Student J, can you go get a pencil? Teacher: When we finish this round one, round two you get your snack.
Teacher: Stop. Teacher: I put the two of you together for a reason, okay? Teacher: And you're really not working together.  [TARGET]Teacher: I want you to go back.[/TARGET] Teacher: You have the 23 shaded in. Teacher: You sort of have the 55, but you need to shade it in darker. Teacher: And then you're going to line them up and add them.
Teacher: Stop. Teacher: I'm not sure if that's correct. Teacher: What can I do?  [TARGET]Teacher: Go.[/TARGET] Teacher: Stop. Teacher: I'm not sure. Teacher: What can you do?
Teacher: Stop. Teacher: Leave it this way. Teacher: Look here.  [TARGET]Teacher: For example, what is - leave this.[/TARGET] Teacher: You don't need this. Teacher: What is 7 plus 3? Teacher: You write a 0, and a 1.
Teacher: Stop. Teacher: Listen to my directions. Teacher: Don't write.  [TARGET]Teacher: Do not write.[/TARGET] Teacher: One person in the group will write the temperature in the corner, and then they'll turn it over, don't do anything yet, and pass it to the other person, and that person will mark too hot and too cold based on what that person says. Teacher: Does that make sense? Multiple Students: Yes.
Teacher: Stop. Teacher: Make a number out of this card that is close to - you write it here. Teacher: You write the number here, 7 cards.  [TARGET]Teacher: 1, 2, 3, 4 - how many do you have?[/TARGET] Student: 5 Teacher: 6, 7. Teacher: You add the two numbers together, and add it up to 1,000.
Teacher: Stop. Teacher: Sit down. Student: I lost it.  [TARGET]Teacher: You lost what?[/TARGET] Student: My math notebook. Teacher: Don't worry about it. Teacher: For now use your [inaudible] paper.
Teacher: Student A come up and show me the mean, mode, median, and range. Teacher: I don't want to hear any talking. Teacher: Come up here.  [TARGET]Teacher: I don't want you to write anymore.[/TARGET] Teacher: Look up here. Teacher: You should be looking here. Teacher: Have a seat.
Teacher: Student A has been following my directions when I've asked him to move. Teacher: Look at how you're sitting. Teacher: Look at how you are sitting right now.  [TARGET]Teacher: Are you trying to learn?[/TARGET] Teacher: Are you being a student right now? Teacher: [Crosstalk] Teacher: What we do now is we can set up.
Teacher: Student A said 20. Teacher: Where are you getting 20 from? Student: [Inaudible]  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student O, take a seat. Student: No, Teacher, I changed my answer. Teacher: You changed your mind.
Teacher: Student A said that a fraction is always more than nothing, more than zero, but less than one. Teacher: Hm, what if I do something like this? Teacher: Is that less than zero?  [TARGET]Teacher: Student C, can you sit up please?[/TARGET] Teacher: Student M, hands off manipulatives. Teacher: Student P, hands off manipulatives. Teacher: Student C, hands off manipulatives.
Teacher: Student A, I need you to go pick up everybody's paper 'cause everybody is still coloring and messing with that. Teacher: Student A. Student: Should we put our names on them?  [TARGET]Teacher: Put the crayons back in the box, in the bowls.[/TARGET] Teacher: Pick up your papers. Teacher: Get them ready to hand to Student A. Teacher: She shouldn't have to come and pick it up off the table for you.
Teacher: Student A, I need you to sit down [inaudible]. Student: Can you go back? Teacher: To what?  [TARGET]Teacher: And what do you need to do if you had my attention?[/TARGET] Teacher: If you needed my attention? Teacher: What, Student A? Student: [Inaudible]
Teacher: Student A, I'm not playing with you. Teacher: Let's go. Teacher: Can you read this to me?  [TARGET]Teacher: You're right here.[/TARGET] Student: [Inaudible]. Teacher: Right here. Teacher: Stop fooling around please.
Teacher: Student A, I'm sorry, but I have a little sick tummy today. Teacher: I'll be right back if you will talk quietly. Teacher: Sh.  [TARGET]Teacher: Student J, join those other two girls.[/TARGET] Teacher: I'll be right back. Teacher: I have this sick tummy. Teacher: Sorry.
Teacher: Student A, I'm waiting for you. Student: I got mine. Student: Shut up.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: He's doing a good job. Teacher: Can we stop, please? Teacher: You're doing a good job.
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? Teacher: Student L got finished.  [TARGET]Teacher: Let me turn this back on.[/TARGET] 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: Come on.
Teacher: Student A, [inaudible]. Student: What? Student: [Inaudible].  [TARGET]Teacher: Student A, [inaudible].[/TARGET] Teacher: Shh. Teacher: This is an exponent. Teacher: Two to the second power [inaudible].
Teacher: Student A, are you done? Teacher: Where are you? Student: On six.  [TARGET]Teacher: What do you want?[/TARGET] Teacher: [Room noise] Teacher: Student N, sit down. Teacher: You have seven.
Teacher: Student A, can you please stop? Teacher: Stop. Teacher: Because you have started paying attention - what is that?  [TARGET]Teacher: You don't eat peanuts?[/TARGET] Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please. Teacher: Let me have it.
Teacher: Student A, can you show how to do the 14 times 5 one more time so that Student D doesn't have to add five 14 times? Teacher: So look at what he's going to do. Student: [Inaudible].  [TARGET]Teacher: All right, Student F, Student J, Student J.[/TARGET] Student: [Inaudible]. Teacher: Sit down. Student: But we're doing our work.
Teacher: Student A, come and sit here. Teacher: I'm going to work with you. Teacher: I'm giving you a choice.  [TARGET]Teacher: Sit down here.[/TARGET] Teacher: Can you leave my seat please? Teacher: I'll work with you. Teacher: Student A, I'm not playing with you.
Teacher: Student A, come down here with Student E please. Teacher: Student C and Student M, please sit next to each other with your books open. Teacher: And then we have Student H and - if you'd go sit or maybe go to the back.  [TARGET]Teacher: No, don't go back there, but come sit next to Student H with your book.[/TARGET] Teacher: Who have I missed? Teacher: Come on up here next to her please. Teacher: So have I got -?
Teacher: Student A, come on up. Multiple Students: [Crosstalk]. Teacher: Excuse me.  [TARGET]Teacher: I want you to move to that back seat, right there for now.[/TARGET] Teacher: [Scraping]. Teacher: [Silence]. Teacher: So plus two.
Teacher: Student A, come on. Teacher: Excuse me. Teacher: Mind your own business.  [TARGET]Teacher: Nobody is coming to you.[/TARGET] Teacher: Sit down. Teacher: Excuse me. Teacher: Make a change for Student A.  I told him to make change for you.
Teacher: Student A, come over here. Teacher: I'll help you. Student: What is this?  [TARGET]Teacher: Bring it.[/TARGET] Teacher: Let me help you. Teacher: Give me. Teacher: Let me give you a piece of foam.
Teacher: Student A, do this one. Teacher: This one is easy. Teacher: Do that one.  [TARGET]Teacher: Do this.[/TARGET] Teacher: This is addition. Teacher: Add it. Student: It doesn't matter.
Teacher: Student A, do you have that written down in your journal? Teacher: Let's think about one fourth times one third. Teacher: No, sir.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Student C, tell me what I'm gonna do to model one fourth on that diagram. Student: You're going to make it [Inaudible] or? Teacher: Sure, you can do that.
Teacher: Student A, have you finished one problem? Teacher: Have you finished two problems? Student: Almost two.  [TARGET]Teacher: Okay, then stop looking over there.[/TARGET] Student: Can I subtract on this? Teacher: No, you cannot subtract. Teacher: We're-boys and girls.
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. Teacher: Look up there on the board sweetie.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: I want you to study it carefully. Teacher: Okay, thank you. Teacher: I don't see it written down.
Teacher: Student A, if I let you go to the bathroom are you not going to work, sit in that red chair? Student: Mr. H, that's what I got. Teacher: How [inaudible] 75?  [TARGET]Teacher: Do the fraction first before [inaudible].[/TARGET] Teacher: Student A, please get out of that chair. Teacher: Student M - I'll run over H.  I don't think you were paying attention but then you did it, right? Teacher: That's what Student A [inaudible].
Teacher: Student A, if you're going to write it, do like you did yesterday. Teacher: Sit where Student C is and just write it down in the right direction. Teacher: That way it's easier.  [TARGET]Teacher: Student C, will you sit here?[/TARGET] Teacher: Here, you want to sit there? Teacher: She's giving you her seat. Teacher: Okay.