stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I have an extra one. Teacher: If you need it, I'll give it to you. Teacher: But, just for the time being, don't stress it.  [TARGET]Teacher: Don't stress it.[/TARGET] Teacher: Student C, you're gonna need to share this sheet with Student D.  So, if you wanna scoot your chair over. Teacher: Or he could scoot it over to you. Teacher: Student D, for the third time, go to your seat.
Teacher: I have been trying to help you. Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote.  [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.[/TARGET] Teacher: How many do you have? Teacher: Let me see. Teacher: 1, 2, 3 ,4, 5, 6, 7.
Teacher: I have homework for this group over here. Teacher: I can't give [inaudible]. Teacher: I might give that to this group too.  [TARGET]Teacher: Shh, shh.[/TARGET] Teacher: We're gonna give the other groups a couple minutes to go over homework. Teacher: This afternoon - I've already talked to you. Teacher: We've done our math for this afternoon.
Teacher: I have not said move yet. Teacher: When you come back, you need to come back into my classroom very quietly. Teacher: Okay.  [TARGET]Teacher: If you are leaving for the media center, push your chair under and go very quietly.[/TARGET] Teacher: Okay. Teacher: Let me have my modeling group. Teacher: You can come get this.
Teacher: I have paper for you. Teacher: [Crosstalk] Teacher: You need to be listening and you need to be focused on your work.  [TARGET]Teacher: Student J, you're not getting out of your seat without permission.[/TARGET] Teacher: Enough. Teacher: Let's have Student A's group sit over there. Teacher: Let's have Student A's group sit here.
Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance. Teacher: Turn around and sit at your desk.  [TARGET]Teacher: My next step is to ask you to leave the room.[/TARGET] Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn. Teacher: That is not fair to your classmates.
Teacher: I have six kids. Teacher: Can I give them each an equal number of pencils? Teacher: [Crosstalk]  [TARGET]Teacher: The noise volume is a little too loud.[/TARGET] Teacher: I'm having trouble hearing somebody that's a foot away from me. Student: Sorry. Student: It would have to be [inaudible].
Teacher: I have some background information. Teacher: I travel Highway 316 to go to Athens sometimes to visit Student C at school, and I know that if I go over 65 miles per hour I'm probably gonna get a speeding ticket. Teacher: Okay.  [TARGET]Teacher: So I can see why you respectfully have some disagreements.[/TARGET] Teacher: Okay, Student R, do you want to counter? Teacher: Do you want to counter? Student: [Inaudible].
Teacher: I have the wrong groups, I think, again. Teacher: I'm sorry, squares are with me. Teacher: Squares are with me, not circles.  [TARGET]Teacher: I apologize.[/TARGET] Teacher: Squares are with me. Teacher: So that's Student L, Student V and Student E. Teacher: [Crosstalk]
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. Teacher: I'll just do a quick - thank you.  [TARGET]Teacher: So, take one and put your name on it, please.[/TARGET] Teacher: So, again, you don't need to read this. Teacher: It's just what we went over. Teacher: I don't know why I'm hearing voices over here.
Teacher: I have three out of the four quarters that make a dollar. Student: [Inaudible]. Student: Because I know that ... that six ... I know that six -  [TARGET]Teacher: Do you want to move your clip?[/TARGET] Teacher: [Silence]. Teacher: Stop making noise. Student: Because I know that six-twelfths is a half, so ... I ask myself in my head, "What is half of four ... fourths?" And I knew that it was two-fourths, so I put instead of six-twelfths, two-fourths.
Teacher: I have to figure it out. Teacher: Erase your board. Teacher: Write this strategy on your board.  [TARGET]Teacher: Put your money away.[/TARGET] Teacher: Write your strategy on your board of how you're going to figure it out. Teacher: Let me do this while you all get started. Teacher: Scoot them in there.
Teacher: I haven't given you a division problem in awhile. Multiple Students: Yay. Multiple Students: No.  [TARGET]Teacher: Oh man, Student M, you're never happy, grouchy girl.[/TARGET] Teacher: Wah, wah. Teacher: [Crosstalk] Teacher: Because they're giving-they're giving you your equivalent fractions.
Teacher: I haven't seen your work. Teacher: [Inaudible]. Teacher: 1100  [TARGET]Teacher: What do you have left?[/TARGET] Teacher: Student D, you need to be here. Teacher: If you take away 1,000 from 1,100, what do you have left? Student: 100
Teacher: I hear a lot of talking. Teacher: It's telling me that you're finished with the pink paper and the white paper. Teacher: On the white paper, the pink paper side with the picture, you need complete sentences for all your answers.  [TARGET]Teacher: I don't know why you're out of your seat.[/TARGET] Teacher: Take that back to your seat. Teacher: Get it really wet. Teacher: Student G, count out 36 if you need to.
Teacher: I hear people talking too loud. Teacher: You're supposed to be raising your hands. Teacher: Let's see who's doing that.  [TARGET]Teacher: Student K.[/TARGET] Student: Yeah? Teacher: I don't see you doing your work. Student: Because I can't.
Teacher: I heard division. Teacher: I heard remainders with division. Teacher: I heard words like factors, multiples.  [TARGET]Teacher: Student P, take a seat, please.[/TARGET] Teacher: I heard so many great things. Teacher: One thing that I want you to think about, and I asked some people to think about this, is there a relationship between multiplication and division? Student: Saying that in class.
Teacher: I heard it four times. Teacher: Move your desk up, and the chair now. Teacher: Thank you.  [TARGET]Teacher: Take the face off.[/TARGET] Teacher: Check the attitude at the door. Teacher: Student M, what did you need to know? Student: [Inaudible].
Teacher: I heard you were saying that, but you missed, kind of. Teacher: You go with one eighth. Teacher: One eighth is something different.  [TARGET]Teacher: You know what?[/TARGET] Teacher: Listen, I'm trying to kind of help you understand. Teacher: The way you said it and the way you told me is different. Teacher: So one third must be, let me see, one, two, three, four -
Teacher: I hope you have written your names. Teacher: [Crosstalk] Teacher: Now let's look at it, the whole class.  [TARGET]Teacher: Student V, you still need some time.[/TARGET] Teacher: Student G, you still need to get improved in your multiplication facts. Teacher: You still need to spend some more time. Teacher: Basically, it's just Student D that is, from the test right now, that needs a lot of time in the multiplication facts.
Teacher: I just gave you guys three slips. Teacher: Where are they? Teacher: They weren't just for you.  [TARGET]Teacher: Get them out, distribute.[/TARGET] 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 will say each problem twice.
Teacher: I just make sure your paper has all this on there. Teacher: Thank you. Teacher: Thank you very much.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Where is one fourth? Teacher: Here's one fourth right here. Teacher: Write one fourth.
Teacher: I just said open your Everyday Math journal to Page 197 and those of you who finished, do not - can you [Inaudible]. Multiple Students: [Inaudible]. Teacher: [Inaudible].  [TARGET]Teacher: Student K, show me what you do when I want your attention.[/TARGET] Teacher: Student K.  I just want to tell you something not to make you feel [Inaudible]. Teacher: But for you to understand. Teacher: Yesterday my other group finished all three pages.
Teacher: I just said, remember? Teacher: My ratio's 4 to 2, then it's 2. Teacher: Okay.  [TARGET]Teacher: I know we want to get busy with this, so you've got to pay attention.[/TARGET] Teacher: If I have the ratio of 4 to 2, you might see it look like that instead of a division sign. Teacher: On your paper you're going to see your head to your chin is going to be letter A. Teacher: Okay.
Teacher: I just showed you how to play it. Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent.  [TARGET]Teacher: I'm going to pass the cards.[/TARGET] Teacher: This is the first round. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5.
Teacher: I just told you one. Teacher: Now I want you to make up a data. Teacher: I want you to get up.  [TARGET]Teacher: Collaborate.[/TARGET] Teacher: Work with your team. Teacher: I'm going to make the same. Teacher: Work with your team.
Teacher: I just want you to look at this for a second. Teacher: This didn't get turned on. Student: [Whistling]  [TARGET]Teacher: Please do not whistle.[/TARGET] Student: It's so funny that there's a camera. Teacher: Okay, and again, camera shouldn't make any difference. Teacher: Done.
Teacher: I just wanted to stop at the hundredths spot, just to get us in the habit. Teacher: Yes, Student D? Student: [inaudible]  [TARGET]Teacher: You can write, as long as you erase it.[/TARGET] Teacher: Because, I'm just doing it to help you guys with it. Teacher: But, really, this is something you should be saying out loud. Teacher: Okay, example two, copy this down.
Teacher: I know [inaudible]. Teacher: Student M, [inaudible]. Teacher: [Whistling sound].  [TARGET]Teacher: If you sit at the middle table, [inaudible] - I didn't say this table, yet.[/TARGET] Teacher: Follow directions. Teacher: If you sit right here, right here - [inaudible]. Teacher: Student M, follow directions.
Teacher: I know a group has it because I saw it. Teacher: I was hoping they knew they had a half. Teacher: One of you, bring your half up here, please.  [TARGET]Teacher: You all need to be paying attention.[/TARGET] Teacher: Have a seat. Teacher: Not you. Teacher: Anybody else paying attention?
Teacher: I know it's in here. Teacher: Somebody's got it. Teacher: Come on.  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: We found it. Teacher: They're not paying attention, too busy talking. Teacher: I left sevenths out, so there is no seven sevenths, so let's move on.
Teacher: I know some of you are on a roll because you finally figured out a method, but I wanted to check in with a few of you. Teacher: I have a couple of you that are done, some of you I know if I give you a couple of minutes, you'll be done. Teacher: Some of you aren't doing what you're supposed to be doing, so you're nowhere near being done.  [TARGET]Teacher: Stop talking.[/TARGET] Teacher: Just sit for a minute. Teacher: Your pieces are not all going to fit on that sheet of paper. Teacher: I didn't have a piece of paper that I could copy that was this big.
Teacher: I know that 8 is the denominator, and I need to have 8 in the denominator, right? Teacher: So how does this 4 become 8? Student: Times it by 2.  [TARGET]Teacher: So what is she missing, Student H?[/TARGET] Teacher: Can we put 3 up here? Teacher: What else do we need to do? Student: Times the numerator by 2.
Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step.  [TARGET]Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay?[/TARGET] Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine.
Teacher: I know that for some reason those are a little bit blurry, but you can still see them even though they're slightly blurry. Teacher: Are we ready to play? Multiple Students: Yes.  [TARGET]Teacher: If the noise level gets too high, then I'm gonna have to stop my interview and I'm not gonna be happy with that.[/TARGET] Teacher: You decide if you want to play against each other or with partners. Teacher: For example - Student: At our table?
Teacher: I know we haven't done this for a while, but you remember the procedure. Teacher: I will say each problem twice. Teacher: These ones are not too hard.  [TARGET]Teacher: I'll say each one twice and then you will write down the answers.[/TARGET] Teacher: Please don't ask me if you didn't hear. Teacher: Make sure you're listening and paying attention so that you do hear me. Teacher: And then at the end, if you need one repeated you may raise your hand and I will repeat what you need repeated.
Teacher: I know what I am. Teacher: You can ask me questions if you're still standing here. Teacher: I've got to look and see who my partner is though.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: Turn around. Teacher: I know who my partner is. Teacher: You guys have to interview each other and find who your partner is.
Teacher: I know you can do it. Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible].  [TARGET]Teacher: Sit down, Student A.[/TARGET] Teacher: Come right here. Teacher: Sit down. Teacher: Sit here with me.
Teacher: I know you didn't mean it. Teacher: I get it. Teacher: It's okay.  [TARGET]Teacher: I accepted your apology.[/TARGET] Teacher: I know you were just - I get it. Teacher: And if you're - I don't set it up. Teacher: They set it up.
Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric.  [TARGET]Teacher: I have this whole thing copied out on a piece of paper for you to keep.[/TARGET] Teacher: We're now going to put it in our green folders, but that's where it's going to stay forever. Teacher: I'll just do a quick - thank you. Teacher: So, take one and put your name on it, please.
Teacher: I know, but I need you focused. Teacher: I need you paying attention. Teacher: Can you answer the question, Student E?  [TARGET]Teacher: Can you answer the question, Student E?[/TARGET] Student: No. Teacher: Okay, I need you to focus and I need you to pay attention. Teacher: So what about comparing fractions?
Teacher: I know. Teacher: Student J, if I were you, I would ignore Student K, because you're going to get yourself in trouble. Teacher: Your mother will not be happy.  [TARGET]Teacher: I know you don't want that.[/TARGET] Teacher: Before you did this you practiced. Teacher: [Inaudible]. Teacher: We didn't [inaudible] before we did this little decimal quiz the other day.
Teacher: I know. Teacher: You gonna ask and make sure I do attendance after this video. Teacher: Don't let me get in trouble.  [TARGET]Teacher: Student M, Student J.[/TARGET] Teacher: Student D, Student G. Student: No, I'm already with - Teacher: Oh, Student A.
Teacher: I know. Teacher: You're allowed to do this one it's the next problem. Teacher: We're not doing that, I'm not touching anybody.  [TARGET]Teacher: I want you to finish your math.[/TARGET] Teacher: Get up from there. Other Adult: [Inaudible] Student: [Inaudible]
Teacher: I know. Teacher: [Crosstalk] Teacher: Student L, you're going back to your seat and I'm gonna send you someone to work with.  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Now, you stay in your seat, in your seat. Teacher: Student E, in your seat, please. Student: [Crosstalk]
Teacher: I like associating with you, because you like soccer. Teacher: That's great. Teacher: Have a seat.  [TARGET]Teacher: I was associating with him.[/TARGET] Teacher: Come here, Student A.  I like associating with Student A, because if I say, Student A, what are you gonna be when you grow up, you're gonna say? Student: Teacher. Teacher: A - I love you.
Teacher: I like it. Teacher: [Crosstalk] Teacher: You have 6 minutes to figure it out.  [TARGET]Teacher: Someone needs to give.[/TARGET] Teacher: No, Student W, you need to stop. Teacher: Just because you own it doesn't mean that you - you can't always get your way. Teacher: You know what?
Teacher: I like seeing that. Teacher: How are you doing, Student B? Student: Good.  [TARGET]Teacher: A is done?[/TARGET] Teacher: Okay, then let's go. Teacher: B. Teacher: Come on.
Teacher: I like that if you didn't get there yet you're with me and that's awesome, 'cause that's okay. Teacher: sometimes you get stuck on one. Teacher: That first one takes a little longer.  [TARGET]Teacher: So if you get stuck on doing that one - can you sit up please?[/TARGET] Teacher: Can you add 360 plus 28 please on your paper? Teacher: Boys and girls, we talked about this yesterday. Teacher: Who takes the quiz on Friday?
Teacher: I like the way some people are ready. Teacher: They have their boards. Teacher: They're ready.  [TARGET]Teacher: Please don't talk to your friends.[/TARGET] Teacher: I just want you to do the problem and show me the answer, all right? Teacher: So here we go. Teacher: First number up.
Teacher: I like the way you did it here. Student: This one? Teacher: Yeah, it doesn't matter.  [TARGET]Teacher: Student A, do this one.[/TARGET] Teacher: This one is easy. Teacher: Do that one. Teacher: Do this.
Teacher: I like what I see you did. Teacher: You went ahead and added your what? Teacher: Sit down.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Your whole numbers. Teacher: You added those whole numbers. Teacher: I like that I'm seeing you do your work.
Teacher: I like what I'm seeing. Teacher: Now we're going to do the exit question right now. Teacher: Before we do the exit question, Student J, you share with us one of the questions that we did.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Everybody pay attention. Teacher: You can erase the board. Student: The question I'm going to do right now is subtraction.
Teacher: I like what I'm seeing. Teacher: Some of you are telling me that you can't keep putting Cuisenaire rods on - raise your hand and tell me why you can't keep showing me. Teacher: Why can I walk around the room and see a paper full of Cuisenaire rods, Student M?  [TARGET]Teacher: I need to have your attention.[/TARGET] Teacher: I have some papers that are really full. Teacher: I have some really good strategists in this room. Teacher: Yes, Student L?
Teacher: I like what you did here. Teacher: Let me see. Student: He just copied that.  [TARGET]Teacher: No, he didn't copy you.[/TARGET] Student: Shut up. Teacher: So you're going to write. Teacher: I thought you did it.
Teacher: I looked at your test scores. Teacher: Only about 20 percent of you were able to do the right questions on adding and subtracting fractions. Teacher: You can see that here it says add and subtract fractions including [inaudible] numbers, including using like and unlike denominators.  [TARGET]Teacher: I want everybody to pay attention and face me, please.[/TARGET] Teacher: Today we're going to try to work through the steps of adding and subtracting like fractions again, and we're going to do that in two ways. Teacher: One, we're going to use concrete. Teacher: What do I mean by concrete?
Teacher: I love how I walked around and almost every single group had labeled their graph, x and y axis. Teacher: They tell me something. Teacher: Your title tells me something.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: But now, Student A had a good question, too. Teacher: We have all types of different data going around. Teacher: Some people have bowling scores.
Teacher: I love seeing math work. Teacher: That's great. Teacher: I like seeing that.  [TARGET]Teacher: How are you doing, Student B?[/TARGET] Student: Good. Teacher: A is done? Teacher: Okay, then let's go.
Teacher: I love that I have people that did more than just one, right? Teacher: When you're doing more than just one, that's working hard. Teacher: You only have to do one.  [TARGET]Teacher: Talking is not okay.[/TARGET] Teacher: What did she do? Student: [Inaudible]. Teacher: For which one?
Teacher: I love that. Teacher: 3 groups of 4. Teacher: When you read it that way I always get excited.  [TARGET]Teacher: Student H, put it away.[/TARGET] Teacher: When I have 3 groups, how many are in each group? Multiple Students: 4. Teacher: Excellent.
Teacher: I mean I don't know what to tell you. Teacher: I got another one. Teacher: Want me to just give you another one?  [TARGET]Teacher: All right, Student C, Student C and N, trade places with Student M and N.  Put this-are you gonna take that home?[/TARGET] Student: Yeah. Teacher: Okay. Teacher: I'm gonna count to five.
Teacher: I mean both of them are the same, but some of them are square and some of them are circular shaped. Teacher: So what you're going to do, and I'm gonna call you by groups. Teacher: You guys are gonna come up.  [TARGET]Teacher: The only one that you - you can take - no.[/TARGET] Teacher: I think I better hand them to you. Teacher: I'm gonna give you guys a few of each. Teacher: Do not eat them until I say eat them because the first thing we need to, as Student M stated, is we need to collect the data.
Teacher: I mean, don't cut that white paper, yet. Multiple Students: [Crosstalk]. Teacher: That's okay.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Shh. Teacher: All right, so the partners.
Teacher: I mean, which one is kind of similar, closer to - Student: Three fifths. Student: Three fourths.  [TARGET]Teacher: Could you move it - that's it.[/TARGET] Student: Three fourths and three fifths. Teacher: Three fourths and three fifths or three fourths and four fifths? Teacher: Are they almost both - both of them almost a whole?
Teacher: I need Student D, Student P.  I want some different ones. Teacher: This one's different. Teacher: All right.  [TARGET]Teacher: Stand up here.[/TARGET] Teacher: Here we go. Teacher: So I have - everyone's done. Teacher: Put you tops on your markers.
Teacher: I need Student V with Student L. Student: I knew it. Student: [Inaudible].  [TARGET]Teacher: I need Student Z and Student R.  I need Student C and Student K.  Student V, you can be with Student J.[/TARGET] Student: I'm right here. Teacher: And, Student K, you will be with Student L.  You're with Student L. Teacher: All right.
Teacher: I need everybody in their seats. Teacher: In five, four, three, two -  Student: Student C.  [TARGET]Teacher: One.[/TARGET] Teacher: When I give you the graph paper write your name and the date on it, and wait for further instructions. Teacher: You [inaudible]  Student A, you need to go to your seat. Student: Thank you [inaudible]
Teacher: I need everybody so you can all see me and I can see you except for the people that are going to stay. Teacher: Student J, I want you to move up here so you can be closer. Teacher: No, you're going to move there so you can see what we're doing.  [TARGET]Teacher: Student B, you're going to move away from the table.[/TARGET] Teacher: Okay. Teacher: All right. Teacher: I've got some shapes here.
Teacher: I need everyone sitting down. Teacher: [Crosstalk among students] Student: I don't have a folder.  [TARGET]Teacher: So many people are calling out and wasting our time.[/TARGET] Teacher: We're up to four minutes now free time. Student: [Inaudible] Teacher: Okay.
Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible]. Teacher: And copy Student V.  When I ask for your attention, they get it right away. Teacher: I get it from them.  [TARGET]Teacher: You're wasting a lot of time.[/TARGET] Teacher: So let me repeat my directions. Teacher: Take your Everyday Math book. Teacher: Open it to Page 197.
Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets. Teacher: So, please do that now.  [TARGET]Teacher: Please put your cards in your desks, so everyone at your group knows what your job is.[/TARGET] Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who. Teacher: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet.