stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: You can write, as long as you erase it. 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.  [TARGET]Teacher: Okay, example two, copy this down.[/TARGET] Teacher: You could write it, just erase it. Teacher: You have enough room. Teacher: You have enough room to keep going.
Teacher: You can - you know what? Teacher: Sit here, and that way you'll have it, okay? Teacher: all right, you guys, we're going to - shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay, you all need another paper? Teacher: [Inaudible] from the pile. Teacher: Shh.
Teacher: You can't just accuse someone. Teacher: I will talk to him later. Teacher: He's not in the room right now, so we're going to let it go.  [TARGET]Teacher: I need you to sit down and multiply.[/TARGET] Teacher: Student M, you're supposed to be here. Teacher: The two of you need to come here. Teacher: There's too many in that group.
Teacher: You cannot compare a fraction, unless you have fraction strips, to an unlike denominator. Teacher: You've got to have the same denominator. Student: [Inaudible].  [TARGET]Teacher: And you - don't do that.[/TARGET] Teacher: And you can make - so let me see a raise of hands. Teacher: Could I find a common denominator among these five fractions? Student: Yes.
Teacher: You can't call out. Student: [Inaudible]. Teacher: Thank you.  [TARGET]Teacher: Can you take your seat now.[/TARGET] Teacher: Okay. Teacher: So, when you were looking at this yesterday, when you were looking at these, were all of your answers the same? Multiple Students: No.
Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do.  [TARGET]Teacher: Now think about what we do next.[/TARGET] Teacher: When you can't put it in there, we go to the next two digits. Teacher: What's the next two digits? Teacher: 20, okay.
Teacher: You can't. Teacher: If you used this already you can't use it. Teacher: So you only have two boxes left.  [TARGET]Teacher: This is not a competitive game, guys.[/TARGET] Teacher: Just put it somewhere. Student: Oh. Teacher: No more questions.
Teacher: You changed it from a mixed number - game people, get your books out. Teacher: Take your PW books back out, and continue working on that assignment individually. Teacher: Game people are now working individually.  [TARGET]Teacher: Sit.[/TARGET] Teacher: Okay. Teacher: Let's try another one. Teacher: Ready?
Teacher: You choose three things to choose from. Teacher: [Students talking with each other]. Teacher: All, you all are working together.  [TARGET]Teacher: What are you doing?[/TARGET] Student: [Inaudible]. Teacher: It's the - I don't see anybody asking - walking around and asking somebody. Teacher: You have to ask.
Teacher: You clean the slates right now. Teacher: Everybody clean the slates right now. Teacher: You all did a wonderful job here.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You take your slate and move over here. Teacher: Move over there right now please. Teacher: You go here.
Teacher: You come up here group three with your math book and notebook paper. Teacher: You're going to [inaudible] right here. Teacher: Pull up a chair.  [TARGET]Teacher: Shh.[/TARGET] Teacher: You need pencil. Teacher: You need your math book. Teacher: You need notebook paper.
Teacher: You could always work it out, but this is the answer here. Teacher: Go ahead, Student M.  What's your question? Student: [Inaudible].  [TARGET]Teacher: We're going to do that at our seats because I want you to go to your desks at this point.[/TARGET] Teacher: Can you all stand up? Teacher: Be quiet and go back to our desks. Teacher: 1, 2, 3.
Teacher: You could have added everything and got 37. Teacher: And you could add the boys then add the girls. Teacher: I did it a different way, that's all.  [TARGET]Teacher: So show me a thumbs up if you got this, these numbers.[/TARGET] Teacher: I got one, two, three [inaudible]. Teacher: Thank you. Teacher: Set 4 plus 2 is 6, plus 1 is 7.
Teacher: You could start at 50. Teacher: Come on. Teacher: Let's get started.  [TARGET]Teacher: Don't worry about this, because you don't have time to do this and this and this, okay?[/TARGET] Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two. Teacher: Now we have three.
Teacher: You could write it, just erase it. Teacher: You have enough room. Teacher: You have enough room to keep going.  [TARGET]Teacher: That's fine.[/TARGET] Teacher: Cross out what you - look, you can cross out this and do another one. Teacher: Or you could just erase them all. Multiple Students: [inaudible chatter]
Teacher: You could write two halves equals one. Teacher: All right, why don't we stand, take a big stretch, [inaudible]. Teacher: [Crosstalk]   [TARGET]Teacher: All right, I should see you stretching or sitting.[/TARGET] Teacher: Seeing what table is ready. Teacher: [Crosstalk]  Teacher: All right.
Teacher: You could've just - there you go. Multiple Students: [Inaudible] Teacher: Okay.  [TARGET]Teacher: He's gonna move, guys.[/TARGET] Student: He won't move. Teacher: Student J, seriously. Teacher: Just [inaudible].
Teacher: You decide how you want to play. Teacher: Please stop talking while I'm talking, because, Student I, I'm gonna ask you to revisit some things, so that's why I need your eyes this way. Teacher: Stop snapping your marker.  [TARGET]Teacher: Put it down.[/TARGET] Teacher: Put all your materials down and watch. Teacher: I'm gonna take one die - Teacher: Student K, Student I, eyes up here.
Teacher: You decide who goes first. Teacher: Everyone gets a turn. Teacher: Everyone.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Just because - let's say Student M goes. Teacher: Just because he's working and trying to figure out if his two are equivalent does not mean you all sit there. Teacher: Everyone works on the same one.
Teacher: You did a good job with that. Teacher: So for those of you - I guess I'm talking to - many people in here, even though you might have had the right number, you might not have understood. Teacher: You should be quiet.  [TARGET]Teacher: For you, Student T, that means a call is going home.[/TARGET] Teacher: It has nothing to do with the team. Teacher: What Student M said here is she got her whole number by looking at the number line. Teacher: Our Z is all the way over here, so how many whole numbers are past until you get to the whole number?
Teacher: You did a good job, guys. Teacher: Can it go further up? Teacher: That's it.  [TARGET]Teacher: Thanks.[/TARGET] Teacher: All right, now, listen. Teacher: May I have your attention - attention again? Teacher: Student K, need your attention.
Teacher: You did it? Student: I'm not done. Teacher: Okay.  [TARGET]Teacher: Hurry up and get down, 'cause we're ending.[/TARGET] Student: Teacher B? Teacher: This is it. Student: Teacher B?
Teacher: You did page one. Teacher: We did page one, so we're not gonna do page one. Teacher: Wait a minute.  [TARGET]Teacher: We did page one.[/TARGET] Teacher: Excuse me. Teacher: You did page one. Teacher: So I want you to go on to page - hold on, he's not listening.
Teacher: You did the box method and you got 135. Teacher: Okay. Teacher: Hold on.  [TARGET]Teacher: You all are being rude.[/TARGET] Teacher: You two put your hands down, because I'm going to get to you. Teacher: Go ahead. Student: We got 145.
Teacher: You did the same warm-up yesterday. Teacher: Write it down. Teacher: No calling out - just write it down.  [TARGET]Teacher: Just write it down.[/TARGET] Student: So we can use the [inaudible] graph there? Student: Four plus six plus, two, two, plus five - Student: You said 37.
Teacher: You did? Teacher: I don't get what you did here. Teacher: This is not correct.  [TARGET]Teacher: You need help?[/TARGET] Student: Do 40 until you get to 100. Teacher: Come over here and let me help you. Teacher: So we're going to - you know what to do.
Teacher: You didn't eat for days. Teacher: How much? Teacher: What is it?  [TARGET]Teacher: Don't question your teacher.[/TARGET] Teacher: [Laughter]  Now let's do this one together. Teacher: I want you on your board to represent three fourths right now, because it's a little bit different of a model. Teacher: You can do it like that.
Teacher: You didn't finish it properly. Student: Yes, I did. Teacher: No you didn't.  [TARGET]Teacher: Look at how this game goes.[/TARGET] Teacher: Your mom is going to witness that. Teacher: You know that? Teacher: Look.
Teacher: You didn't finish that one? Teacher: You didn't put your points? Teacher: That's disappointing.  [TARGET]Teacher: You're not trying hard.[/TARGET] Teacher: She has a loopy loop. Teacher: Did he apologize? Teacher: Did she ask him to apologize?
Teacher: You didn't bring down that last two. Teacher: You have one more step. Student: Is this the right one?  [TARGET]Teacher: I don't know.[/TARGET] Teacher: Watch. Teacher: So what would it be then? Teacher: How many times will two go into that two?
Teacher: You didn't get that? Teacher: What do you mean? Teacher: Wait a minute.  [TARGET]Teacher: We're laughing over here and talking over here.[/TARGET] Teacher: I'm not understanding what you're saying. Teacher: What did you get, Student D? Teacher: Boys, here we go talking again.
Teacher: You do have work to do. Teacher: Get a book and read. Student: It's almost lunchtime?  [TARGET]Teacher: Yeah, it's almost lunchtime.[/TARGET] Student: After this it's lunchtime? Teacher: Mm-hmm. Student: Seventeen.
Teacher: You do not change the first fraction. Teacher: Now the second step says rewrite the fractions with a multiplication sign. Teacher: So we're gonna put a multiplication sign here.  [TARGET]Teacher: What we do now - excuse me.[/TARGET] Teacher: Student J, what do we do now? Student: Now we multiply the numerator and the denominator. Teacher: Excuse me.
Teacher: You do not have enough light greens to go all through this, so you're gonna have to continue with marking it. Teacher: Where does it say one fourth which is what I just asked you to do? Student: Where do we put it?  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Don't - mm-mmm. Teacher: Now if I put another light green on there what do I have? Multiple Students: One half.
Teacher: You do. Teacher: Look where it's located. Teacher: Where is it on the X and where is it on the Y?  [TARGET]Teacher: Don't yell it out.[/TARGET] Teacher: Just plot it and I'll walk around and see what your responses are. Teacher: Where's your plot, sweetheart? Teacher: You need to plot it here.
Teacher: You do? Student: Yeah, I, I wait, no I don't. Teacher: If you think she does the right [Clapping to quiet students] Please stop.  [TARGET]Teacher: If you think she done the right one thumbs up.[/TARGET] Teacher: If you think she didn't do the right thing, thumbs down. Teacher: Student J what is the denominator of this one? Teacher: The denominator.
Teacher: You do? Teacher: How do you get it? Student: Because if you count by - because 30 times 10 is 300 -  [TARGET]Teacher: Are we showing props?[/TARGET] Student: If 30 times 10 is 300 then 300 times 10 is 600 and then 10 plus 10 is 20. Teacher: Nice and loud, Student N, for everybody. Student: If 30 times 10 is 300, then 300 times 10 is 600 and 10 plus -
Teacher: You do? Teacher: Okay, go outside. Teacher: Put your jacket on, and go outside.  [TARGET]Teacher: [Inaudible] garbage can.[/TARGET] Teacher: [Side conversation with other teacher about a student not feeling well and leaving the classroom]. Teacher: All right. Teacher: Raise your hand if you are still sorting your shapes.
Teacher: You don't actually know. Teacher: There aren't two decimals. Teacher: Actually, what we are doing for rounding is $99.66 because that 5 becomes a 6.  [TARGET]Teacher: The reason - hold on.[/TARGET] Teacher: Two things, and then we're going to go back to our seats. Teacher: Number one, we're at Best Buy, so these four people can afford - I can wait. Teacher: So the four people who could afford the iPod, for them buying this as a group, each person would only have to pay $99.65, 66 for the iPod.
Teacher: You don't eat peanuts? Student: I don't like it. Teacher: Student A, sit down and stop fooling around, please.  [TARGET]Teacher: Let me have it.[/TARGET] Teacher: Everybody knows that math class is never like this in the classroom. Teacher: It's time to [inaudible]. Teacher: Are you done?
Teacher: You don't erase your board. Teacher: You keep your board how it is. Teacher: What?  [TARGET]Teacher: Quit.[/TARGET] Teacher: We're going to go ahead and get started. Teacher: Guys, I don't know if I can take away that lap or not, because I've had to say get ready several times. Teacher: All right.
Teacher: You don't even need to draw a picture for this, okay? Teacher: Do you need some help? Student: No, I was just kinda mad so.  [TARGET]Teacher: You're mad at yourself?[/TARGET] Student: Yeah. Teacher: Would you like to check in with Teacher M because I can't really check in right now? Student: Yeah, I'll talk to her after.
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.  [TARGET]Teacher: What are you doing?[/TARGET] Teacher: Okay. Teacher: Let's go. Teacher: Write your name.
Teacher: You don't need to write it. Student: [Inaudible]. Teacher: Student S.  Hold on a second.  [TARGET]Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated.[/TARGET] Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. 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: You don't put them back in your bag. Teacher: You need them. Student: Teacher?  [TARGET]Teacher: Put this away please.[/TARGET] Teacher: Shhh. Teacher: One each. Teacher: The rest go just in a little pile.
Teacher: You don't feel comfortable? Student: I wish I could lay down. Teacher: Well, you can go ahead and lay down.  [TARGET]Teacher: Just don't nap though because you need to pay attention.[/TARGET] Teacher: Actually I really don't mind you all doing it, as long as you all are paying attention; do you understand that. Student: Okay. Teacher: Okay.
Teacher: You don't have a pencil? Student: [Inaudible]. Teacher: Okay, you're working in groups.  [TARGET]Teacher: I need you all two to move down.[/TARGET] Teacher: You're working in groups. Teacher: Student S, move up. Teacher: Get your data [inaudible] book.
Teacher: You don't have any labels on there. Teacher: Be careful of the perimeter of that one. Teacher: What's up, Student S?  [TARGET]Teacher: Student E, where are you going?[/TARGET] Teacher: [Interruption - Announcement] Teacher: [Crosstalk]  Teacher: Did you try that bottom one?
Teacher: You don't have to draw the lines. Teacher: That's fine. Teacher: You can leave them, but I'm just saying.  [TARGET]Teacher: I'll be right there, Student E.  Thank you for sitting quietly.[/TARGET] Teacher: No, let's do one first. Teacher: So look at this equation right here. Teacher: You have a 3, a 4, and a 6.
Teacher: You don't have to find it in this case. Teacher: I am giving you this paper as just scrap paper so you can do one problem on each box. Teacher: We probably won't do all 10 of them.  [TARGET]Teacher: In fact, why don't we have - Student J, you move over here.[/TARGET] Teacher: Student J and Student N, why don't you do evens? Teacher: Student T and Student D, you do odds. Teacher: We will share.
Teacher: You don't have to wait. Teacher: Did you label all your fractions? Teacher: Yes.  [TARGET]Teacher: Student T, first of all, what am I gonna say about the way that you're sitting?[/TARGET] Student: [Inaudible] Teacher: Check your work please. Teacher: Check your answer for number five, please.
Teacher: You don't have to write it super big so you take up the whole paper. Student: Is that for whoever's watching us? Teacher: Yeah, they're watching you right now.  [TARGET]Teacher: They're watching me more than they're watching you.[/TARGET] Teacher: They're watching me teach more than they are watching you. Teacher: They're showing how I teach. Teacher: Okay.
Teacher: You don't know [inaudible] and you move it. Teacher: You're going to make it into one. Teacher: After you - over here.  [TARGET]Teacher: After you get the information - Student J.[/TARGET] Teacher: [Teacher with calmer voice]. Teacher: After you get the information, then you got to get it into your graph. Student: It was.
Teacher: You don't know what the mode is. Teacher: We're down to SOLs next week. Teacher: We're sitting around like we don't - like we're not getting anything, and it's because you don't want to do the work.  [TARGET]Teacher: It's not that you don't understand it.[/TARGET] Teacher: It's that you don't want to do the work. Teacher: You've got to value your education, students. Teacher: I'm sorry.
Teacher: You don't know. Teacher: [Students loudly in groups]. Teacher: [Inaudible].  [TARGET]Teacher: You know what the problem you all are having, right here [inaudible].[/TARGET] Teacher: It's sad. Teacher: And I don't know what you're doing with the board up to 12. Teacher: What are you doing?
Teacher: You don't need that. Student: I'm freezing. Teacher: If you were freezing you would have it on.  [TARGET]Teacher: Take it back to your seat.[/TARGET] Teacher: All right. Teacher: You should have them all cut. Teacher: Excuse me.
Teacher: You don't need to be using that ruler. Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way?  [TARGET]Teacher: It's you and your partner.[/TARGET] Teacher: You show me what you guys decide. Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph?
Teacher: You don't need to look at your neighbor. Teacher: [Pause]. Teacher: Stay focused.  [TARGET]Teacher: Some of you were looking around out in the hallway.[/TARGET] Teacher: Stay focused. Teacher: Okay, go ahead and write those problems down if you have not done so. Teacher: [Pause].
Teacher: You don't say that to me, Student O. Teacher: If you touch that again before the end of the school day I will take it away. Teacher: Okay.  [TARGET]Teacher: Now I need everybody looking at me.[/TARGET] Teacher: All right. Teacher: There's a little bit too much talking. Teacher: Student K.  Anybody who's talking now will get a mark and they will not have free time Friday.
Teacher: You don't tell anybody to be quiet in the classroom. Teacher: That is why I am here. Teacher: You just write your name and wait until I give you the go ahead.  [TARGET]Teacher: You just wait until I give you the go ahead.[/TARGET] Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. Teacher: Class, get ready to begin. Teacher: You're gonna three minutes.
Teacher: You don't want to? Student: I've never been up there. Student: Actually, I've -  [TARGET]Teacher: Student D, can you do the backslash?[/TARGET] Student: [Inaudible]. Teacher: You don't want to - Student I, you want to give it a shot? Teacher: All right, let me give you a marker.
Teacher: You erase everything that you have now and go to question eight. Teacher: I want A to lead the discussion. Teacher: [Crosstalk]  [TARGET]Teacher: Write this question please, Student D.  You may want to write it on the top.[/TARGET] Teacher: Write it on the top so you have more space to work down. Teacher: Very good. Teacher: Why were you expecting him to get a different answer?
Teacher: You figure that out if this weighs 10 how much are each of these and you label it like I do okay? Teacher: And I'm gonna come back and make sure that you've done something. Student: Finally I'm done.  [TARGET]Teacher: Okay you have two minutes left so you need to get whatever you know-shh, whatever you know, boys and girls![/TARGET] Teacher: On to the group paper because that's what we're grading. Teacher: If you haven't written anything on your group paper yet but somebody has a really good paper and excellent ideas you can use their paper as your group paper okay? Teacher: But you have to get it down in a minute and 45 seconds.
Teacher: You figured out what the mean is? Student: No, I don't know what it means. Teacher: Please stop talking.  [TARGET]Teacher: She needs to do her own.[/TARGET] Teacher: I'll come around. Teacher: Stop it. Teacher: Stop asking and think about what you're trying to ask and trying to do.
Teacher: You first write it - obviously, you've got to solve it on your paper, and then you're going to press it. Teacher: [Crosstalk]  Teacher: Okay, Student K, come and get your remote.  [TARGET]Teacher: Student B, Student C, Student K.[/TARGET] Teacher: [Crosstalk]  Teacher: Student F, Student K.  I don't believe any of my directions said start talking to your neighbors. Teacher: Student D, Student A.
Teacher: You flip flop it until it faces this way. Teacher: Add a piece. Teacher: You're frozen like a statue.  [TARGET]Teacher: That means the only thing you're allowed to do is breathe.[/TARGET] Teacher: Here's what I need you to do. Teacher: I need you to put all of your pattern blocks back in your bag, without making a sound, quiet as a mouse. Teacher: One person brings the pattern blocks zipped back to the tub, and the other person, whoever brought the folder, take the folder with you.
Teacher: You forgot the what? Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: Do you want to go shut the window for me please?[/TARGET] Teacher: Actually, put down the blinds, too. Teacher: Student H, can you work please? Teacher: Student A is doing a great job over there.
Teacher: You gave me the fraction. Teacher: I need the percents. Student: Give me my paper.  [TARGET]Teacher: No, that's for this.[/TARGET] Teacher: Student M, we just went over the steps. Teacher: What are the steps? Teacher: Okay - you have a fraction.
Teacher: You get a whole. Teacher: Some slices and a fraction. Teacher: Student N, I'm not certain if you're attending.  [TARGET]Teacher: Are you paying attention to what she's doing?[/TARGET] Teacher: Okay. Teacher: You're right. Teacher: Help her along, please, so that you're the teacher.
Teacher: You get your fraction then the percentage, do the same thing with boys, and then you compare [inaudible]. Teacher: Sit down. Student: Sit down.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit down. Teacher: How'd you get these numbers? Student: I copied the [inaudible] He said [inaudible]
Teacher: You give them information, and you're going to start making your data. Teacher: You're getting ready to make your graph. Teacher: One person.  [TARGET]Teacher: Can I have the spray, Student S?[/TARGET] Teacher: Decide who's going to do it. Teacher: You need your book. Teacher: Turn around.
Teacher: You go all the way over here. Teacher: You [inaudible] - Student R, you really need to pay attention. Teacher: You do not know everything.  [TARGET]Teacher: Over here.[/TARGET] Teacher: You can read this data. Teacher: Can't you [inaudible] exactly [inaudible] see how only six people chose cookies? Teacher: Can't you see it's two, here?
Teacher: You go around and ask your ... excuse me. Teacher: [Inaudible]. Teacher: Focus.  [TARGET]Teacher: You go around.[/TARGET] Teacher: Excuse me. Teacher: Oh, [inaudible]. Teacher: [Inaudible].
Teacher: You go with one eighth. Teacher: One eighth is something different. Teacher: You know what?  [TARGET]Teacher: Listen, I'm trying to kind of help you understand.[/TARGET] 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 - Student: Five.
Teacher: You gonna ask and make sure I do attendance after this video. Teacher: Don't let me get in trouble. Teacher: Student M, Student J.  [TARGET]Teacher: Student D, Student G.[/TARGET] Student: No, I'm already with - Teacher: Oh, Student A. Teacher: Student D, Student V.