stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Did you ask your team members? Teacher: You understand, Student N.  Then you can ask Student N.  Student N understands. Student: You should just look in the first example and [inaudible].  [TARGET]Teacher: So we're not working.[/TARGET] Teacher: This is an individual group. Teacher: So you should be working on what you need to work on. Student: No because he just started chapter 13 and I'm telling him what page it's on.
Teacher: Did you call him raspberry? Student: No. Student: Yes you did.  [TARGET]Teacher: Is everybody done with round one?[/TARGET] Teacher: Let's move to round two. Teacher: I haven't seen your work. Teacher: [Inaudible].
Teacher: Did you check it? Teacher: Do I have anyone that's still having some trouble? Teacher: If you're still having some trouble, raise your hand.  [TARGET]Teacher: Student T, can you step over there - over by Student R and help her out, see what she's doing wrong?[/TARGET] Teacher: Who's still having - anyone else still having trouble? Teacher: Okay, Student L, I saw yours. Teacher: Excuse me, Student L.  Can you step over here by Student L?
Teacher: Did you count the cards? Teacher: You can mix them up and play again. Teacher: Student H, what did you have?  [TARGET]Teacher: I didn't hear any discussion going on.[/TARGET] Student: Two thirds. Student: Eight eighths. Teacher: So that's one whole?
Teacher: Did you decide what makes a polygon and what doesn't? Student: Yeah. Student: [Crosstalk]  [TARGET]Teacher: Are you guys talking to each other?[/TARGET] Teacher: What makes a polygon and what doesn't make a polygon? Student: I think a polygon is a fully shaped [inaudible]. Teacher: Okay.
Teacher: Did you find it, Student T? Teacher: Let me see how you found it. Teacher: Let me come over there.  [TARGET]Teacher: Let me see.[/TARGET] Teacher: Yep. Teacher: [Crosstalk] Teacher: Excellent.
Teacher: Did you get it? Teacher: Did you get the answer over there? Student: Mm-hmm.  [TARGET]Teacher: Did everybody finish question number seven?[/TARGET] Multiple Students: [Crosstalk] Teacher: Are you following the steps here? Teacher: Is A reading the steps?
Teacher: Did you guys do the right ones? Teacher: No, it doesn't look like it to me. Student: This is 2,000.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Huh. Teacher: 1,100 to 2,000, who was that group? Teacher: All right.
Teacher: Did you guys have an answer at all? Teacher: Leave it alone. Teacher: Go ahead.  [TARGET]Teacher: Don't worry about writing the rule.[/TARGET] Teacher: Just tell us what it is. Teacher: So what is it? Student: [Inaudible].
Teacher: Did you hear her? Teacher: Student J, sit up, please. Teacher: Sit.  [TARGET]Teacher: You need to sit straight up.[/TARGET] Student: You round the one eleventh down to 0 and rounded the eight ninths up to 1. Student: She added the 1 to 0. Teacher: Is that what you did?
Teacher: Did you hear that? Teacher: Can I have you sit down please, on your butt, please? Teacher: What is in your mouth?  [TARGET]Teacher: Student A, you're hiding.[/TARGET] Teacher: I want you out. Teacher: Okay. Teacher: So Student D chose 1 as the right answer.
Teacher: Did you know that everything you've been yelling is recorded? Teacher: You know this math. Teacher: I don't know why it is a problem.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: Solve the math. Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works.
Teacher: Did you read the step before you did question number seven? Teacher: I want the two of you to do question number eight [inaudible] to see what the two of you do and [unfold] the steps. Teacher: You erase everything that you have now and go to question eight.  [TARGET]Teacher: I want A to lead the discussion.[/TARGET] Teacher: [Crosstalk] Teacher: Write this question please, Student D.  You may want to write it on the top. Teacher: Write it on the top so you have more space to work down.
Teacher: Did you see it? Teacher: Okay, so talk to each other. Student: [Inaudible] five, because they have to be [inaudible].  [TARGET]Teacher: Yes, but during the instruction the drawing needs to stop.[/TARGET] Student: At first I thought that was this pawn, but then I put it - [crosstalk]. Student: [Inaudible]. Student: Okay.
Teacher: Did you still get the right answer? Student: Yes. Teacher: Good.  [TARGET]Teacher: Last comment from Student T.[/TARGET] Student: What I did was I didn't even focus up there. Student: The only thing I did was I kept looking up there and then I kept thinking about it, and then I just guessed one and got it right. Teacher: Is this not the first time that we've had the discussion that you guessed on this?
Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups.  [TARGET]Teacher: When writing what you learned, I would write more than a sentence.[/TARGET] Teacher: Give me some good details. Teacher: You have a writing test coming up. Teacher: You should know what details are all about.
Teacher: Did you tell me when it was 15 minutes? Teacher: Okay. Teacher: Now you're gonna go back to your seats with your slates.  [TARGET]Teacher: When you get there you're gonna solve two problems with your partner, and you must discuss the steps.[/TARGET] Teacher: You must follow all the steps. Teacher: A will read all the steps before you proceed into answering the questions. Student: I'm working by myself.
Teacher: Did you turn it off? Student: Mm-hmm. Teacher: All right.  [TARGET]Teacher: Do not have this in the class again.[/TARGET] Teacher: Okay, move on, we've got - okay. Teacher: So, now I know I spent $16.56, I gave the cashier in the CVS $20.00. Teacher: So what I would do - so I would just write it over, $20.00, and 16 cents, 56, okay.
Teacher: Did you write it down? Teacher: Ruby gets - Ruby gets - Ruby gets - I like when people put the S.  Ruby gets - Teacher: [Crosstalk]  [TARGET]Teacher: If you know you can do the second one - yeah, you could use [inaudible].[/TARGET] Teacher: You could do the second one, those who know, because we are about to finish and then I will let you go back tomorrow. Teacher: [Crosstalk] Student: [Inaudible] like half of twelve and [inaudible] I would know it.
Teacher: Did you write - oh, I'm glad I told you. Teacher: See. Teacher: [Crosstalk]  [TARGET]Teacher: You all ready?[/TARGET] Teacher: Wait a minute. Teacher: Eight and three fourths - three fourths of 24? Teacher: Remember we learned about three fourths of - oh, three fourths of 24 must be - mm twenty fourth - remember we did all that?
Teacher: Didn't I say [inaudible]? Teacher: You don't know [inaudible] and you move it. Teacher: You're going to make it into one.  [TARGET]Teacher: After you - over here.[/TARGET] Teacher: After you get the information - Student J. Teacher: [Teacher with calmer voice]. Teacher: After you get the information, then you got to get it into your graph.
Teacher: Didn't find it? Teacher: Don't forget your homework in your outbox. Teacher: You might be missing some pieces and if you are, let me know because I have some knocking around in this box.  [TARGET]Teacher: Bye.[/TARGET] Student: I'm gonna get your homework. Teacher: Someone's highlighter is on the floor. Teacher: While you all are doing that, I want to ask you a couple of questions.
Teacher: Directions go back up there. Teacher: Excuse me, large group. Teacher: I need you to move your chair back.  [TARGET]Teacher: I need the rest of you to meet me on the rug.[/TARGET] Teacher: Student J, cool it. Teacher: You don't need them. Teacher: If you have them that's fine.
Teacher: Divide it, and you'll get the L.  You'll get that number. Teacher: So I took 350, I divided it by this, 35, and that gives me my L, okay? Teacher: Okay, we have time for one more.  [TARGET]Teacher: Shh.[/TARGET] Student: I want to do - I don't get the [inaudible]. Student: Right here. Teacher: Okay, let's go to number 18.
Teacher: Divide what? Teacher: Because I see Student M counting coins, and she continues. Teacher: What is your strategy?  [TARGET]Teacher: If you're not working as a team, that's a problem.[/TARGET] Teacher: Talk to each other. Teacher: Make a plan. Teacher: Don't just start drawing quarters, and pennies, and nickels, and dimes.
Teacher: Divided by six. Teacher: Okay, this one I want you to try to do. Teacher: I'm gonna give you a few minutes.  [TARGET]Teacher: Some of you all didn't have time.[/TARGET] Teacher: Now that we've gone over it, I want some of you to try to do that one. Teacher: Go. Student: [Inaudible].
Teacher: Divisor. Teacher: And the answer becomes 1 and one-fourth. Teacher: Excuse me.  [TARGET]Teacher: Do we still have time?[/TARGET] Student: No. Teacher: So you were not keeping the time? Student: I was.
Teacher: Do E on your own and I'm gonna check it. Teacher: E.  Do E on your own and I'm gonna check it. Student: I'm done.  [TARGET]Teacher: Just thumbs up if you're done, you don't need to say that.[/TARGET] Student: [inaudible] Teacher: Okay. Teacher: I had a few different answers - what answer was [inaudible] was, [inaudible] people could - the question is, fraction of girls that chose red.
Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible]. Teacher: You can hold it.  [TARGET]Teacher: [inaudible]  All right, if you need help with G look up - if you don't, go on to H.  H is a tricky one.[/TARGET] Student: H is tricky. Teacher: Tricky. Teacher: All right - it'll probably be easier if you use your thinking caps.
Teacher: Do I have anyone that's still having some trouble? Teacher: If you're still having some trouble, raise your hand. Teacher: Student T, can you step over there - over by Student R and help her out, see what she's doing wrong?  [TARGET]Teacher: Who's still having - anyone else still having trouble?[/TARGET] Teacher: Okay, Student L, I saw yours. Teacher: Excuse me, Student L.  Can you step over here by Student L? Teacher: You're having some trouble?
Teacher: Do I have everybody? Teacher: I'm waiting on another group. Teacher: Student R, sit over here.  [TARGET]Teacher: Student R, walk the other way so you're not in front of the camera.[/TARGET] Teacher: Everybody should be working, individual time. Teacher: Ready? Teacher: All right.
Teacher: Do I have my working groups over here? Teacher: Are you talking about how to do this? Multiple Students: Yes.  [TARGET]Teacher: Excellent.[/TARGET] Teacher: Did you find it, Student T? Teacher: Let me see how you found it. Teacher: Let me come over there.
Teacher: Do I have you back? Teacher: Student C, do I have you back? Teacher: Yes.  [TARGET]Teacher: Yes, Student M, I have you back.[/TARGET] Teacher: Student F, I have you back? Student: Yes. Teacher: Okay.
Teacher: Do I need to take it or can you put it away? Teacher: Join us. Teacher: How many 3s are there in 24?  [TARGET]Teacher: Just write down your answer.[/TARGET] Teacher: Number 3, how many 6s are in 24? Teacher: How many 6s are in 24? Teacher: What are you doing?
Teacher: Do I stop right here? Teacher: What do I do? Teacher: Student A, what do you think?  [TARGET]Teacher: Am I going to scream and yell if you're not right?[/TARGET] Teacher: No. Teacher: I don't know what to multiply by yet, right? Teacher: Right?
Teacher: Do it here please. Teacher: [Crosstalk] Student: Did you hear Student J?  [TARGET]Teacher: Huh?[/TARGET] Student: [Inaudible]. Teacher: No, not yet. Student: Nine hundred?
Teacher: Do it here. Teacher: 145 plus 226. Teacher: I want you to tell me exactly what you did here.  [TARGET]Teacher: Look at the solutions.[/TARGET] Teacher: What did you do here? Teacher: Tell me. Student: Same thing.
Teacher: Do it, please. Teacher: Good job, Student R.  You can erase it. Teacher: Yes, you can erase it.  [TARGET]Teacher: Stay focused.[/TARGET] Teacher: Good. Teacher: You ready for another one? Teacher: Good.
Teacher: Do me a favor because we need to get ourselves to the [ice station]. Teacher: Close your mouth. Teacher: Look up.  [TARGET]Teacher: Close your mouth.[/TARGET] Teacher: Look up. Teacher: Student J, would you do me a huge favor? Teacher: Will you go to the teacher's lounge and that lady that was in here, the really tall lady, will you tell her that we're finished?
Teacher: Do me a favor, though. Teacher: Please carefully put the rubber bands and any of your trash in the basket, okay? Teacher: Stack up the rulers, and then stack the geo boards.  [TARGET]Teacher: Put your papers - Student T, I'm giving directions, could you sit down?[/TARGET] Teacher: Put your papers on those folders, 'cause I made sure you got your folders. Teacher: If you don't have a folder, that's an issue. Teacher: Clean up markers, and we need to get ready to go.
Teacher: Do not destroy that. Teacher: We've been using that now for more than five years. Teacher: Now let's do question six, question seven and question eight together.  [TARGET]Teacher: I want to hear some discussion, some sharing of ideas.[/TARGET] Teacher: A, we read over the steps; A reads the steps now. Teacher: Excuse me. Teacher: A reads the steps before we proceed.
Teacher: Do not leave it like that. Teacher: Do not start playing with it. Teacher: If they fall out on the ground I will take it from you, okay?  [TARGET]Teacher: So treat it the way it's supposed to be treated.[/TARGET] Student: [Inaudible]. Student: [Inaudible]. Teacher: Um, who did I take it away from yesterday?
Teacher: Do not pick this up. Teacher: Do not leave it like that. Teacher: Do not start playing with it.  [TARGET]Teacher: If they fall out on the ground I will take it from you, okay?[/TARGET] Teacher: So treat it the way it's supposed to be treated. Student: [Inaudible]. Student: [Inaudible].
Teacher: Do something else. Student: Science? Student: No, no, no.  [TARGET]Teacher: I like how the boys in the front are working, and Student D.  Careful with that.[/TARGET] Teacher: I like how the ladies are working at the table. Multiple Students: [inaudible chatter] Teacher: What's that?
Teacher: Do step one, then go to step two. Teacher: [Crosstalk] Teacher: Follow the steps.  [TARGET]Teacher: Student W, the chart right there, copy it down.[/TARGET] Teacher: [Crosstalk] Teacher: You use this chart to solve it, these steps to solve it. Teacher: [Crosstalk]
Teacher: Do that, now. Teacher: Hershey bars. Teacher: The big, paper, Hershey bars in Whole Number Land.  [TARGET]Teacher: Student G, help her.[/TARGET] Teacher: In Whole Number Land. Teacher: Put - you have it in Fraction Land. Teacher: Put the whole - thank you.
Teacher: Do the algorithm first and then work on your model. Teacher: Do the algorithm first and then use the model to check yourself. Teacher: Ha ha ha.  [TARGET]Teacher: Ha ha ha.[/TARGET] Teacher: I wonder if I'm going to trick anybody. Teacher: I'm really, really good at doing that. Student: Yes, you are.
Teacher: Do the boys. Teacher: Do you have a question? Teacher: What's the question?  [TARGET]Teacher: Student A, if I let you go to the bathroom are you not going to work, sit in that red chair?[/TARGET] Student: Mr. H, that's what I got. Teacher: How [inaudible] 75? Teacher: Do the fraction first before [inaudible].
Teacher: Do the same problems. Teacher: Seventeen minus four times three in parenthesis. Teacher: Even though these have the same numbers, the same operations, they're different problems.  [TARGET]Teacher: Get started.[/TARGET] Teacher: Once you have the value [inaudible], raise your hand and I'll look at it. Teacher: Student M, get started. Teacher: [Inaudible].
Teacher: Do they match? Multiple Students: Yes. Teacher: That was the hardest one to make.  [TARGET]Teacher: Go ahead and have a seat.[/TARGET] Teacher: Student A, come with partner. Teacher: Student E, put that back please. Teacher: Student A has this word, cone, and Student A has - it looks like it can be a teepee or an ice cream cone.
Teacher: Do this one. Teacher: Hold on. Teacher: Do this to be 9.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Can you stop? Teacher: Do this to be - hold on. Teacher: This could be a - this is 10.
Teacher: Do this then. Teacher: Do this. Teacher: You didn't do this yet, there's no way.  [TARGET]Teacher: When you are done read it before you answer - read it.[/TARGET] Student: [inaudible] Teacher: Right here - 6 divided by 13. Student: How'd you get [inaudible]
Teacher: Do we agree with F? Multiple Students: Yes. Teacher: Yes.  [TARGET]Teacher: Pleasure reading books should be away.[/TARGET] Teacher: Pass the pen to Student A. Teacher: Student A, we're going to go across to Number 2. Teacher: Problem Number 2 wants to know what point is located at 7, 8.
Teacher: Do we agree? Student: Yes. Teacher: If you think that Student J did the right answer thumbs up.  [TARGET]Teacher: If Student J did the right, thumbs up.[/TARGET] Student: Um, Teacher. Teacher: If you think that Student J didn't answer it correctly thumbs down. Other Adult: Some people just don't know.
Teacher: Do we have some problems? Teacher: Are we going to have a solution? Teacher: I see a problem.  [TARGET]Teacher: "Stop."[/TARGET] Teacher: Screamed the littlest ant. Teacher: "We're moving way too slow. Teacher: Lots of food will be gone unless we hurry up."
Teacher: Do we need to work with everybody? Teacher: Yes, we do.  [TARGET]Teacher: Student E, look at me, Student E.  You're not.[/TARGET] Teacher: Listen to me. Teacher: Sometimes you're going to be partnered with Student L and you're going to have to be nice to him. Student: I don't want to be nice to him when he's doing something - when I'm doing something and he just takes the paper.
Teacher: Do we need to work with everybody? Teacher: Yes, we do. Teacher: Student E, look at me, Student E.  You're not.  [TARGET]Teacher: Listen to me.[/TARGET] Teacher: Sometimes you're going to be partnered with Student L and you're going to have to be nice to him. Student: I don't want to be nice to him when he's doing something - when I'm doing something and he just takes the paper. Teacher: Then you need to talk to him about it.
Teacher: Do we see a pattern or anything going on there? Teacher: Student E.  Teacher: [Crosstalk]  [TARGET]Teacher: Wait.[/TARGET] Teacher: I called on Student E.  Let's see. Teacher: If he needs help, Student L, we'll get to you. Teacher: I'm sorry.
Teacher: Do we still have a remainder? Multiple Students: Yes. Teacher: I see a remainder.  [TARGET]Teacher: Do not get too close in front of those, please.[/TARGET] Teacher: Student K? Student: I was thinking since some of those are small you can put them together and make them [inaudible]. Teacher: When we make an array, if the number is number 1, does it want to be number 1?
Teacher: Do what you're doing here. Teacher: It's good. Student: Ten times five.  [TARGET]Teacher: Mm-hmm, continue.[/TARGET] Teacher: Student C, look at your folder here. Teacher: [Inaudible]. Teacher: Your folder here.
Teacher: Do you agree or disagree? Multiple Students: Agree. Multiple Students: Disagree.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student R, they couldn't hear you. Teacher: Read it again. Teacher: We can't hear you.
Teacher: Do you agree with that? Teacher: You can put two angles from the equilateral triangle to make one angle in the hexagon. Teacher: So that's what I'm thinking.  [TARGET]Teacher: If we try to follow that - listening.[/TARGET] Teacher: What about the sum? Teacher: What would the sum be? Teacher: 6 times - Student A, 6 times 120.
Teacher: Do you all agree? Multiple Students: Yes. Teacher: He divided the numerator and denominator by two.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: That's right. Teacher: Very good, Student E.  Find the difference. Teacher: Student G?
Teacher: Do you do flipping first or is there something else you have to do before the flipping? Student: You've got to [inaudible]. Student: [Crosstalk]  [TARGET]Teacher: No, no, read it.[/TARGET] Teacher: [Crosstalk] Teacher: Very good. Teacher: Then you flip.
Teacher: Do you get it? Student: Yeah. Teacher: There's one here for you.  [TARGET]Teacher: I would really appreciate it if you would join us.[/TARGET] Teacher: Did you check out entirely back here? Student: Who, me? Teacher: Were you paying attention to [inaudible]?
Teacher: Do you have 29? Teacher: You have 39 written down. Teacher: Write down 29.  [TARGET]Teacher: You don't want to get angry with someone when someone's trying to learn.[/TARGET] Teacher: Have some patience. Teacher: Maybe you just didn't show it clearly enough. Multiple Students: [Inaudible].
Teacher: Do you have a clock? Student: Yeah. Teacher: Sit down.  [TARGET]Teacher: None of you have a clock or a partner?[/TARGET] Teacher: If you have a clock, you should not be up here. Teacher: Your partner. Teacher: That's what I said.
Teacher: Do you know the identity property? Teacher: That's not even doing math. Teacher: That's just the same number.  [TARGET]Teacher: You are trying to get away with something.[/TARGET] Teacher: I need you to show me you can get on task, or get out your math books. Teacher: Come up with a problem right now. Teacher: I still want you to show me that you know the steps.
Teacher: Do you mind? Student: Okay. Teacher: Next he's working on three-sixths, so just keep an eye out, if you will.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're right here, right? Teacher: Your work is here. Student: [Inaudible].
Teacher: Do you need a pencil sharpened? Teacher: You just had one in your hand. Teacher: What happened to it?  [TARGET]Teacher: We're not talking about that, Student T.  Thank you, Student D.  Can you go grab my small trash can?[/TARGET] Teacher: Yes, Student A? Teacher: You're done? Teacher: I can hear voices.
Teacher: Do you need a pencil? Teacher: Okay. Teacher: Now this is a mathematical tool.  [TARGET]Teacher: It's not a toy.[/TARGET] Teacher: It's a tool. Teacher: Be very careful with it. Teacher: I want you to draw all the way around.
Teacher: Do you need me to help you find something to do? Student: No. Teacher: Okay.  [TARGET]Teacher: I appreciate you all respecting other people's working time and staying quiet.[/TARGET] Teacher: You stuck on something? Student: Yeah. Student: I just can't remember the difference between isosceles and-
Teacher: Do you need some scrap paper? Student: No. Student: [Video plays]  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Does everyone agree? Teacher: Rectangles, opposite sides are equal. Teacher: So what they're saying is this.
Teacher: Do you need your multiplication chart? Teacher: Okay, go get it. Teacher: [Crosstalk]  [TARGET]Teacher: Can you scoot over Student P?[/TARGET] Teacher: Thank you. Teacher: Are you doing okay, ladies? Teacher: Are you doing okay?
Teacher: Do you notice that when you have a group of problems - eyes on the board. Teacher: Everybody. Teacher: Now.  [TARGET]Teacher: Don't let me have to call your name.[/TARGET] Teacher: Did you hear what I said that when we're working on math, and you need to be there, not making disruptions for my students, here? Teacher: All right, guys. Teacher: Up here you are finding the area of a circle, but all of these were - the circles were drawn for you.
Teacher: Do you remember when he tossed the beans into the river? Teacher: Is this the magic bean stock? Teacher: "Man overboard," called out Billy Bob, tossing the troll a spare tire.  [TARGET]Teacher: And as the grumpy, greedy little man glubbed and gulped, Jack, Red, Poppa, Momma and Little Baby Bear waved goodbye and floated safely across to the other side of the river where they hurried home to meet their mother, visit granny and eat their porridge.[/TARGET] Teacher: The three Silly Billy's turned over the pot and dropped every last penny, nickel, dime and quarter into the troll's troll booth, clink, clunk, clink, clink, clunk; exactly $1.00. Teacher: And across the small wooden bridge that crossed a very deep river went the three Silly Billy's for some fun in the sun, which would be the end but then - what do you think is going to happen? Student: The troll's going to get back up?