stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: You see it right up there. Teacher: Okay. Teacher: Listening, looking.  [TARGET]Teacher: Listening, looking.[/TARGET] Teacher: Student c and Student F, if you're listening, you're looking. Teacher: The commutative property is when you have the same factors - so five and four - if you switch the order. Teacher: It's telling you that the order does not matter, you will get the same product.
Teacher: You should be looking here. Teacher: Have a seat. Teacher: Student D, look up here.  [TARGET]Teacher: Student S, stop writing.[/TARGET] Teacher: What are you doing first, Student A? Teacher: You're finding your what? Student: Mean.
Teacher: You should be ready to correct in 10. Teacher: If you have three people at your group, you're going to trade a few times. Teacher: 9, 8, 7, 6, 5, 4, 3, sit down please, 2, and 1.  [TARGET]Teacher: First row, Student T, excuse me.[/TARGET] Teacher: First row, from Student A, please. Student: 27 divided by 3 equals 9. Student: [Inaudible].
Teacher: You should each have a fraction. Teacher: You should each have something written in the numerator. Student: [Inaudible].  [TARGET]Teacher: Sh![/TARGET] Teacher: No questions, no comments, If you're confused, no. Teacher: No. Teacher: We're gonna go through it together .
Teacher: You should each have something written in the numerator. Student: [Inaudible]. Teacher: Sh!  [TARGET]Teacher: No questions, no comments, If you're confused, no.[/TARGET] Teacher: No. Teacher: We're gonna go through it together . Teacher: So, I repeat my instructions.
Teacher: You should have an idea. Teacher: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: Stand up.[/TARGET] Teacher: We'll do a quick Kaboom. Teacher: The Kaboom game is when you find the multiples. Teacher: We'll do a quick - we'll do it with fives because everybody will understand.
Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction.  [TARGET]Teacher: Everybody should have their essential question.[/TARGET] Teacher: How do you multiply a fraction by a fraction. Teacher: Everybody should have a white sheet of paper. Teacher: If you don't have a white sheet of paper, raise your hand and I'll get you one.
Teacher: You should have raised your hand when we were on that problem. Teacher: So why don't you focus on this? Teacher: If you're still focused on that problem, you're not learning.  [TARGET]Teacher: So you need to focus.[/TARGET] Teacher: Do you have a question with this? Teacher: Have you been paying attention? Student: I have.
Teacher: You should not be up right now. Teacher: Everybody should have their - I need you sitting up. Teacher: I need [inaudible].  [TARGET]Teacher: I need you to get going.[/TARGET] Teacher: You can't go back to Ms. R's class. Teacher: All right. Teacher: So let's use our [inaudible].
Teacher: You should take out your notebook too if you need to follow along. Student: It's 3 of his friends. Teacher: What do you think?  [TARGET]Teacher: I want you two talking.[/TARGET] Teacher: What do you guys have so far? Student: Ms. H has 24 students. Teacher: Ms. H is going to love that you put her in a story problem.
Teacher: You shouldn't be playing with this stuff. Teacher: Excuse me so I can fix this. Teacher: Tearing paper, playing and not listening, this is what happens.  [TARGET]Teacher: I'm sorry.[/TARGET] Teacher: That frustrates me. Teacher: Please do not draw it. Teacher: We do not have time for you to draw it.
Teacher: You shouldn't copy other people's work. Teacher: Give your work here. Teacher: Let me give you the next one.  [TARGET]Teacher: Get two math books there.[/TARGET] Teacher: No, you don't have to erase it. Teacher: Leave it. Teacher: I like the way you did it here.
Teacher: You shouldn't have a board - no one should have a board. Teacher: I didn't give boards out. Teacher: If you need help with H, come to the carpet.  [TARGET]Teacher: Student D, do you need help with H?[/TARGET] Teacher: All right. Student: And we need - Teacher: We're good.
Teacher: You sit down. Teacher: [Crosstalk] Teacher: Sit down.  [TARGET]Teacher: Sit down please.[/TARGET] Student: I'm doing Student T's number, 75 times 2. Student: Nobody knows that? Student: Just figure it out.
Teacher: You sit over here. Teacher: You finished question six? Student: Yes.  [TARGET]Teacher: You finished question seven?[/TARGET] Student: You didn't say question seven. Student: [Crosstalk] Teacher: What is the question?
Teacher: You sit right here next to me. Teacher: Okay. Teacher: Do I have everybody?  [TARGET]Teacher: I'm waiting on another group.[/TARGET] Teacher: Student R, sit over here. Teacher: Student R, walk the other way so you're not in front of the camera. Teacher: Everybody should be working, individual time.
Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. Teacher: I don't see any skirts right now in the class. Teacher: Everybody, legs crossed and the rules of the class always apply.  [TARGET]Teacher: Everybody should quickly solve the warm-up question.[/TARGET] Teacher: Everybody should quickly solve that in two minutes. Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop.
Teacher: You start with number five. Teacher: When you're independent working on homework, you're going to be starting with number five. Teacher: And you'll be doing the whole page.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Okay. Teacher: Who can tell me what the length of that is? Teacher: Student P?
Teacher: You stay. Student: I go. Teacher: On your desk there are two greater than, less than, papers.  [TARGET]Teacher: I need you to stay.[/TARGET] Teacher: No. Teacher: This is an activity that you should be able to do independently. Student: [Inaudible].
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: So at this time, everybody, you move to the front.  [TARGET]Teacher: Everybody move to the front right now and sit by your partner.[/TARGET] Teacher: [Classroom noise] Teacher: You sit with your legs crossed, unless you are a girl and you have your skirt on. Teacher: I don't see any skirts right now in the class.
Teacher: You sure? Student: Yeah. Teacher: Okay.  [TARGET]Teacher: Sit.[/TARGET] Teacher: Perfect, you guys. Teacher: See, and we're sort of doing something called algebra. Teacher: Have you ever heard of algebra?
Teacher: You take the directions and your strips. Teacher: Student N I need you to be sitting over there. Teacher: Go ahead Student J.  Nope.  [TARGET]Teacher: Sit at Student N's seat.[/TARGET] Teacher: That is Student N's seat. Teacher: This is Student J's seat. Teacher: Nope.
Teacher: You think you belong with them, go there. Teacher: If you think you belong there, go there. Teacher: If you think you belong here, go here.  [TARGET]Teacher: If you think you should be at a table by yourself, go here.[/TARGET] Teacher: Hold up what you have. Teacher: Okay. Teacher: All right.
Teacher: You told me you were here to work. Teacher: Oh. Teacher: Look at all this.  [TARGET]Teacher: I hate it when people aren't responsible.[/TARGET] Teacher: Okay. Teacher: If you do not have a clock, and you do not know who your partner is, why is there so many people up here today? Teacher: I'm not asking you.
Teacher: You tried. Teacher: Remember, the rule was to work for each line. Teacher: So now let's see if the Blue Wolves can come up and help us.  [TARGET]Teacher: 3, 2, 1.[/TARGET] Teacher: If you feel like they are not listening to you, respecting you- Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me.
Teacher: You two ladies seem to be a little more okay. Teacher: You can go ahead and start. Teacher: And now, it's [inaudible].  [TARGET]Teacher: Student K, you can go back to your seat.[/TARGET] Teacher: All right, Student J, come on. Teacher: Come up closer. Teacher: So, first let's start with [inaudible].
Teacher: You two working together. Teacher: And they not working at all. Student: This is our [our table].  [TARGET]Teacher: No, you're not supposed to be doing that.[/TARGET] Teacher: You're supposed to be doing your worksheet. Teacher: Put that down. Teacher: Get back to your paper.
Teacher: You understand? Teacher: Excuse me. Teacher: If you're finished, you need to just be quiet.  [TARGET]Teacher: Are you finished?[/TARGET] Teacher: We need to stop playing over here. Teacher: I left you and you were doing the same thing. Teacher: You haven't changed.
Teacher: You use these to find volume. Teacher: You're going to share with a partner near you, and you're going to work together. Teacher: I will tell you who your partner - who you're working with, or if you're by yourself.  [TARGET]Teacher: When I say please stop playing with them, you're going to stop playing with them, all right?[/TARGET] Teacher: I want Student A to come help me. Teacher: Student I. Teacher: Student J, and Student A, come help me.
Teacher: You used bathroom in the morning. 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?  [TARGET]Teacher: Sit down please.[/TARGET] Teacher: Student J, where is your math? Teacher: Stop. Teacher: Get your math book.
Teacher: You want someone to help you? Teacher: Ok, go ahead and pick on someone please. Student: Um, she -  [TARGET]Teacher: Please speak louder.[/TARGET] Student: She made three sugar cones with the three combinations and she made three plain cones with the same combination because it - people may not like [Inaudible] but like the combinations. Teacher: Ok so here we have the sugar cones, Student A is saying, and here's her different flavor of ice cream label on top of it. Teacher: And then here's the other - like Student A's saying, there's the other cone in case she doesn't like sugar cone, there's plain cones, and again I have my combinations, my flavors on it.
Teacher: You want the bath hot. Teacher: If you get them both right, take them off. Teacher: You aren't doing a lot of moving around.  [TARGET]Teacher: I asked you to take them both off if you got them right.[/TARGET] Teacher: You all are turning them upside down. Teacher: What was my direction? Teacher: Take them off if you get them right.
Teacher: You want to do it your way? Teacher: Okay, do it inside your book here. Teacher: Inside your paper here so I can see.  [TARGET]Teacher: You're doing a good job keep going.[/TARGET] Teacher: Move on to this. Teacher: Keep going. Student: [Inaudible] The questions here.
Teacher: You want to make it very close. Teacher: Student A, listen. Teacher: We want these wild cards to be [inaudible].  [TARGET]Teacher: I'm not going to give you a snack because there's nothing productive I've seen.[/TARGET] Teacher: I'm not seeing anything productive. Teacher: You know how to play this game. Teacher: I've played it with you before.
Teacher: You want to multiply? Student: Yes. Teacher: Honey, we will sort it out as soon as Student C gets back, but he is not here.  [TARGET]Teacher: So I can't go pull him out of science, right?[/TARGET] Teacher: Relax. Teacher: I will take care of it. Teacher: Roll the dice three times.
Teacher: You want to sit over here. Teacher: That's fine. Teacher: However you want to do it.  [TARGET]Teacher: I'm going to let you guys sit down and [inaudible].[/TARGET] Teacher: I'll tell you what we're doing. Teacher: So for our friends, this is to catch you up. Teacher: Last week we had to plan a party as a group.
Teacher: You want to start with number 1. Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: Student D, do you want to sit next to Student C?[/TARGET] Teacher: And Student J, want to sit with these two right here? Student: I was gonna work with - Teacher: Actually, Student A and E, I'm going to be using that board.
Teacher: You want to work with me? Teacher: Let's work with me, come on. Teacher: Come on, work with me.  [TARGET]Teacher: Come on, work with me here.[/TARGET] Teacher: Student A, come on. Teacher: Excuse me. Teacher: Mind your own business.
Teacher: You were doing question 6, 7 and 8. Teacher: [Crosstalk] Teacher: What did you all do here?  [TARGET]Teacher: Who read the steps?[/TARGET] Student: [Inaudible]. Teacher: What does step one say you should do? Teacher: [Crosstalk]
Teacher: You were going to ask me, what? Student: If I could read the - Teacher: Yes, go ahead.  [TARGET]Teacher: Read the third one, please.[/TARGET] Student: "Labels part of answers A B." Teacher: Very good. Teacher: So, on your question, you might have a part A, and a part B.  on your answer, you need to label it, A, B.
Teacher: You were told to take the light green out. Teacher: I shouldn't see anything else right now in your hands but the light green. Teacher: Put that away.  [TARGET]Teacher: Put it away somewhere.[/TARGET] Teacher: The light green is what fraction? Multiple Students: One fourth. Teacher: One fourth.
Teacher: You weren't with me yesterday. Teacher: You were drawing yesterday. Teacher: You're not gonna do well if you do not pay attention.  [TARGET]Teacher: Stay with me.[/TARGET] Teacher: Okay. Teacher: Student H, what would this have to be for it to be 1? Student: It would have to 100 over 100.
Teacher: You what? Teacher: Don't tell me what you don't know. Student: [Inaudible].  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: Which one was it? Student: 3,100 - Teacher: Were you the last one to get one?
Teacher: You will be using graph paper today, and you are going to draw 21 groups of 7. Teacher: I'm going to count. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Okay. Teacher: Then I'm going to count 7. Teacher: 1, 2, 3, 4, 5, 6, 7.
Teacher: You will mark off one inch, two inches, three, four. Teacher: Does everyone see? Student: Yes.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I am hanging up on the board numbers that you can start with. Teacher: So again, does a flower grow from the ground or from the sky? Multiple Students: Sky.
Teacher: You will play the games on multiples, factors, prime, composite numbers, any of them we have played in our workshop or I have sent home. Teacher: You go to Shepherd Software, or Johnny's Math Page. Teacher: It must be over the skill we're working on now.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: Group three is going to start with me in the back. Teacher: You just need to bring a chair. Teacher: Six is modeling.
Teacher: You will set at your desk and we will do book work and I will call people back there. Teacher: That's your last chance. Teacher: I'm not gonna go over it again.  [TARGET]Teacher: What is the last problem?[/TARGET] Student: Six divided by 204. Teacher: Okay, 204? Teacher: Is that what you said?
Teacher: You won't have to compare it to anything, none of that kind of stuff. Teacher: So that's why elevenths are in here, and if you can imagine having another 11 fractions to deal with, my numbers went crazy with these fractions. Teacher: Do not write on the paper.  [TARGET]Teacher: I asked you once to put your pencil away.[/TARGET] Teacher: All right. Teacher: So what we are going to do, I'm going to pass out larger fractions to groups. Teacher: Try not to disrupt what you've come up with because you will want to reference these.
Teacher: You worked so well together, and you did an awesome job. Teacher: Let's be patient with each other and let's be patient so that we get that kind of work done again. Teacher: It's not working if you're playing silly games.  [TARGET]Teacher: It's not helping you learn your math.[/TARGET] Teacher: So you had already done 14 times 2. Teacher: Oh, you did 14 times 5? Teacher: What's 5 times 10?
Teacher: You would have gotten it. Teacher: So now you're going to think of a temperature, and you're going to write it in the corner on the back of the paper. Teacher: One person's going to write the temperature.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Listen to my directions. Teacher: Don't write. Teacher: Do not write.
Teacher: You write 1,000 here. Teacher: I'm going to have 5. Teacher: The score is 5.  [TARGET]Teacher: Now you play.[/TARGET] Teacher: What are you adding to each? Teacher: Come up right here. Teacher: What?
Teacher: You write on the paper. Teacher: Student P, Student D, Student G, and Student J over here. Teacher: And Student D, where are you?  [TARGET]Teacher: Pardon me.[/TARGET] Teacher: Tell Miss B we're taping today. Teacher: So you have to go see her. Student: Go.
Teacher: You write your 54 here. Student: Okay, I've got that one. Teacher: Give him his pencil.  [TARGET]Teacher: Oh, I took it.[/TARGET] Teacher: Here's your pencil. Teacher: I don't know what is really going on there. Teacher: Student C, go back to your seat please.
Teacher: You'll do that again for your artwork, and whatever's leftover will be the 10 percent for your bibliography. Teacher: Got it? Teacher: We can do the 20 percent.  [TARGET]Teacher: Are you finished?[/TARGET] Teacher: Are you finished with this? Student: Oh yeah, I'm finished with that. Teacher: That's fine.
Teacher: You're blocking Student D.  You can't be seen by the camera. Teacher: That's cool. Teacher: Now look carefully at these two different - [inaudible] honey.  [TARGET]Teacher: It's not your-[/TARGET] Student: He has his back towards the wall. Student: That's not fair. Student: If he can't be seen, we're not going to be seen.
Teacher: You're calling out, please. Teacher: [Crosstalk] Teacher: Student C, don't worry.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: I'll find where it is. Teacher: This is another way Student J did his homework. Teacher: Student J is really - all eyes here.
Teacher: You're doing B. Teacher: B is done? Student: I thought we were doing A.  [TARGET]Teacher: And you should not be writing in pen.[/TARGET] Student: [Inaudible] Teacher: You should not be writing with pen in math. Teacher: [Crosstalk]
Teacher: You're doing a good job. Teacher: Spread your cards here. Teacher: You have to.  [TARGET]Teacher: Just put your cards up here.[/TARGET] Teacher: Let me help you to make the first one. Teacher: This is - stop. Teacher: Student T, I don't appreciate you calling me half a monkey.
Teacher: You're done? Teacher: Okay. Teacher: You can play a game with the - who drew that?  [TARGET]Teacher: Step outside there and get your 5.[/TARGET] Teacher: Step by the door and get your 5. Teacher: Go get your card. Teacher: Get the card.
Teacher: You're going to be doing this problem as well. Teacher: I can take a point back. Teacher: Whatever you think.  [TARGET]Teacher: You are working as a team.[/TARGET] Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible]. Teacher: Time.
Teacher: You're going to click it with your finger. Teacher: I need you to give me 5. Teacher: What did I just say?  [TARGET]Teacher: You must not want to go outside.[/TARGET] Teacher: 4, 3, 2, 1. Teacher: Eyes on me, or eyes on Student Z. Teacher: We're going to see if Student Z's right.
Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report? Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here.  [TARGET]Teacher: I don't think Student S is by herself, is she?[/TARGET] Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here.
Teacher: You're going to do question number one, two, and three, then you do the other page, page 30. Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you.  [TARGET]Teacher: Look at the questions it's asking here.[/TARGET] Teacher: It says now look carefully at these different solutions. Teacher: This one here - you look here. Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below.
Teacher: You're going to get it now. Teacher: Stop the singing. Teacher: You guys, I will give you one minute.  [TARGET]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. 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: You're going to go to your sections where we listed out the people that live in your house. Teacher: You can close the door. Teacher: I'm going to count to 10.  [TARGET]Teacher: All whiteboards should be put away.[/TARGET] Teacher: Markers should be put away, reference books, and you should have out your study links. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Teacher: You still have things that need to be put away.
Teacher: You're going to need space, right? Teacher: Can you hold these? Student: Mm-hmm.  [TARGET]Teacher: Why don't you get a regular ruler instead of an angled ruler?[/TARGET] Teacher: I mean, why don't you try using a regular ruler? Teacher: Thank you, Student K.  What is that? Teacher: What are you using as your X axis?
Teacher: You're going to sit back here. Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C.  If I didn't call your name, raise your hand. Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go.  [TARGET]Teacher: If you sit at group one and I didn't call your name, go to group two.[/TARGET] Teacher: We'll stop then. Teacher: Go to group two if you're in the multiplication group. Teacher: You'll go to this group.
Teacher: You're gonna play another round or two. Teacher: At about 10:45 I'm gonna have you come back to the group, and we're gonna talk a little bit about what you did. Teacher: I need you to be sitting up.  [TARGET]Teacher: The nurse is calling mom.[/TARGET] Teacher: You don't write anything on these lines. Teacher: Just write the fraction part of the bar. Teacher: For number two, what is that fraction card?
Teacher: You're gonna try to determine whether these shapes are polygons or not polygons, and you're gonna work with a partner to do so. Teacher: So take a look at these again and notice what they have in common, those top three. Teacher: Notice what they have in common.  [TARGET]Teacher: I'm not gonna take comments.[/TARGET] Teacher: I want to see how you guys do working this out on your own with your partner. Teacher: And the bottom ones, you're gonna figure out why are they not polygons. Teacher: What is different from the ones on top?
Teacher: You're here. Teacher: Sit down. Teacher: Turn around.  [TARGET]Teacher: I'm going to give you because you're working hard.[/TARGET] Student: Thank you. Teacher: I'm going to give you another one too. Teacher: Good job.
Teacher: You're just splitting what's already there in half one more time. Teacher: Split the next set in half. Teacher: Good, very good, Student K.  I got people sitting here doing absolutely nothing.  [TARGET]Teacher: They're just sitting there breathing.[/TARGET] Teacher: You can number it on top or bottom, whichever is convenient for you. Teacher: You've got to split it again. Teacher: Where's your pencil?
Teacher: You're looking at me. Teacher: So I only have three of you in front of me, and I only had one person looking at me, okay? Teacher: So please make sure if I'm talking, you're looking at me.  [TARGET]Teacher: If Student R is talking, we look at Student R.  If Student Z is talking, we look at Student Z, and if Student T is talking, we look at Student T.  It's not enough that you're nice and quiet.[/TARGET] Teacher: The other part is yes, Student Z. Teacher: You have to look at the person talking. Teacher: I will do that for you, Student R.  That goes on the due side.