stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: You just need two colors. Teacher: [Crosstalk] Teacher: Let me count again.  [TARGET]Teacher: You need two crayons in 3, 2, 1.[/TARGET] Teacher: Now before you start drawing this array, I want you to think about when we write a math multiplication problem. Teacher: If I write 3 times 7, which one is for the rows and which one is for the columns? Teacher: Student H.
Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes. Teacher: Class, get ready to begin.  [TARGET]Teacher: You're gonna three minutes.[/TARGET] Teacher: [Students silently working] Teacher: Everybody stop at this time. Teacher: All pencils down.
Teacher: You just write your name and wait until I give you the go ahead. Teacher: You just wait until I give you the go ahead. Teacher: Right now it is only Student V is doing the test [inaudible] an additional two minutes.  [TARGET]Teacher: Class, get ready to begin.[/TARGET] Teacher: You're gonna three minutes. Teacher: [Students silently working] Teacher: Everybody stop at this time.
Teacher: You know [inaudible]. Multiple Students: [Inaudible]. Teacher: We have - shh.  [TARGET]Teacher: Will you guys stop talking?[/TARGET] Teacher: I can't remember how many cards I have. Teacher: You're going to ... place these face-down. Student: [Inaudible].
Teacher: You know how I expect you to work. Teacher: You're independent. Teacher: You're working on your homework.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Student J, tell me when it's 12:45. Teacher: All right. Student: Do we stop at 12:45?
Teacher: You know how to do math. Teacher: Where does the [inaudible] come from? Teacher: Continue.  [TARGET]Teacher: Finish your work.[/TARGET] Teacher: Student A, I'm not playing now. Teacher: Stop. Teacher: Turn around.
Teacher: You know how to play this game. Teacher: I've played it with you before. Teacher: [Inaudible].  [TARGET]Teacher: You're not fighting with it.[/TARGET] Teacher: Can you leave him alone and do your work? Teacher: We're not going to lunch until our math is done. Teacher: After we complete our math as we do as a class - I'm listening to you.
Teacher: You know that he was sitting there, and you were sitting here. Teacher: And the second he gets up to go do something, you're going to steal his seat. Student: [Inaudible].  [TARGET]Teacher: No.[/TARGET] Student: [Inaudible]. Teacher: He was here with that. Teacher: Unbelievable.
Teacher: You know the number. Teacher: Step back, please. Teacher: I want to know what you are seeing.  [TARGET]Teacher: Student B, you're kind of in the way right now.[/TARGET] Teacher: Student B.  I'm going to get about five people to tell me what they think it is, and then we're going to go from there. Teacher: Student M? Student: I see a 5 by 3 with a remainder of 2.
Teacher: You know this math. Teacher: I don't know why it is a problem. Teacher: Let's go.  [TARGET]Teacher: Solve the math.[/TARGET] Teacher: It said how would you explain to someone else how solution one works. Teacher: Explain to Ms. A how solution one works. Teacher: Tell me.
Teacher: You know what the problem you all are having, right here [inaudible]. Teacher: It's sad. Teacher: And I don't know what you're doing with the board up to 12.  [TARGET]Teacher: What are you doing?[/TARGET] Teacher: That's - why are you copying something that doesn't describe your graph? Student: [Inaudible]. Teacher: Number one.
Teacher: You know what to do. Teacher: If you've got to go, go. Teacher: You're going to miss this.  [TARGET]Teacher: I'm not waiting.[/TARGET] Teacher: That's the way it works. Teacher: I'm moving on, with or without you. Teacher: All right.
Teacher: You know what to do. Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere.  [TARGET]Teacher: The camera is seeing everywhere.[/TARGET] Teacher: That's not what we're talking about. Teacher: Let's do this. Student: Can I ask a question?
Teacher: You know what to do. Teacher: Try and do this math. Teacher: I will show you.  [TARGET]Teacher: Let me see people that are working hard, what I can give to them.[/TARGET] Teacher: If you throw that at him, you are going out. Teacher: People that are working hard, I'm going to go around and give them something. Teacher: Who is working hard?
Teacher: You know what - then you're gonna sit right here. Teacher: Okay. Teacher: So you need to double-check all that, 'cause is this right?  [TARGET]Teacher: 'Cause none of you were supposed to do this.[/TARGET] Student: I'm on our 900 chart. Teacher: Oh, good. Teacher: Are we working on this right now?
Teacher: You know what, boys? Teacher: Sit up. Teacher: Stop lying down.  [TARGET]Teacher: Sit up on your bottom now.[/TARGET] Teacher: [Crosstalk] Teacher: Do your work. Teacher: Don't blame her for what you're not doing.
Teacher: You know what, can you do me a favor - can you sit and work on that, please? Teacher: Okay, Louis, know what I need you to do? Teacher: I need you to do me a favor.  [TARGET]Teacher: I need you to really focus on what you're doing instead of rushing.[/TARGET] Teacher: Let's look at it, 'cause I'm looking - do you notice anything on it? Teacher: So we have -  Student: [Inaudible]
Teacher: You know what? Student: They're not mine! Teacher: I'm really sad that you're not doing the work because you're too - I will take care of this.  [TARGET]Teacher: Excuse me Teacher.[/TARGET] Teacher: I'm gonna come around and get the raisins 'cause they're too many people who can't do two things at once. Teacher: Please throw them in the trash please. Teacher: If you wanted them you would've already eaten them.
Teacher: You know what? Teacher: Excuse me. Student: Huh?  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Put all of these in here. Teacher: Why are you walking around and this is in your mouth? Teacher: Is that fourth grade behavior?
Teacher: You know what? Teacher: I have to say - I know some of you are playing games. Teacher: I'm talking now [Inaudible] to your voice.  [TARGET]Teacher: Sh![/TARGET] Teacher: I see a lot of improvement. Teacher: This is a hard concept, especially when you're talking about different wholes. Teacher: So we're gonna do a little more of it and then we're gonna do something else with fractions that might be [Inaudible].
Teacher: You know what? Teacher: I'm giving everybody a choice. Teacher: If this math is not done, we're not going out for recess.  [TARGET]Teacher: Do your math.[/TARGET] Teacher: You know what to do. Teacher: Leave him. Teacher: Camera is covering every place in the classroom, everywhere.
Teacher: You know what? Teacher: If I hadn't said anything you wouldn't be asking about it. Teacher: So why don't you just turn around and focus.  [TARGET]Teacher: What are we working on?[/TARGET] Teacher: We're working on fractions. Teacher: How are we doing on fractions? Teacher: Excellent.
Teacher: You know what? Teacher: It's a little disappointing when I can see that people have been using my supplies, a variety of them without asking. Student: [Inaudible]  [TARGET]Teacher: This is a waste of our time.[/TARGET] Teacher: All right, we're ready to go over some of this. Teacher: That means your pencils are down and your eyes are up. Teacher: Most people are ready.
Teacher: You know what? Teacher: It's not your business to tell them that they are wrong. Teacher: Sit down.  [TARGET]Teacher: Student J, you two need to stay in your seats.[/TARGET] Teacher: All right, eyes up here. Teacher: Eyes up here. Teacher: [Crosstalk]
Teacher: You know what? Teacher: Student B, sit down. Teacher: You know what?  [TARGET]Teacher: Student [L], no, Student A, sit down.[/TARGET] Teacher: Sorry. Teacher: Can I have Student T, stand up there, and Student J, uh, Student B.  I had Student B originally; it's weird for that. Teacher: So how many people total are standing in from of the board?
Teacher: You know what? Teacher: Student [L], no, Student A, sit down. Teacher: Sorry.  [TARGET]Teacher: Can I have Student T, stand up there, and Student J, uh, Student B.  I had Student B originally; it's weird for that.[/TARGET] Teacher: So how many people total are standing in from of the board? Multiple Students: Six. Teacher: So six makes up -
Teacher: You know where they are. Teacher: Student T, you're not supposed to go in front of that. Teacher: No, I'll bring them to you.  [TARGET]Teacher: Get up.[/TARGET] Teacher: [Crosstalk] Teacher: Are you talking about this? Student: Yes.
Teacher: You know where they are. Teacher: [Crosstalk] Student: Can we use a compass?  [TARGET]Teacher: No.[/TARGET] Teacher: You don't need a compass for anything. Teacher: [Crosstalk] Student: I'd just use a pencil if you can't use a crayon.
Teacher: You know. Student: One-tenth of - Teacher: Shh.  [TARGET]Teacher: Don't say it.[/TARGET] Teacher: What's one-tenth of 85? Student: Eight point five. Teacher: Yes.
Teacher: You left it on the table. Teacher: Do not tear the bag up. Teacher: You don't open it like that.  [TARGET]Teacher: Student A, take the bag.[/TARGET] Teacher: Get out one dollar and divide it into fifths, five equal groups. Teacher: Now were you able to use the quarters? Multiple Students: No.
Teacher: You look at a fraction, and you ask yourself, if it could be any smaller. Teacher: Is there any equivalent fraction here? Teacher: Can you divide two sixths by something to make it an equivalent fraction that is smaller?  [TARGET]Teacher: I'm going to wait because everybody's just sitting there.[/TARGET] Teacher: Two sixths is as small as that can be? Multiple Students: No. Teacher: Okay.
Teacher: You look on the number line. Teacher: All right? Teacher: Everything on this side is positive.  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Yeah, here you go. Teacher: Everything on this side is negative. Teacher: It is less than zero.
Teacher: You lost what? Student: My math notebook. Teacher: Don't worry about it.  [TARGET]Teacher: For now use your [inaudible] paper.[/TARGET] Teacher: I will give it to you later on. Teacher: I don't want you to call out, Student S.  Student A wants to answer. Teacher: How would you tell a 3rd grader how to do this math?
Teacher: You may get started. Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two.  [TARGET]Teacher: Do you need me to turn off the lights, or are you okay with it?[/TARGET] Teacher: I would probably start with what do we know based on that chart, or report, and a ruler. Teacher: Just today? Teacher: Okay.
Teacher: You may go [inaudible], please. Student: What? Student: [Crosstalk]  [TARGET]Teacher: Thank you, thank you.[/TARGET] Teacher: Thanks. Teacher: Good job. Teacher: You did a good job, guys.
Teacher: You may have to use more than one operation, like I used times and I used plus. Teacher: Student D, for the second time I'm telling you, we are watching right now. Teacher: The last thing we are going to do, we are going to follow.  [TARGET]Teacher: Can you all see this chart?[/TARGET] Multiple Students: Yes. Teacher: We are going to determine the fourth number, determine the number in the series by following the rule. Teacher: This says [inaudible] a pattern.
Teacher: You may not move to the rug. Teacher: You may not go to the table today. Teacher: I don't want anyone out of their seat walking around today.  [TARGET]Teacher: You are to stay in your seat.[/TARGET] Teacher: You can choose to work with someone immediately next to you, or you can choose to work alone. Teacher: I will be walking around. Teacher: Student E, are you allowed to go to the horseshoe table today?
Teacher: You may take it out. Teacher: Page 59. Teacher: Lesson 13.2.  [TARGET]Teacher: Student L, sit up.[/TARGET] Teacher: Shh. Teacher: Okay. Student: What page?
Teacher: You may, Student J. Student: Can I go after he goes back? Teacher: Yes.  [TARGET]Teacher: Student C, sit down please.[/TARGET] Student: Is that the answer? Teacher: Don't erase. Teacher: Do it here.
Teacher: You may. Teacher: No, no. Teacher: I have a team working here.  [TARGET]Teacher: You need to sit quietly on the rug.[/TARGET] Teacher: [Crosstalk] Teacher: Guys, I have a whole team here. Teacher: So sit in the tile area.
Teacher: You met with me yesterday? Teacher: [Crosstalk] Teacher: Five, four.  [TARGET]Teacher: Student A, the only way to actually learn something is you have to physically try it.[/TARGET] Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers. Teacher: The numbers are not going to solve themselves. Teacher: You have to try, okay?
Teacher: You might want to look at that line plot one more time. Teacher: Look up there on the board sweetie. Teacher: Turn around.  [TARGET]Teacher: I want you to study it carefully.[/TARGET] Teacher: Okay, thank you. Teacher: I don't see it written down. Teacher: You have to explain whether it's good or bad.
Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over. Teacher: Okay, what do you need, Student A?  [TARGET]Teacher: What are you looking for?[/TARGET] Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you. Teacher: The next one we're gonna model is what?
Teacher: You need a pencil. Teacher: What's the problem? Teacher: Sit here.  [TARGET]Teacher: You want to work with me?[/TARGET] Teacher: Let's work with me, come on. Teacher: Come on, work with me. Teacher: Come on, work with me here.
Teacher: You need it now. Teacher: Okay. Teacher: I would like to show how smart you are, today.  [TARGET]Teacher: You're being taped.[/TARGET] Teacher: We're going to do data. Teacher: Data about us. Teacher: What's data?
Teacher: You need one? Teacher: Okay. Student: [Inaudible]  [TARGET]Teacher: Who else - put that away.[/TARGET] Teacher: We'll just give you a new one. Teacher: Guys, if yours didn't come out perfect, I'd rather just give you a brand new one, okay? Teacher: 'Cause these are gonna - we're gonna go back to these a few times.
Teacher: You need six, that's the one, and some people already did a few. Teacher: They understand. Teacher: But now I know they're gonna kind of be mm.  [TARGET]Teacher: Now, listen, I'm gonna have people go back to their seats, but not everybody.[/TARGET] Teacher: All right, Student M, you may go back, Student O, Student O you may work with Student M if you want to. Teacher: But if you - now, I'm gonna walk around and see. Teacher: All right.
Teacher: You need them. Student: Teacher? Teacher: Put this away please.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: One each. Teacher: The rest go just in a little pile. Student: One each.
Teacher: You need to add this number up. Teacher: Plus, plus all of them. Teacher: How do you want to break to it?  [TARGET]Teacher: Student X and C, the noise is too much.[/TARGET] Student: [Inaudible]. Teacher: Uh-huh, how do you want to break this? Teacher: Okay, see as I know you know how to do that each time.
Teacher: You need to be listening and you need to be focused on your work. Teacher: Student J, you're not getting out of your seat without permission. Teacher: Enough.  [TARGET]Teacher: Let's have Student A's group sit over there.[/TARGET] Teacher: Let's have Student A's group sit here. Teacher: [Crosstalk] Teacher: Student J, whose group are you in?
Teacher: You need to be ready and attentive. Teacher: Do you know what that means? Student: No.  [TARGET]Teacher: Focused.[/TARGET] Teacher: Student J, I'm not expecting you to memorize the fractions and percentages. Teacher: You can use that as a reference. Teacher: So don't sit there and don't give yourself a brain cramp trying to memorize these.
Teacher: You need to get a tub. Teacher: Eagles, you need to start working. Teacher: Student S, you need to start working.  [TARGET]Teacher: Student J, you need to start working.[/TARGET] Teacher: Are we working? Teacher: Excellent job, this group over here. Teacher: What are you doing, sweetie?
Teacher: You need to get control. Teacher: That's it. Teacher: One more time.  [TARGET]Teacher: We will not go over this, we will not do centers.[/TARGET] 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.
Teacher: You need to listen now, and I do not want to take them away because you are all not listening. Teacher: Right? Teacher: Take your hands off the shapes.  [TARGET]Teacher: I don't want to spend anymore time on this.[/TARGET] Teacher: This sheet is your key. Teacher: It's different. Teacher: Yesterday when we were working with the pattern box, we made our own key, right?
Teacher: You need to look at the opposite sides, not where this line meets up with this line to form a right angle. Teacher: That's a vertex. Teacher: That's a corner.  [TARGET]Teacher: Are you listening, Student K?[/TARGET] Teacher: Eyes over here. Teacher: You have to look at the opposites, Student D.  If you want to see whether they're intersecting or parallel, look down here, look over there. Teacher: Quadrilaterals, sometimes, always or never?
Teacher: You need to look at the tenths, the ones, and the thousandths. Teacher: If there's seven tenths here, there's eight tenths here, and all of these numbers are going to be in between. Teacher: You're just making the 10 smaller, and smaller, and smaller.  [TARGET]Teacher: I talked to your father this morning, and there you are, acting like a fool.[/TARGET] Teacher: You know what? Teacher: You don't have to look at her, because you're in front of her. Teacher: Last one.
Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay? Teacher: Who is my noise control person? Teacher: Okay.  [TARGET]Teacher: Keep it down in here, okay?[/TARGET] Teacher: That's your job. Teacher: Motivator. Teacher: Rah.
Teacher: You need to speak up Student N because most the time you have the right answers but for some reason you don't want to say them loud enough. Teacher: Next, girls. Teacher: Whose turn is it?  [TARGET]Teacher: How are we doing over here?[/TARGET] Multiple Students: Good. Student: One fifth is equal to 20 percent. Teacher: What happened?
Teacher: You need to switch your chair. Teacher: You need to get a tub. Teacher: Eagles, you need to start working.  [TARGET]Teacher: Student S, you need to start working.[/TARGET] Teacher: Student J, you need to start working. Teacher: Are we working? Teacher: Excellent job, this group over here.
Teacher: You need to think, and I'm letting people think. Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk]   [TARGET]Teacher: Hold on.[/TARGET] Teacher: Excuse me. Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number.
Teacher: You need to think, and I'm letting people think. Teacher: I'm letting people think, and then [inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Excuse me. Teacher: We said one fourth is six pieces out of 24 and we put it here, right? Teacher: One half is 12 pieces out of 24, and we could see half - half of half is fourth, half of fourth is eighth, because of the number.
Teacher: You need to turn around, you two. Teacher: Just leave them. Teacher: Go ahead.  [TARGET]Teacher: Student S, they're not doing this for you.[/TARGET] Teacher: They're doing this with you. Teacher: Pay attention to what Student H is doing. Teacher: So then how many total are in the scoop?
Teacher: You need to write the equation, please. Teacher: 8 sticker sheets divided by 2 for each person. Teacher: You need to have this equation written on your paper.  [TARGET]Teacher: When I come around if you don't have it written on your paper, initials will go on the board because you did not follow directions.[/TARGET] Student: Do we have to do the tips too? Teacher: You do not have to do the tips too. Teacher: You just need to get this equation.
Teacher: You need you have your desk the way I have it. Teacher: You don't need to be facing my desk. Teacher: If you have your hand up, Student A is coming around with the pink paper.  [TARGET]Teacher: Why are you on the floor?[/TARGET] Teacher: You should be finishing that white paper first. Teacher: Raise your hand. Teacher: Student T, what do you need?
Teacher: You need your grids, your pencil and your workbook. Teacher: You know what, Student O? Student: What?  [TARGET]Teacher: If this continues you're going to be asked to leave.[/TARGET] Student: Okay. Teacher: At the red table can I have Student C and Student K and Student B and Student K and Student K.  Can you guys work at the red table? Teacher: Bring a chair and give each other some space.
Teacher: You need your math journal and you need a pencil. Teacher: So if you will get those things really quickly while I set the computer up. Teacher: I am looking for the group that's ready.  [TARGET]Teacher: Could you get me a poster board?[/TARGET] Teacher: Can you use highlighters? Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working.
Teacher: You only have one job, okay? Teacher: Put it on your desk. Teacher: That's your job today.  [TARGET]Teacher: Then pass the envelope to someone next to you, and they're going to do the same.[/TARGET] Teacher: Pass the envelope to the next person, and they're going to do the same thing. Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion.
Teacher: You only need to use one. Teacher: All right. Teacher: Oops.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Oh no. Teacher: I know. Teacher: That's what I almost did.
Teacher: You only need two white boards and two dry erase markers. Teacher: So take out your dry erase markers, those of you that have them. Teacher: Student E, go to Ms. M's room.  [TARGET]Teacher: Bye.[/TARGET] Teacher: Student J, you have to go to Ms. J's room. Teacher: I forgot. Teacher: You're not taking part in the study, so you've got to go.
Teacher: You put the money back. Teacher: She didn't take it with her. Teacher: Why didn't you take it with you?  [TARGET]Teacher: You left it on the table.[/TARGET] Teacher: Do not tear the bag up. Teacher: You don't open it like that. Teacher: Student A, take the bag.
Teacher: You ready? Teacher: All right. Teacher: With your fingers.  [TARGET]Teacher: I saw Student C and Student D doing it, let me see the rest of you guys put your fingers on the strip.[/TARGET] Teacher: 12 multiplied by -- Multiple Students: 12 multiplied by -- Teacher: What number is --
Teacher: You round. Teacher: What's in your mouth? Teacher: What is that?  [TARGET]Teacher: Throw that away.[/TARGET] Teacher: That's bad for your teeth. Teacher: Does 16 go into 8? Teacher: No.
Teacher: You said that there are 12 inches in a yard. Student: I don't get it. Student: I don't get it.  [TARGET]Teacher: Slow down.[/TARGET] Teacher: It's the same thing. Teacher: It's the same thing. Teacher: You're going from what unit to what unit?
Teacher: You said that you took this off. Teacher: So how can we show that you took that off? Teacher: Okay.  [TARGET]Teacher: So this is no longer here.[/TARGET] Student: And then I put it here. Teacher: And you put it there. Teacher: Okay.
Teacher: You said you brought markers. Teacher: Pick them up. Teacher: [Crosstalk among students]  [TARGET]Teacher: Back to you seat quickly please.[/TARGET] Teacher: Shh, back to your seat. Teacher: That way. Teacher: Clearly you can't get through that way.
Teacher: You say three thirds and one whole cancel each other out. Teacher: You guys know how to figure this out. Teacher: I'll open the window.  [TARGET]Teacher: You've got to -if you're talking about math, that's all right, but you need to calm it down a little bit.[/TARGET] Teacher: There's lots of play going on over here. Teacher: You're only supposed to be playing with your partner. Teacher: I assigned you partners already.
Teacher: You see here? Teacher: Pick your work. Student: Teacher?  [TARGET]Teacher: It's time for you to write it.[/TARGET] Teacher: You can rewrite it. Student: Is this? Student: Teacher?