stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: While you're waiting what I'd like for you to do is plot these points on the grids of your coordinates, please. Teacher: Plot this grid as I'm pulling up the next activity. Teacher: Plot these points please, everyone.  [TARGET]Teacher: I've asked you to put the book away.[/TARGET] Teacher: Plot them on your coordinate, right here. Teacher: Start plotting them on your coordinate plane. Teacher: It doesn't matter if you have several of them.
Teacher: Who agrees with radius, give me a thumbs up? Teacher: Good. Teacher: Now, I know it's not a diameter, because a diameter is a - a, diameter, um, oh, I don't remember.  [TARGET]Teacher: Student H, help me out.[/TARGET] Student: So it's a line that goes straight through the center and it touches both sides. Teacher: Couldn't say it any better myself. Teacher: It's a line that goes straight through the center that touches both sides of the circle, very good.
Teacher: Who can read part two? Teacher: You've already done number one. Teacher: Read, and re-read.  [TARGET]Teacher: Who can read part two?[/TARGET] Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps. Teacher: So, we've done step one, yes.
Teacher: Who can tell me what is a multiple, what is a factor? Teacher: Turn and talk to your partner for a moment. Teacher: [Students working noisily]  [TARGET]Teacher: Sit with tolerance.[/TARGET] Teacher: If you don't think you can sit with focus, then you're going to be sitting in a chair. Teacher: All right, one, two, three, eyes on me. Multiple Students: One, two, eyes on you.
Teacher: Who can tell me, what is the commutative property? Teacher: You see it right up there. Teacher: Okay.  [TARGET]Teacher: Listening, looking.[/TARGET] Teacher: Listening, looking. 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: Who has a dry eraser? Student: [Inaudible]. Teacher: Yeah.  [TARGET]Teacher: Who has a dry eraser?[/TARGET] Student: Student T threw it somewhere. Student: No, I didn't. Student: Yes, you did.
Teacher: Who has not come up to the board? Teacher: That would like to? Teacher: Our problem is - excuse me.  [TARGET]Teacher: I cannot hear anybody else talking except me.[/TARGET] Teacher: Get it together. Teacher: Make the right decision. Teacher: The problem is 14 minus 2 times 6 plus 7 minus 6.
Teacher: Who has not come up, yet? Teacher: Student O, come on up. Teacher: Hi.  [TARGET]Teacher: Remember, we're going to try and stay quiet and focus on the game.[/TARGET] Student: Come on, Student R.  [Inaudible]. Multiple Students: [Crosstalk]. Student: Get positive.
Teacher: Who is doing your graph, here? Student: She's [inaudible]. Teacher: No.  [TARGET]Teacher: No.[/TARGET] Teacher: No. Teacher: Who is doing the graph? Student: [Inaudible].
Teacher: Who is going to start? Teacher: Write a temperature in the corner. Teacher: Turn so you don't see it.  [TARGET]Teacher: Turn.[/TARGET] Teacher: Okay. Teacher: That number is not on there. Teacher: You can't use that number.
Teacher: Who is my noise control person? Teacher: Okay. Teacher: Keep it down in here, okay?  [TARGET]Teacher: That's your job.[/TARGET] Teacher: Motivator. Teacher: Rah. Teacher: Rah.
Teacher: Who is the recorder. Teacher: Your job is going to be super important in a few minutes, okay? Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder.  [TARGET]Teacher: Okay, supply monitor, you have all the supplies?[/TARGET] Student: Yes. Teacher: Okay. Teacher: I need the supply monitor.
Teacher: Who is the task manager at team three? Teacher: Is your group all set? Teacher: Check out your group.  [TARGET]Teacher: Make sure everyone's all set.[/TARGET] Teacher: Supply monitors, if you have extra papers, put them right back in you folder. Teacher: Nice job, Student H.  You can move your clothespin. Teacher: You're doing a nice job with your supplies.
Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please.  [TARGET]Teacher: Who is the task manager at team three?[/TARGET] Teacher: Is your group all set? Teacher: Check out your group. Teacher: Make sure everyone's all set.
Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set? Teacher: Give me a thumbs-up if your group is all set.  [TARGET]Teacher: Who is the task manager of team four?[/TARGET] Teacher: Waiting to find out if your group is all set. Teacher: Give me a thumbs-up if your group is all set, please. Teacher: Who is the task manager at team three?
Teacher: Who is this one? Student: That's you, Student C. Teacher: Come on, Student C's group.  [TARGET]Teacher: We're waiting.[/TARGET] Student: [Inaudible]. Teacher: Did you guys do the right ones? Teacher: No, it doesn't look like it to me.
Teacher: Who is working hard? Teacher: Is Student D working? Teacher: Come in here.  [TARGET]Teacher: I'm visiting Student D.  Student D, you're not supposed to be here.[/TARGET] Teacher: You're here. Teacher: Sit down. Teacher: Turn around.
Teacher: Who thinks otherwise? Teacher: Student I? Student: [Inaudible].  [TARGET]Teacher: Can you sit still?[/TARGET] Teacher: Now speak. Teacher: Look up. Student: I think she should underestimate, because if she overestimates, she might have less than she thinks.
Teacher: Who thinks they can put a 1 in the ten thousandths place? Teacher: I want you to do that in the value chart. Teacher: Student E, why don't you read that number for me.  [TARGET]Teacher: I need a whisper.[/TARGET] Teacher: Very good. Teacher: Count five digits from here. Teacher: Okay.
Teacher: Who told you? Teacher: You're blocking Student D.  You can't be seen by the camera. Teacher: That's cool.  [TARGET]Teacher: Now look carefully at these two different - [inaudible] honey.[/TARGET] Teacher: It's not your- Student: He has his back towards the wall. Student: That's not fair.
Teacher: Who was it? Student: Student M. Teacher: Student M, that's enough.  [TARGET]Teacher: You can come have a seat right over here.[/TARGET] Teacher: Your time is up. Teacher: [Crosstalk] Teacher: Quickly.
Teacher: Who was your timer? Teacher: Nice job, Student D, move your clothespin up. Teacher: Nice job.  [TARGET]Teacher: Any other timers give their group a warning?[/TARGET] Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up. Teacher: I'll let everyone know you have about three, four minutes.
Teacher: Who would like to do this? Teacher: Student J? Teacher: Here you go.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Remember our manners. Teacher: [Student working on problem]. Teacher: [Silence].
Teacher: Who would take that deal? Student: Nobody. Student: I wouldn't.  [TARGET]Teacher: Show me.[/TARGET] Teacher: Don't yell at me. Teacher: Show me. Teacher: Show me.
Teacher: Who's your partner? Teacher: Get over there. Teacher: This is math.  [TARGET]Teacher: This is not cleaning up folks.[/TARGET] Teacher: This is not throwing away paper. Teacher: Go over there. Teacher: You should have already had more than one game.
Teacher: Who's your partner? Teacher: Where have you been? Student: I was looking at my-  [TARGET]Teacher: You're joining Student D and Student A.[/TARGET] Teacher: If you need directions, here they are. Teacher: Student J, who's your partner? Student: Student K.
Teacher: Whoever is not finished. Teacher: Speak loud. Teacher: [Inaudible] you not listen.  [TARGET]Teacher: Listening.[/TARGET] Student: The title of - the title of my graph is, "Favorite Food."  The research shows that people like spaghetti, chicken, and crabs. Student: [Inaudible] is it? Teacher: Underneath the [inaudible].
Teacher: Whoever's whistling, please stop. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Okay, thank you, Student S.  Thank you, Student C.  Thank you, Student C and Student A.[/TARGET] Teacher: Thank you, Student W.  Student M, face forward. Multiple Students: [inaudible chatter] Teacher: Okay.
Teacher: Whoever's whistling, please stop. Multiple Students: [inaudible chatter] Teacher: Okay, thank you, Student S.  Thank you, Student C.  Thank you, Student C and Student A.  [TARGET]Teacher: Thank you, Student W.  Student M, face forward.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Okay. Teacher: I have an extra one.
Teacher: Whose is this? Teacher: Girls, have you got it added? Teacher: Then we're not talking.  [TARGET]Teacher: Student B, you're not helping Student H at all.[/TARGET] Teacher: [End of Audio]
Teacher: Whose seat is that? Teacher: Set it over there. Teacher: Show me you're ready.  [TARGET]Teacher: Student A, I have not given you directions yet.[/TARGET] Teacher: Guys, I didn't ask you to pull anything out of the buckets yet. Teacher: I said put the bucket in front of you. Teacher: Now we are going to go back and review.
Teacher: Who's A here? Student: Me. Teacher: Who's A and who's B?  [TARGET]Teacher: You join them over here please.[/TARGET] Teacher: You are C. Student: Do we have to do the test again? Teacher: So let's start now, two minutes.
Teacher: Who's making that noise? Teacher: Okay. Teacher: Can we stop that please.  [TARGET]Teacher: That's a warning.[/TARGET] Teacher: Five goes into forty-nine? Teacher: Nine times. Teacher: What's five times ten?
Teacher: Who's my rah-rah person? Teacher: Student B? Teacher: Nice.  [TARGET]Teacher: Student B?[/TARGET] Teacher: Awesome. Teacher: I think you're going to make a great motivator. Teacher: You've got nice things to say about people, don't you?
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?  [TARGET]Teacher: You're having some trouble?[/TARGET] Teacher: Did you check it? Teacher: You must check it to see if it's correct, okay? Teacher: [Long pause]
Teacher: Who's the task manager? Teacher: Okay, let him decide. Teacher: How would you like everyone to share their answers?  [TARGET]Teacher: Okay, so everyone is going to do part A first?[/TARGET] Teacher: Okay. Teacher: Okay, so tell them what to do. Teacher: Who's the recorder?
Teacher: Who's your partner? Teacher: Student J, right here. Teacher: Who is your partner?  [TARGET]Teacher: Put that away.[/TARGET] Teacher: I've already asked you. Teacher: How many people don't have a package of rods? Teacher: Just one?
Teacher: Why Student A? Student: Because there is only three blue saucers and the rest are different. Teacher: Okay; very good.  [TARGET]Teacher: What is our fraction now if we're - I'm not gonna hold anything up.[/TARGET] Teacher: I'm gonna back off of holding. Teacher: This time it's only you participating. Teacher: Mrs. S is not.
Teacher: Why are you all yelling at him? Teacher: That's very rude. Teacher: Sit up.  [TARGET]Teacher: Leaning on it probably isn't helping.[/TARGET] Teacher: Student D, are you getting these down, hon? Student: Are you going to be here tomorrow? Teacher: Yes.
Teacher: Why are you being so mean to me, today? Teacher: Because my face is all messed up, you think you can be mean to me? Student: What happened to you?  [TARGET]Teacher: Student M, [inaudible] in the face.[/TARGET] Student: I did not. Teacher: Oh, well, then you better watch the way you're talking to me. Student: [Laughter].
Teacher: Why are you changing this one? Teacher: Find the common denominator. Teacher: If you have to-please don't make a McDonald's line.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Write this down. Teacher: Figure out which one is-that they both have the same. Teacher: The first one you hit that they're both the same.
Teacher: Why are you doing math in a red pen? Student: I didn't have my pencil. Teacher: Yeah, but when do we ever do an assignment, especially math, with a pen?  [TARGET]Teacher: [Inaudible] follow directions.[/TARGET] Student: [Inaudible]. Teacher: Did you - weren't you in class when we set up these problems? Teacher: Like the ones from the book, where we used the boxes, where we wrote boxes?
Teacher: Why are you getting confused? Teacher: You're just splitting what's already there in half one more time. Teacher: Split the next set in half.  [TARGET]Teacher: Good, very good, Student K.  I got people sitting here doing absolutely nothing.[/TARGET] Teacher: They're just sitting there breathing. Teacher: You can number it on top or bottom, whichever is convenient for you. Teacher: You've got to split it again.
Teacher: Why are you still focused on that when we're here right now? Teacher: You should have raised your hand when we were on that problem. Teacher: So why don't you focus on this?  [TARGET]Teacher: If you're still focused on that problem, you're not learning.[/TARGET] Teacher: So you need to focus. Teacher: Do you have a question with this? Teacher: Have you been paying attention?
Teacher: Why are you still touching your shapes? Student: [Inaudible]. Teacher: I don't care.  [TARGET]Teacher: Student D, you will have silent lunch today.[/TARGET] Teacher: They sorted by the triangles, so they had two triangles. Teacher: Anything that looked like a square they put in as a square. Teacher: What was this one?
Teacher: Why are you stuck on that when we're here? Teacher: Why are you still focused on that when we're here right now? Teacher: You should have raised your hand when we were on that problem.  [TARGET]Teacher: So why don't you focus on this?[/TARGET] Teacher: If you're still focused on that problem, you're not learning. Teacher: So you need to focus. Teacher: Do you have a question with this?
Teacher: Why are you touching your shapes right now? Teacher: Why are you still touching your shapes? Student: [Inaudible].  [TARGET]Teacher: I don't care.[/TARGET] Teacher: Student D, you will have silent lunch today. Teacher: They sorted by the triangles, so they had two triangles. Teacher: Anything that looked like a square they put in as a square.
Teacher: Why are you up, Student D? Teacher: We did that part. Student: I told you.  [TARGET]Teacher: Now let's decide.[/TARGET] Teacher: Excuse me. Teacher: Everything is not an argument. Teacher: Let's decide - you all decided for Student B to draw the graph, correct?
Teacher: Why aren't the words how many a word you should underline, Student E? Student: Because it's asking us to get the answer, it's not telling us the answer in the problem, because if it was then it would be a different type of question. Teacher: Student K, did you hear her?  [TARGET]Teacher: Can you get up and speak to your peers please, louder?[/TARGET] Teacher: Face them and talk to them. Student: How many isn't a keyword because it's not - it's asking us to get an answer, not telling us the answer, because if it was then it would be a different type of question instead of how many different ways could Pat have ordered his ice cream cone. Teacher: So again, let's focus on the keywords.
Teacher: Why could there be different answers? Teacher: Student M? Student: [Inaudible].  [TARGET]Teacher: Put the book away.[/TARGET] Student: [Inaudible]. Teacher: When you say added it differently, could you see exact amounts on those bar graphs? Teacher: No, because it was a range.
Teacher: Why did you fix that? Teacher: [Crosstalk] Teacher: Now, simple erase.  [TARGET]Teacher: Sh.[/TARGET] Teacher: All right, Student D and Student M, would you explain to us - why don't you both come on up here and explain to us what you did and where you had to rethink what you did? Teacher: All eyes are on Student D and Student M.   Student: [Inaudible].
Teacher: Why did you hit him? Student: I didn't hit him. Student: Yes you did.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Don't do that. Teacher: [Inaudible]. Teacher: Let me see what you've done.
Teacher: Why didn't you take it with you? Teacher: You left it on the table. Teacher: Do not tear the bag up.  [TARGET]Teacher: You don't open it like that.[/TARGET] Teacher: Student A, take the bag. Teacher: Get out one dollar and divide it into fifths, five equal groups. Teacher: Now were you able to use the quarters?
Teacher: Why do we call this one eighth? Teacher: Okay. Teacher: Why do we call this one eighth?  [TARGET]Teacher: Oh, somebody's ready.[/TARGET] Teacher: Student N, can you explain? Teacher: Yes. Teacher: Wait.
Teacher: Why do you have one, two, three, four groups of two, and then you do another group of two, but in this one you only colored in one? Student: Um. Teacher: Speak loud, so everybody can hear you.  [TARGET]Teacher: I know you're louder than what you're talking.[/TARGET] Teacher: Go ahead. Student: Well, I [inaudible], but I only colored in one block of this one to show that it meant one-half of the block. Student: And then I colored in these four to show the four wholes.
Teacher: Why do you have that first? Student: I did that first because - Student: [Crosstalk among students]  [TARGET]Teacher: You know what?[/TARGET] Teacher: Student S is waiting because people are making noise over there. Teacher: She's the one we're tracking and the one that we're listening to right now. Teacher: Go ahead.
Teacher: Why do you think 6? Teacher: And I think that's what I saw from everybody. Student: [Inaudible].  [TARGET]Teacher: I don't want to see or hear any cubes right now.[/TARGET] Teacher: Thank you. Teacher: Go ahead, Student J. Student: [Inaudible].
Teacher: Why doesn't Student D just read the question? Teacher: [Inaudible] he's not supposed to go step-by-step. Teacher: [Crosstalk]  [TARGET]Teacher: Then you wait.[/TARGET] Teacher: That is the essence of working together, so the two of you can share ideas. Teacher: [Crosstalk] Teacher: Did you read the step before you did question number seven?
Teacher: Why don't we do it this way? Teacher: What does the 8, the denominator, what does that represent? Teacher: The total number of pillows.  [TARGET]Teacher: Jaguars, up here.[/TARGET] Student: I'm listening. Teacher: You're not looking though. Teacher: 8 represents the total number of pillows.
Teacher: Why don't you do this instead of just sitting there? Teacher: What's your interval that you chose again? Teacher: Student T, by the time you're done drawing the line, it's time to go home.  [TARGET]Teacher: Come on.[/TARGET] Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can. Teacher: [Inaudible]. Teacher: This is your partner over here, right?
Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars. Teacher: You're going to need space, right?  [TARGET]Teacher: Can you hold these?[/TARGET] Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler? Teacher: I mean, why don't you try using a regular ruler?
Teacher: Why don't you come here and, Student D, you can go there. Teacher: [Crosstalk] Teacher: Boys, I want it stopped.  [TARGET]Teacher: I'm not gonna tell you again.[/TARGET] Teacher: If I do, I'm calling home. Teacher: Right in computer lab. Teacher: Student T, you can stay here.
Teacher: Why don't you have a two-column chart with the two labels? Teacher: I'm not sure why you're putting anything in that scale. Teacher: Go sit down and read the directions again.  [TARGET]Teacher: Put all the weights down.[/TARGET] Teacher: You're not following directions. Teacher: You guys are better at following directions than that. Teacher: You haven't done anything it says except for making a chart.
Teacher: Why is it important to have a unit? Teacher: Why is it important to have a unit? Teacher: Oh, come on now.  [TARGET]Teacher: All hands should be raised.[/TARGET] Teacher: Why is this so important to have a unit when we're measuring? Teacher: Well, there's a big difference here, isn't there? Teacher: Think about it.
Teacher: Why is it three fourths? Teacher: How do you know? Teacher: How do you know three fourths?  [TARGET]Teacher: Speak louder.[/TARGET] Student: Because if you shade in three [inaudible], it would be three - it would be three - it would be three, because the whole number is four, and if you shade in three, it would be three out of four. Teacher: Three out of four. Teacher: Okay, three fourths, because the denominator is the number of equal parts in all.
Teacher: Why, Student T - I'm gonna walk you through it. Teacher: I know you're not gonna wanna talk. Student: [Inaudible].  [TARGET]Teacher: Why is that not true, Student T?[/TARGET] Student: [Inaudible]. Student: 100 times 10 is 1,000. Teacher: Oh, Student T said, Teacher H, that's not true, because 100 times 10 equals 1,000.
Teacher: Why? Student: Because the eight is bigger than the [inaudible]. Teacher: Because the eight is larger than five.  [TARGET]Teacher: Thirty-three million, four hundred fifty-two thousand - excuse me.[/TARGET] Teacher: Four hundred fifty-three thousand. Teacher: All right, next. Teacher: It says 100 thousand.
Teacher: Why? Student: 'Cause [inaudible]. Teacher: Why Student K?  [TARGET]Teacher: I can't hear you.[/TARGET] Teacher: You think about 30. Teacher: Why? Student: Yeah, because a lot of people got that same amount.
Teacher: Why? Teacher: Did I ask you to do that? Teacher: No, I didn't think so.  [TARGET]Teacher: Turn around and get your own work done.[/TARGET] Teacher: Why do you have an extra one? Teacher: Didn't I ask for you to check your third? Teacher: Do you know what you're doing?
Teacher: Why? Teacher: Show me where your $5.98 is, and I'll bring more dimes. Teacher: When I come back you're going to tell me why you need more dimes.  [TARGET]Teacher: Push your chair in if you're not going to sit.[/TARGET] Teacher: Push your chair under so people can walk by. Teacher: Explain to me why you need more dimes. Student: We did 10 of them and another 10 [inaudible].
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: Awesome. Teacher: Okay.  [TARGET]Teacher: I see some of you - did I tell you to put your book away or just close it up?[/TARGET] Teacher: [Crosstalk] Teacher: I need your area clean so that we can go. Teacher: I need you to quietly stand up and push your chair in please.
Teacher: Will you please go get an eraser? Teacher: Thank you. Teacher: Your marker's dying because you were drawing.  [TARGET]Teacher: So you can just sit there.[/TARGET] Teacher: Okay. Teacher: Keep going. Teacher: I see a lot of people that are stuck on the three one.
Teacher: With a ruler. Teacher: And you can't choose the same item, so start thinking about what item you're going to choose to estimate to be an ounce. Teacher: Tell your team and write it down.  [TARGET]Teacher: Are we waiting for somebody?[/TARGET] Teacher: Who's our reader? Teacher: Student D, what did you do with the paper I gave you? Teacher: Here it is.
Teacher: With a splish and a splash and a slosh the three Billy's grabbed their rubber duckies and jumped into the car pool. Teacher: "We'll, just wait and wait for someone to jump in and join us," said Billy Beau with a bob. Teacher: The troll grumbled, "Crazy kids."  [TARGET]Teacher: He shook his head at the silliness and stomped back to his caldron.[/TARGET] Teacher: And then, clickety-clack, clickety-clack, clickety-clack, "Who's crossing my bridge?" shouted the troll. Teacher: "It's just us, the three bears from the other side of the river," answered the big poppa bear. Teacher: "We're talking a walk through the woods before dinner."
Teacher: With me. Teacher: Let's go. Teacher: Okay.  [TARGET]Teacher: If I call your name again, you're supposed to be here.[/TARGET] Teacher: Those people are over here. Teacher: Let's go. Teacher: Are you all ready to do some division?
Teacher: With your fingers. Teacher: I'll wait a second. Multiple Students: [inaudible chatter]  [TARGET]Teacher: I want you to copy this down, and then you can work on your own, sure.[/TARGET] Multiple Students: [inaudible chatter] Teacher: I'll wait for you guys to have your pencils down. Multiple Students: [inaudible chatter]