stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Yes? Teacher: I need my supply monitor to make sure that everyone gets the question sheet, and the answer sheet. Teacher: And your recorder needs two answer sheets.  [TARGET]Teacher: So, please do that now.[/TARGET] Teacher: Please put your cards in your desks, so everyone at your group knows what your job is. Teacher: Put it like at the corner of your desk. Teacher: Please put your job card at the corner of your desk, that way everyone knows who's who.
Teacher: Yes? Teacher: It is a game but we're not keeping score. Teacher: When I say not keeping score I mean there's not going to be a winner, per se.  [TARGET]Teacher: Right now no one is talking because we're all looking up here at the problem, and everyone is doing the problem.[/TARGET] Teacher: So the problem is Tommy has a set of 8 pillows. Teacher: 3 of the pillows are round and 5 are square. Teacher: What fraction of the set are square?
Teacher: Yes? Teacher: Student T? Teacher: I have the cover.  [TARGET]Teacher: I have the cover.[/TARGET] Teacher: Continue. Student: By 20, 40. Teacher: It's five.
Teacher: Yes? Teacher: What do I do? Teacher: Go ahead.  [TARGET]Teacher: Do I stop right here?[/TARGET] Teacher: What do I do? Teacher: Student A, what do you think? Teacher: Am I going to scream and yell if you're not right?
Teacher: Yesterday my other group finished all three pages. Teacher: In here, we did not finish two thirds. Teacher: We did not finish two thirds.  [TARGET]Teacher: Have a seat right now.[/TARGET] Teacher: Right there. Teacher: Put your hands in your lap. Teacher: Put your hands in your lap.
Teacher: Yesterday this board was in its own world  and it just did not want to cooperate with me. Teacher: Some days it's like that, and I feel like this is going to be one of those days. Teacher: Paper.  [TARGET]Teacher: [Inaudible] I need it to go the other way.[/TARGET] Teacher: Let's see. Teacher: [Inaudible] my pattern. Teacher: I want my paper to go the other way.
Teacher: Yesterday we compared them, and that's what we're going to be going into tomorrow, but we called the halfway mark what we call a benchmark for your little - you know how you learned some of those acronyms so you can remember things? Teacher: If we recognize how to make a half, we can make good comparisons. Teacher: If I had one third and three sixths, can you tell me which ones - what you would put between these two knowing what you know?  [TARGET]Teacher: Put it down.[/TARGET] Teacher: One third, compare it to what? Teacher: Three sixths. Teacher: Okay.
Teacher: Yesterday we did similar figures, congruent figures if they were both or neither. Teacher: So figure number one, the obvious answer is what? Teacher: Why is it neither?  [TARGET]Teacher: Student P, loudly please.[/TARGET] Student: Because they have different shapes, and they're different sizes. Teacher: Right. Teacher: Different sizes, different shapes.
Teacher: You [inaudible]  Student A, you need to go to your seat. Student: Thank you [inaudible] Teacher: Student C, you need to go to your seat.  [TARGET]Teacher: The directions are be in your seat in three, two, one.[/TARGET] Teacher: Second direction. Teacher: Second direction, write your name and the date on the graph paper. Teacher: Student D, you're part of this.
Teacher: You [inaudible]. Teacher: Thank you. Teacher: It's hard to - it's hard to keep it up.  [TARGET]Teacher: Next one, listen.[/TARGET] Teacher: What did we learn? Teacher: [Crosstalk] Teacher: [Inaudible].
Teacher: You add the two numbers together, and add it up to 1,000. Teacher: Student T, why are you struggling with that? Teacher: I have been trying to help you.  [TARGET]Teacher: If you can't pay attention - can you stop?[/TARGET] Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have?
Teacher: You all can do paper and pencil, you can use your manipulatives. Teacher: Grab us two fifths. Teacher: Grab us some fifths and some tenths.  [TARGET]Teacher: Oh no.[/TARGET] Teacher: Oh, thank you. Teacher: I've already dropped some of those behind the bookshelf. Teacher: Okay.
Teacher: You all did a wonderful job here. Teacher: Excuse me. Teacher: You take your slate and move over here.  [TARGET]Teacher: Move over there right now please.[/TARGET] Teacher: You go here. Teacher: Now everybody display your slate right now. Teacher: This is I do time right now.
Teacher: You all know what to do. Teacher: You can - you know what? Teacher: Sit here, and that way you'll have it, okay?  [TARGET]Teacher: all right, you guys, we're going to - shh.[/TARGET] Teacher: Shh. Teacher: Okay, you all need another paper? Teacher: [Inaudible] from the pile.
Teacher: You all need to be paying attention. Teacher: Have a seat. Teacher: Not you.  [TARGET]Teacher: Anybody else paying attention?[/TARGET] Teacher: You can go back to your seat and be done. Teacher: Have a seat. Teacher: Yes, I wanted one half, not my equivalents to a half, but one half like this one.
Teacher: You all ready? Teacher: I need to see you work. Teacher: You're not just going to quit here.  [TARGET]Teacher: I'm not going to have you just sitting here.[/TARGET] Teacher: This is what happened yesterday. Teacher: Remember how you shut down yesterday? Teacher: You've got to try.
Teacher: You all set at your seat? Teacher: If you want, you can come up to Student J's seat. Teacher: Listen to me - they're watching me teach.  [TARGET]Teacher: They're not watching you guys.[/TARGET] Teacher: I know it's annoying but - I know it's annoying. Teacher: I get it, okay, and I understand, all right? Teacher: If you want to you can do that at your desk.
Teacher: You all set, Student G? Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: We do understand that we're being filmed and that you have a microphone actually very close to you.[/TARGET] Teacher: So we have a choice to actually turn around and participate in the lesson or I'm gonna have to ask you to leave. Teacher: We have to make a choice. Teacher: So we shouldn't be turned around to the people behind us to see what's going on.
Teacher: You already did your graph. Teacher: Now your data has to tell you a story. Teacher: What story do you see by the data.  [TARGET]Teacher: Look at [inaudible][/TARGET] Student: I see [inaudible]. Student: [Crosstalk]. Teacher: So how would you write this?
Teacher: You already have it written out? Teacher: Number one, we keep our hands, feet, and objects to ourselves. Student: He punched me first.  [TARGET]Teacher: Number two.[/TARGET] Student: It's not my fault. Student: Yes, you did. Teacher: Second.
Teacher: You also need a sentence for box 2. Teacher: Don't I have on there to write a sentence for box 2 as well? Teacher: Do I or do I not?  [TARGET]Teacher: Wait a second, you can't take that from him, he's the reader.[/TARGET] Teacher: For box 2 what does it say? Student: Make a two-column chart in box 2. Student: Label the first column item and the second column actual.
Teacher: You always do the [inaudible] one. Teacher: Teacher L, get the [inaudible]. Teacher: Excuse me.  [TARGET]Teacher: Let them share.[/TARGET] Student: Okay. Teacher: So now all eyes on the speaker. Teacher: Whoever is not finished.
Teacher: You and Student K are working together on this. Teacher: Student J, you need to be helping her. Teacher: Girls, that is not what we're doing at all.  [TARGET]Teacher: It is not good for time if you're not doing what we need to be doing on the back.[/TARGET] Teacher: You need to find it, sweetie. Teacher: These are from all the other places. Teacher: Thank you.
Teacher: You and Student M? Teacher: Student E, this is my personal rods. Teacher: Make sure they don't get mixed up with any other rods anywhere else.  [TARGET]Teacher: Your animal, you're not bothering the animal.[/TARGET] Teacher: We're not playing with it right now. Teacher: Who's your partner, Student H? Teacher: Who's your partner?
Teacher: You are a wonderful mathematician. Teacher: Don't worry. Teacher: Get down from there now.  [TARGET]Teacher: Continue.[/TARGET] Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please. Teacher: You know what to do.
Teacher: You are going to count the number of students, number of boys, number of girls. Teacher: Same as yesterday. Student: I wasn't here yesterday.  [TARGET]Teacher: You don't need to sit on the carpet.[/TARGET] Student: Do you put the numbers on? Teacher: Uh, no, I'll help you. Student: Somebody wrote w-w-w that [inaudible].
Teacher: You are going to know how to do this by the end of today. Teacher: I need you listening and paying attention and not playing. Teacher: Student E, do you want to come up and show us how you understood that?  [TARGET]Teacher: We'll let you all show and then I have some things that we're gonna do and you're gonna understand the fractions.[/TARGET] Teacher: [Crosstalk] Student: [Inaudible]. Teacher: So you have your three wholes represented by circles.
Teacher: You are going to need 2 boards the first one. Teacher: Okay boys you are on a trial period over there we'll see how that works out. Student: What's that mean trial?  [TARGET]Teacher: It means that if you can't behave then you're separated.[/TARGET] Teacher: Um, the first one you're gonna get is called hidden ocean. Teacher: This is where you're gonna hide your ships. Teacher: Can your partner see this one?
Teacher: You are just matching the stacks so two of the piles are the same and one is twice as many. Teacher: Turn around. Teacher: I've got them.  [TARGET]Teacher: You turn around and do you.[/TARGET] Teacher: Are these extras? Teacher: Okay. Teacher: Keep working it out.
Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone  breaking the rule, ignore them, because I will catch them. Teacher: Don't tell me.  [TARGET]Teacher: Just ignore them and I will find the person breaking the rule.[/TARGET] Teacher: Sorry. Teacher: Go ahead. Student: You divide.
Teacher: You are not going to snatch it out of somebody's hand or off the table. Teacher: You are not going to throw it. Teacher: You're not going to bang it against the table.  [TARGET]Teacher: You're not gonna throw it down at the table to roll it.[/TARGET] Teacher: We roll dice by shaking it up in our hands and letting it roll on the table, okay? Teacher: Student M and Student S, did I tell you all to touch that? Multiple Students: [Crosstalk].
Teacher: You are not only looking at your paper - and right now I have somebody that's not paying attention - but you're looking up here, too. Teacher: The fold in your paper is - I just lost it. Teacher: There.  [TARGET]Teacher: Everybody look.[/TARGET] Teacher: Shhh. Teacher: The fold in your paper is equivalent to one. Teacher: If it - no.
Teacher: You are so right. Teacher: 0, 1, half, or 50 percent. Teacher: So what would we put here above the 0?  [TARGET]Teacher: Am I following you?[/TARGET] Student: Impossible. Teacher: Okay. Teacher: So what would I put from here to here would be-
Teacher: You are too hot. Student: 90. Teacher: That's not how we do it.  [TARGET]Teacher: You raise your hand.[/TARGET] Teacher: Everyone needs to go ahead and put down "too hot" beside 93. Teacher: Student D? Student: 212.
Teacher: You are working as a team. Teacher: I'm going to choose who is going to explain it. Teacher: [Inaudible].  [TARGET]Teacher: Time.[/TARGET] Teacher: Focus. Teacher: Everybody up here. Teacher: Remember, if they do not get it right, then we will go over to the next table to come up with the right answer.
Teacher: You aren't doing a lot of moving around. Teacher: I asked you to take them both off if you got them right. Teacher: You all are turning them upside down.  [TARGET]Teacher: What was my direction?[/TARGET] Teacher: Take them off if you get them right. Teacher: Put them in the bag. Teacher: Next, beach weather.
Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch. Teacher: Six goes into two - stop, you're fine.  [TARGET]Teacher: You're fine.[/TARGET] Teacher: This is a non-threatening environment. Teacher: Stop. Teacher: Six goes into two how many times?
Teacher: You can [write] on the back. Teacher: [Crosstalk] Teacher: Computer.  [TARGET]Teacher: You're about to shut the computer and go back and do some seat work.[/TARGET] Teacher: If you're doing guided math, you're on a computer and you are quiet. Student: Do we have to do [inaudible]? Teacher: That's what I said.
Teacher: You can ask me questions if you're still standing here. Teacher: I've got to look and see who my partner is though. Teacher: Turn around.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: I know who my partner is. Teacher: You guys have to interview each other and find who your partner is. Teacher: Find out how many faces, how many vertices.
Teacher: You can come have a seat right over here. Teacher: Your time is up. Teacher: [Crosstalk]  [TARGET]Teacher: Quickly.[/TARGET] Teacher: Your time is up. Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit.
Teacher: You can come with your paper. Teacher: No problem. Student: [Inaudible].  [TARGET]Teacher: Who has a dry eraser?[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: Who has a dry eraser?
Teacher: You can cross this out, too. Student: 13 subtract 12. Teacher: Just look at what I have, 12 and 13.  [TARGET]Teacher: Okay, we're done with that.[/TARGET] Teacher: Now, and this opportunity you drop the 15. Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend.
Teacher: You can do a pencil for some of it, but then write the 100s. Student: [Inaudible] those markers? Teacher: No.  [TARGET]Teacher: It's a lot easier to see if you use a crayon.[/TARGET] Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler. Teacher: You can go get a ruler.
Teacher: You can do it. Teacher: You are a wonderful mathematician. Teacher: Don't worry.  [TARGET]Teacher: Get down from there now.[/TARGET] Teacher: Continue. Teacher: If you cannot concentrate and do your math - it's what we're working on today. Teacher: Let's do this math, please.
Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. Teacher: Where's your pencil? Teacher: On your desk, or in your desk?  [TARGET]Teacher: I don't have an eraser.[/TARGET] Teacher: So what is this called? Teacher: Each one is 50. Teacher: What is it?
Teacher: You can do the next one, Student R.  Thank you for your enthusiasm. Teacher: Do you know what enthusiasm means? Student: No.  [TARGET]Teacher: Your excitement.[/TARGET] Teacher: All right. Teacher: So, Student R, draw us a polygon or not a polygon. Student: I'm not doing anything.
Teacher: You can do your exit slip. Teacher: Excuse me. Teacher: You're going to do the exit slip.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: You're going to do your exit slip before you leave quietly, okay? Teacher: There's no talking on the exit slip. Teacher: There's no talking.
Teacher: You can do - Teacher: [Crosstalk] Teacher: Listen.  [TARGET]Teacher: I want you to check your answer.[/TARGET] Teacher: After you draw the grids out, go ahead and do the problem. Teacher: You can do Lattice or partial product. Student: [Inaudible].
Teacher: You can figure it out? Teacher: Good. Teacher: Recorders are ready?  [TARGET]Teacher: Recorders, take that blank paper.[/TARGET] Teacher: That extra one that you had. Teacher: That extra answer sheet. Teacher: Write the name of your group at the top.
Teacher: You can get that chair if you want to. Teacher: Let's go. Teacher: You don't have to do this [inaudible].  [TARGET]Teacher: Can you move a little bit please?[/TARGET] Teacher: Actually, we're going to move over there. Teacher: What are you doing? Teacher: Okay.
Teacher: You can go ahead and give everybody one more bag. Student: Yes. Teacher: Shh, okay you're gonna get two bags you might have one peanut one plain, two plain, two peanut it doesn't matter how it's mixed up we're just gonna call them M&Ms okay.  [TARGET]Teacher: They must sit up at the corner of your desk not being touched.[/TARGET] Teacher: Okay. Teacher: Shh, put them up at the corner of your desk. Teacher: Now all together between these two bags they're somewhere around 20 M&Ms.
Teacher: You can go ahead and start. Teacher: It doesn't matter what side. Teacher: If your group is on the floor, you need to be on the floor too.  [TARGET]Teacher: Now when I asked you guys about that, who is calling out, who is doing what, you're calling out and you're doing the calculating?[/TARGET] Teacher: What is Student L doing? Student: [Inaudible]. Teacher: She didn't get one.
Teacher: You can go and sit with Student M and be her partner, so go sit over there at that table. Teacher: Oh. Teacher: Then you need to move and just sit next to Student K, Student S.  Sit right next to Student K.  Yes, you can.  [TARGET]Teacher: You can.[/TARGET] Teacher: Looking for observations. Teacher: What do you notice? Teacher: What do you see?
Teacher: You can go back to your seat, Student D.  Have a seat. Teacher: All right. Teacher: I think we look a little better.  [TARGET]Teacher: When I counted these - put your feet down.[/TARGET] Teacher: Nobody wants your feet on their desk. Teacher: All right. Teacher: What do you notice - I still see a couple mistakes, but what do you notice about our fractions, specifically looking at the numerators?
Teacher: You can just add that. Teacher: I'm gonna give you a right angle triangle, and I'm gonna tell you that this angle measures 38 degrees, and I want you guys to tell me the measurement of my missing angle. Teacher: Okay.  [TARGET]Teacher: Hide your board, no sharing answers.[/TARGET] Teacher: A right angle, this one is 38 degrees. Teacher: I want to know how many degrees are in this one here. Teacher: [Students working on activity]
Teacher: You can leave it there. Teacher: If you multiply the input number by 7, and whatever that number product is, you add 3 to it, then you're going to get the output number? Teacher: Raise your hand.  [TARGET]Teacher: Hands down.[/TARGET] Teacher: How many of you disagree with that? Teacher: Hands down. Teacher: How many are not sure?
Teacher: You can make it [inaudible]. Teacher: This is [inaudible]? Teacher: Okay.  [TARGET]Teacher: Please go back to your seats and put your heads down.[/TARGET] Teacher: Okay. Teacher: You're going to knock that camera over. Teacher: Sit down.
Teacher: You can make it however you want to make it. Student: That's what I'm going to do. Teacher: All right, guys.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Teacher: Tonight, you're going to work on practice book 22.4.  all of it. Teacher: All of it.
Teacher: You can not go to somebody and say, "You have zero this, zero this, and zero this." Teacher: You can't tell them. Teacher: You have to interview them.  [TARGET]Teacher: These are not staying on.[/TARGET] Teacher: Interview your partners. Teacher: Interview each other. Teacher: Once you know what you are, you need to find your partner.
Teacher: You can play a game with the - who drew that? Teacher: Step outside there and get your 5. Teacher: Step by the door and get your 5.  [TARGET]Teacher: Go get your card.[/TARGET] Teacher: Get the card. Teacher: Get the card for playing. Teacher: I think it's at Ms. H's table.
Teacher: You can play - listen. Teacher: I'm not done talking. Teacher: Play with these and get them out of your system.  [TARGET]Teacher: Once the lesson begins, you're not going to play with them anymore.[/TARGET] Teacher: You play with them once the lesson begins, what's going to happen? Multiple Students: Take them away. Teacher: I'll take them away, and you can sit there and watch.
Teacher: You can show it with pictures in your circles. Teacher: And then you can solve it in math on the bottom like we did up here. Teacher: Okay.  [TARGET]Teacher: If you're not sure what to do you can ask me.[/TARGET] Teacher: You can ask a partner at your table. Teacher: Let's take the next three minutes and see how you do on this, three minutes. Teacher: Do you get it?
Teacher: You can sit in a seat here so that you can see the board. Student: I can see the board. Teacher: Okay, as long as we can see the board.  [TARGET]Teacher: Student A, you need to be sitting because if you stand, you block their view.[/TARGET] Teacher: Okay, turning and facing this way, Student J, with your body. Teacher: Student R, turn your body this way. Teacher: So if we look at number five, Student S is showing us - I'm going to stop.
Teacher: You can start thinking. Teacher: We're not doing the work, yet. Teacher: No writing yet.  [TARGET]Teacher: Pencils down.[/TARGET] Teacher: Part B says, "What is the total number of blocks needed to balanced six balls?"  So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer. Teacher: And part C, "What is the total number of balls needed to balance ten cans?"  So, now they want to know how many balls would be equal to carry these ten cans, okay?
Teacher: You can tell us. Teacher: You don't need to write it. Student: [Inaudible].  [TARGET]Teacher: Student S.  Hold on a second.[/TARGET] Teacher: If I hear one more disruption from someone in this group, I'm going to call out the person, and you're going to be over there isolated. Teacher: You are not going to be participating, and you're going to be getting a 0 for class participation. Teacher: Stop the talking, and if you see someone  breaking the rule, ignore them, because I will catch them.
Teacher: You can turn it into another number you like. Teacher: Leave that deck alone. Teacher: Come sit down.  [TARGET]Teacher: Finish your math.[/TARGET] Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7. Teacher: Where is it?
Teacher: You can use a wild card. Teacher: You can turn it into another number you like. Teacher: Leave that deck alone.  [TARGET]Teacher: Come sit down.[/TARGET] Teacher: Finish your math. Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7.
Teacher: You can use long division. Teacher: If you're laying your head down on your desk, I need you to sit up. Teacher: Thank you.  [TARGET]Teacher: Sit up or stand up.[/TARGET] Teacher: It's your choice. Teacher: Yes? Teacher: We're not here yet.
Teacher: You can use whatever method you want to do this. Teacher: The whole point of this is you have to be able to explain your response. Teacher: Student A, I'm sorry, but I have a little sick tummy today.  [TARGET]Teacher: I'll be right back if you will talk quietly.[/TARGET] Teacher: Sh. Teacher: Student J, join those other two girls. Teacher: I'll be right back.
Teacher: You can work by yourself. Teacher: It's up to you. Teacher: Now the instructions.  [TARGET]Teacher: Can we wait for the instructions?[/TARGET] Teacher: Once you have gone through each letter and you have written each letter in its appropriate spot in the graphic organizer, then what you're gonna do, if we have time, because I know we have to go to lunch, you're gonna cut out each shape, and then you're gonna glue them in the appropriate category. Teacher: So for example, where would we glue H? Teacher: [Crosstalk]
Teacher: You can work with people that you are seated next to, but you are not going to a table. Teacher: You may not move to the rug. Teacher: You may not go to the table today.  [TARGET]Teacher: I don't want anyone out of their seat walking around today.[/TARGET] Teacher: You are to stay in your seat. 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: You can write as much as you can. Teacher: That's what you need to do. Teacher: Go ahead.  [TARGET]Teacher: You're done?[/TARGET] Teacher: Okay. Teacher: You can play a game with the - who drew that? Teacher: Step outside there and get your 5.