stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Take a moment. Teacher: Take a moment to catch your breath, and then we can talk about what happened. Teacher: Have a seat.  [TARGET]Teacher: Take a moment to relax yourself.[/TARGET] Teacher: Squeezer your paper towel. Teacher: Take a moment to cool off and then we'll talk about what happened, okay? Teacher: I'm going to give you a few minutes.
Teacher: Take it back to your seat. Teacher: All right. Teacher: You should have them all cut.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: All right. Teacher: If you will kind of spread them all out in front of you and your group people, you will notice a wide variety of numerators and denominators in your set. Teacher: What I would recommend - I did it over there to that group - all of the desks, make sure they're pushed together, then this white sheet of paper I gave you, put over the whole in the middle so you can put the papers in the middle of the - why are you talking while I'm talking?
Teacher: Take it down a notch. Teacher: Back group. Teacher: Student D's group.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right. Student: [Inaudible]. Teacher: Wait.
Teacher: Take out one card for yourself. Teacher: There's no need to have any kind of discussion. Teacher: And then pass it along until everyone has a job.  [TARGET]Teacher: You took out two cards.[/TARGET] Teacher: You need to take out one. Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet.
Teacher: Take out one. Teacher: You only have one job, okay? Teacher: Put it on your desk.  [TARGET]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. 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: Take out your math books. Teacher: [Crosstalk] Teacher: Not quite.  [TARGET]Teacher: I'll get to you in a minute.[/TARGET] Teacher: I love how Student D has taken out her math book. Teacher: Get that off your ear. Teacher: Student J has taken out his math book.
Teacher: Take the chalk. Teacher: You're going to start from right here. Teacher: Just go one half.  [TARGET]Teacher: I'll wait.[/TARGET] Teacher: I wish you would tell me that you don't understand when you get your paper. Teacher: We did this after school today. Teacher: I don't have a clue why you're talking through the lesson.
Teacher: Take your Everyday Math book. Teacher: Open it to Page 197. Teacher: Student K, now you may move near Student B.  I said be quiet.  [TARGET]Teacher: Student T, you are gonna go put your seat [Inaudible].[/TARGET] Teacher: No, no, Student K, right here. Teacher: Quickly. Teacher: Sh!
Teacher: Take your paper with you. Teacher: You've got to show your work. Teacher: Now what do you have to do to the two thirds?  [TARGET]Teacher: Boys, that's not appropriate right now.[/TARGET] Teacher: Student J, can you move over some? Teacher: No, you're skip counting. Teacher: 3, 6, 9, remember?
Teacher: Take your stuff, go on over there. Teacher: When you get to three questions come on back and let me know okay? Teacher: Thank you.  [TARGET]Teacher: I think it's too much distraction.[/TARGET] Teacher: Take your book with you, you know why? Teacher: Cause there are a lot of questions on this page that would be of assistance to you. Teacher: You might say oh I'm gonna make my question like that, I'm just gonna make it about slaves.
Teacher: Talk at your table. Teacher: Is there a way you can tell without multiplying? Multiple Students: [Crosstalk]  [TARGET]Teacher: Are you talking here?[/TARGET] Teacher: What? Student: [Inaudible] Teacher: Okay.
Teacher: Talk to each other. Teacher: Make a plan. Teacher: Don't just start drawing quarters, and pennies, and nickels, and dimes.  [TARGET]Teacher: What are you shouting out at me?[/TARGET] Student: [Inaudible]. Teacher: 20 quarters is what? Teacher: You need 52 coins, remember.
Teacher: Talk to me. Teacher: Student M wants to be included, so please include her. Teacher: You're over here working on your coins all by yourself.  [TARGET]Teacher: You're not trying to be part of the group.[/TARGET] Teacher: I need you to try. Teacher: If you have an idea that they're not using, you need to share that with the group. Teacher: If they have an idea that you're not listening to, you need to listen.
Teacher: Talk to your partners. Teacher: [Crosstalk among students] Teacher: Okay, 5, I think we have - 4.  [TARGET]Teacher: I don't remember asking you to do anything yet, 3, 2.[/TARGET] Teacher: I'll wait for you. Teacher: [Crosstalk] Teacher: All right.
Teacher: Task manager. Teacher: Team two is ready. Teacher: Who is the task manager, over here?  [TARGET]Teacher: Okay, is your group all set?[/TARGET] Teacher: Give me a thumbs-up if your group is all set. Teacher: Who is the task manager of team four? Teacher: Waiting to find out if your group is all set.
Teacher: Teacher L, can you fix your board to [inaudible] crayon. Teacher: Student D, you and Student D are not doing anything. Teacher: [Students talking with each other].  [TARGET]Teacher: Okay, now go - after you [inaudible] it - Teacher L, can you fix the board?[/TARGET] Teacher: [Students talking with each other]. Teacher: Okay. Teacher: All right.
Teacher: Teacher M, can you work with those three students back there? Teacher: You all set at your seat? Teacher: If you want, you can come up to Student J's seat.  [TARGET]Teacher: Listen to me - they're watching me teach.[/TARGET] Teacher: They're not watching you guys. Teacher: I know it's annoying but - I know it's annoying. Teacher: I get it, okay, and I understand, all right?
Teacher: Teacher P is not in there? Teacher: Okay, go ahead and go to Teacher G.  Close the door. Teacher: Student I, honey, can you please put your reading book away?  [TARGET]Teacher: I don't know why that is out right now.[/TARGET] Teacher: Come on, you can do it. Teacher: All right, number one. Teacher: All right, who can read it the correct mathematical way for me, please?
Teacher: Team two is ready. Teacher: Who is the task manager, over here? Teacher: Okay, is your group all set?  [TARGET]Teacher: Give me a thumbs-up if your group is all set.[/TARGET] 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.
Teacher: Tearing paper, playing and not listening, this is what happens. Teacher: I'm sorry. Teacher: That frustrates me.  [TARGET]Teacher: Please do not draw it.[/TARGET] Teacher: We do not have time for you to draw it. Teacher: You don't have enough of these to do this. Teacher: That was just to show you what I mean by simplified fractions.
Teacher: Tell me about this one, and this one. Teacher: Both of those are incorrect. Student: [Inaudible].  [TARGET]Teacher: Excuse me, Student B.[/TARGET] Teacher: Okay. Teacher: So do number three. Teacher: What number is that?
Teacher: Tell me how - Student K, I haven't heard from you today. Teacher: How did Student I get one and one third to be four thirds? Student: [Inaudible].  [TARGET]Teacher: Can you please not - sit on your butts, criss cross, all the way.[/TARGET] Teacher: Thank you. Student: [Inaudible]. Teacher: He made the 1 into three thirds?
Teacher: Tell me one thing. Teacher: Student N, tell me one thing you learned today. Student: I learned how to multiply -  [TARGET]Teacher: Shh, hold on, 'cause Student J can't hear what you learned, 'cause it might mirror what he learned, 'cause he's talking.[/TARGET] Teacher: Go ahead, Student N. Student: I learned how to multiply by 100 and get to 1,000. Teacher: So she learned how to multiply by 100s to get to 1,000.
Teacher: Tell me what goes here. Student: Six sixths. Student: No, six thirds.  [TARGET]Teacher: Somebody's yelling out.[/TARGET] Teacher: Student S, six over three is correct. Teacher: Now we've got six over three, and we have number two. Teacher: Is that equal?
Teacher: Tell me which [inaudible] rotation that kind of got messed up for some strange reason we have less kids than Monday, I don't know why. Teacher: I think we're missing some people. Teacher: But that's okay.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Student Z, Student Z. Teacher: Thank you. Teacher: Okay.
Teacher: Tell me why? Teacher: It's past that. Teacher: Correct.  [TARGET]Teacher: We're going to stop.[/TARGET] Teacher: I want you to leave your boards and your erasers right there. Teacher: I'll wait. Teacher: Don't move.
Teacher: Tell me your name again? Student: Student M. Teacher: Okay.  [TARGET]Teacher: Student M, can you come sit down by Student L?[/TARGET] Teacher: You can come sit by me. Teacher: We are going to do a quick refresher. Teacher: What do we do when we add money amounts?
Teacher: Tell me, how do we write a number - a fraction in it's simplest form? Teacher: Student S, how do we - before you speak, Student S, I need to make sure everyone has your attention. Student: [Inaudible].  [TARGET]Teacher: Student S is speaking.[/TARGET] Teacher: You need to be listening. Teacher: Go ahead, please. Student: Um, we [inaudible] form, dividing it like, into it's smallest number to make it like, smaller.
Teacher: Tell me. Student: Same thing. Teacher: Turn around please.  [TARGET]Teacher: Student T, come over here.[/TARGET] Teacher: What is the problem? Student: [Inaudible]. Teacher: Who told you?
Teacher: Tell me. Teacher: Be patient - put your hand down. Teacher: I didn't give you permission to sit in that chair, Student A - you need to get off that chair.  [TARGET]Teacher: Thank you, Student A.[/TARGET] Teacher: Student M? Student: Now you're supposed to look at white and red - Teacher: Look at white and red, okay.
Teacher: Tell me. Teacher: Student T, how does solution one work? Teacher: Put it away.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: That's not what you're doing now. Teacher: You know what? Teacher: I'm giving everybody a choice.
Teacher: Ten. Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be?  [TARGET]Teacher: Don't give me the answer.[/TARGET] Teacher: You're writing your answer on your sheet for part A. Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah.
Teacher: Than that, right? Teacher: Because it would take ten of those to make that. Student: Okay, write your name.  [TARGET]Teacher: Okay, Student D, don't wreck the [inaudible].[/TARGET] Teacher: What do you notice about this chart? Student: [Inaudible]. Teacher: What do you notice about this chart?
Teacher: Thank you for doing that quickly and quietly. Teacher: Hands off all the manipulatives. Teacher: All right, and let's sit down and summarize.  [TARGET]Teacher: Okay, I'm gonna wait for you to be looking at me.[/TARGET] Teacher: Okay, Student F, summarize what we reviewed about fractions when we first started the lesson today. Student: That we - Teacher: Give me math words, math vocabulary when you're talking.
Teacher: Thank you for following directions. Teacher: Student B, no Student B doesn't have his PW book out. Teacher: Thank you for following directions, Student L.  Thank you for following directions, Student J.  [TARGET]Teacher: Student G, follow direction.[/TARGET] Teacher: Your PW book, your pencil, your math book, and your notebook. Teacher: That's three - four things. Teacher: And everything else you put away.
Teacher: Thank you for ignoring him. Teacher: Thank you so much. Teacher: I appreciate the way you ignored him.  [TARGET]Teacher: Thank you so much.[/TARGET] Teacher: Let's all look here again. Teacher: Look at what Student C did. Teacher: Look at.
Teacher: Thank you for raising your hand and not calling out I appreciate that. Teacher: Alright now draw me a table. Teacher: That's why I told him to sit down thank you kindly.  [TARGET]Teacher: Under the table?[/TARGET] Student: Yeah I found it. Teacher: You found a table? Teacher: Tell them what page that is Student D.
Teacher: Thank you guys again. Teacher: Student C, good job. Teacher: Good job, Student R.  Sit right there.  [TARGET]Teacher: Scoot over so she can sit.[/TARGET] Teacher: Sit down, Student R.  Just share that for now. Teacher: You can use that. Teacher: Let me see your homework.
Teacher: Thank you guys. Teacher: You guys did great. Teacher: You can go back, Student D.  Beautiful.  [TARGET]Teacher: So we're waiting for Student T.  We're waiting for - Student H, are you done?[/TARGET] Teacher: I see that. Teacher: I'm going to move it to the front. Teacher: All right.
Teacher: Thank you so much. Teacher: I appreciate the way you ignored him. Teacher: Thank you so much.  [TARGET]Teacher: Let's all look here again.[/TARGET] Teacher: Look at what Student C did. Teacher: Look at. Teacher: He said that he knows that this is 25 times 3.
Teacher: Thank you so much. Teacher: Let's all look here again. Teacher: Look at what Student C did.  [TARGET]Teacher: Look at.[/TARGET] Teacher: He said that he knows that this is 25 times 3. Teacher: That he counted two down. Teacher: And he knows that, sorry, 25 times 3 is 75.
Teacher: Thank you very much. Teacher: That's one thing, one fact about fractions what we learned. Teacher: Denominator is the whole set number, or the number in the set.  [TARGET]Teacher: All right, now, can I - I'll come to you because I know you have something nice, but I don't know if Student L - Student L, if you're going to write at home about math, tomorrow I'm gonna read it in your - [/TARGET] Student: [Inaudible]. Teacher: Yeah, what is it? Teacher: What would you tell your mom or dad about what we learned today?
Teacher: Thank you very much. Teacher: Whose is this? Teacher: Girls, have you got it added?  [TARGET]Teacher: Then we're not talking.[/TARGET] Teacher: Student B, you're not helping Student H at all. Teacher: [End of Audio]
Teacher: Thank you, Student B. Teacher: Remind me I have something for you. Teacher: Thank you, Student R.  Student K, Student R, there's a hook.  [TARGET]Teacher: Hang it up.[/TARGET] Teacher: Thank you, Student A.  I appreciate that. Teacher: Place your morning work neatly inside your table until we go over that a little bit later. Teacher: Go back there to the bucket.
Teacher: Thank you, Student B. Teacher: Sit down. Teacher: So, the perimeter is the distance around an object or the sum of all sides.  [TARGET]Teacher: Student C, you're gonna turn to Student F.  Student B, you're gonna turn to Student A.[/TARGET] Teacher: You're gonna tell him what perimeter is. Teacher: Ready? Teacher: Go.
Teacher: Thank you, Student D.  Thank you, Student D and Student C.   Student: I see what everybody else is doing. Teacher: Good thinking.  [TARGET]Teacher: All right, now take your finger, okay?[/TARGET] Teacher: I want you to repeat after me on your strip, okay? Teacher: I want you to go 12. Multiple Students: 12
Teacher: Thank you, Student D.  You have been participating. Teacher: I don't want to divert your attention. Teacher: Thank you Student T.  Thank you, Student A.  [TARGET]Teacher: Good job.[/TARGET] Teacher: There's something you said here that's really - you added the 6 out of 5. Student: Yes. Teacher: What is the value of 5 and 6 here, Student T?
Teacher: Thank you, Student E.  $9.00 a month. Teacher: So tonight for homework, you need to do this. Teacher: You need to do this, and you need to do a summary right here, okay?  [TARGET]Teacher: If you bring all of that in, then you won't owe me recess or lunch.[/TARGET] Teacher: You didn't get one? Teacher: Look in 20. Teacher: I put all extras in 20.
Teacher: Thank you, Student E.  Student H, Student M, can I have your papers? Teacher: Stand behind your seat. Teacher: [Crosstalk]  [TARGET]Teacher: All right, listen up.[/TARGET] Teacher: Sit. Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out.
Teacher: Thank you, Student W.  Student M, face forward. Multiple Students: [inaudible chatter] Teacher: Okay.  [TARGET]Teacher: I have an extra one.[/TARGET] Teacher: If you need it, I'll give it to you. Teacher: But, just for the time being, don't stress it. Teacher: Don't stress it.
Teacher: Thank you. Student: [Inaudible]. Teacher: Student K, one more time.  [TARGET]Teacher: If I have to talk to you [inaudible], you're leaving.[/TARGET] Student: [Inaudible]. Teacher: Because you're disrupting my videotape lesson. Student: [Inaudible].
Teacher: Thank you. Teacher: And you may walk back to your regular seat. Teacher: Quietly.  [TARGET]Teacher: The lights are off, Student S.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible] over there, please. Teacher: Thank you.
Teacher: Thank you. Teacher: And, Student C, where were you? Multiple Students: [inaudible chatter]  [TARGET]Teacher: You don't get not telling me where you are?[/TARGET] Student: Oh, I didn't see where you was, I was writing this down. Teacher: I didn't - Yes? Multiple Students: [inaudible chatter]
Teacher: Thank you. Teacher: Close your math books. Teacher: Put them away.  [TARGET]Teacher: Go back to your normal seats, okay.[/TARGET] Teacher: Now, whatever, Student M, and Student D, you're different. Student: [inaudible chatter] Student: [End of Audio]
Teacher: Thank you. Teacher: Do your math. Teacher: Let me have it.  [TARGET]Teacher: Give it to me.[/TARGET] Teacher: Thank you. Teacher: Sit down. Teacher: Show me how you can do it.
Teacher: Thank you. Teacher: Erase. Teacher: I asked you to erase it first off, then please don't throw those markers.  [TARGET]Teacher: Student V, sit up.[/TARGET] Teacher: All the way up. Teacher: Where are you getting 63 over 63? Teacher: That's one whole.
Teacher: Thank you. Teacher: Here's what I need now. Teacher: I need you to choose one person to put all my magazines away.  [TARGET]Teacher: Don't move yet.[/TARGET] Teacher: One person needs to put the glue away. Teacher: One person needs to clean up all the scraps. Teacher: One person needs to put my scissors away.
Teacher: Thank you. Teacher: If you have 4, will you please bring me your post-its? Teacher: Waterfall.  [TARGET]Teacher: I'll wait for Student Z.[/TARGET] Teacher: Can you sit down please? Teacher: Again, the instructions said you're supposed to count the people who are living in your house, even if it's - for instance, in my house I have a person who is a renter, and that would count as the people living in the household. Teacher: I'll wait for Student I, Student D, and Student L.  Okay.
Teacher: Thank you. Teacher: I'll find where it is. Teacher: This is another way Student J did his homework.  [TARGET]Teacher: Student J is really - all eyes here.[/TARGET] Teacher: All eyes here. Teacher: All eyes here. Teacher: Student X, put your chair legs down.
Teacher: Thank you. Teacher: Let's look at another question here that was a big problem to so many people and that was 29 times 6. Teacher: Can somebody solve it for me?  [TARGET]Teacher: Student J, come and solve it in your own way.[/TARGET] Student: What? Teacher: Twenty-nine times six. Student: Twenty-nine times six.
Teacher: Thank you. Teacher: Let's find it on there. Teacher: That's what you're writing.  [TARGET]Teacher: Hey, excuse me.[/TARGET] Teacher: Why are we talking? Teacher: Stick it on the board. Teacher: What is it?
Teacher: Thank you. Teacher: Now, I'm going to ask a simple question, a simple question to Student D.  Student D, [inaudible] give me your attention. Teacher: Do I have you back?  [TARGET]Teacher: Student C, do I have you back?[/TARGET] Teacher: Yes. Teacher: Yes, Student M, I have you back. Teacher: Student F, I have you back?
Teacher: Thank you. Teacher: Once again, if we add these together, what percent of the time should we have now? Teacher: 100 percent of the time she spent on this particular project.  [TARGET]Teacher: Once you have copied down that data, what do we need to do next?[/TARGET] Teacher: We have the percent of the time, but what information do we need to complete in order to do our circle or pie chart? Teacher: Yes? Student: The fraction.
Teacher: Thank you. Teacher: See, I know whenever she gets is, she explains it. Teacher: I get you back.  [TARGET]Teacher: I get her back.[/TARGET] Teacher: So now look at that. Teacher: She's doing number two. Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set.
Teacher: Thank you. Teacher: Sit down, please. Student: I can't see.  [TARGET]Teacher: Waiting on two people.[/TARGET] Teacher: Thank you. Teacher: Waiting on one person. Teacher: Okay.
Teacher: Thank you. Teacher: Sit down. Teacher: Show me how you can do it.  [TARGET]Teacher: Look at this.[/TARGET] Teacher: You were the one that was telling me the answers. Teacher: How did they get to 300? Student: They got to 300 from this one.
Teacher: Thank you. Teacher: Student A, I need to see your eyes. Teacher: Today we're going to be talking about division story problems.  [TARGET]Teacher: I know this is in your way a little, but I still need to have your attention up here, please.[/TARGET] Teacher: Okay. Teacher: We're going to be talking about grouping versus sharing. Teacher: Two different ways - excuse me - that division problems are written.
Teacher: Thank you. Teacher: Student C, Student J.  I'm sorry, Student C, Student D.  You're not eating it. Teacher: Thank you, Student V.  Student U, Student C, Student Y.  [TARGET]Teacher: That's it.[/TARGET] Teacher: [Inaudible] over here. Student: [My broken wheels are] over there. Teacher: That's fine.
Teacher: Thank you. Teacher: Student K, Student D, Student W, Student [inaudible], Student G, thank you, Student R, thank you, Student C.  Student A, I'm going to need you to turn your chair around please. Teacher: Thank you.  [TARGET]Teacher: Thank you, Student P.  Student J, I need your eyes please.[/TARGET] Teacher: Thank you, Student M. Teacher: The second one, how many half pound boxes of candy can we make from 3 pounds of candy? Teacher: Again, this should look familiar.
Teacher: Thank you. Teacher: Student T, excuse me. Teacher: You're okay.  [TARGET]Teacher: You can go to the nurse, honey.[/TARGET] Teacher: Okay. Teacher: Let me see who else is sitting up straight looking great. Teacher: Student G, I will give you a choice.
Teacher: Thank you. Teacher: Thank you. Teacher: See, I know whenever she gets is, she explains it.  [TARGET]Teacher: I get you back.[/TARGET] Teacher: I get her back. Teacher: So now look at that. Teacher: She's doing number two.
Teacher: Thank you. Teacher: That's another word we're gonna - so we looking - see, I look - we have the vocabulary up there, equivalent, small group. Teacher: Now, let's look at the group.  [TARGET]Teacher: We did the group before, but now we're going to go over it again before I send you into the practice in your book with a partner, all right, in a minute.[/TARGET] Teacher: Now, look at me, look at me. Teacher: You may go [inaudible], please. Student: What?
Teacher: Thank you. Teacher: There's a strategy Student C is showing me here that I, myself, I do not know. Teacher: I do want to learn from him, please.  [TARGET]Teacher: I do want to learn from him.[/TARGET] Student: Go on then. Teacher: He said 25 times 3 - Student: Equals 75.
Teacher: Thank you. Teacher: Turn the pencil, honey. Teacher: Thank you.  [TARGET]Teacher: Take a seat.[/TARGET] Teacher: Who can give me an example? Teacher: So I'm hearing factors is what you skip count by, multiple is what you land on. Teacher: Who can give me an example about that?
Teacher: Thank you. Teacher: We are about to finish our lesson and then we need somebody who can tell us a few things we learned. Teacher: Simple.  [TARGET]Teacher: Now, let's - one, two.[/TARGET] Teacher: Yeah, go ahead. Student: Today I learned the fraction set, and I learned that denominator is the whole set of the fraction. Teacher: Thank you very much.
Teacher: Thank you. Teacher: What fraction? Teacher: Raise your hand.  [TARGET]Teacher: Don't yell out.[/TARGET] Teacher: Student A? Student: Four thirds. Teacher: Four thirds.