stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Excuse me. Teacher: Do not talk. Teacher: Ms. G, can you switch it to the SMART Board?  [TARGET]Teacher: Just exit it out.[/TARGET] Teacher: I'm going to show you. Teacher: This is the group. Teacher: This is Ms. G's.
Teacher: Excuse me. Teacher: Do we still have time? Student: No.  [TARGET]Teacher: So you were not keeping the time?[/TARGET] Student: I was. Teacher: Did you tell me when it was 15 minutes? Teacher: Okay.
Teacher: Excuse me. Teacher: Everybody quickly do that question now and I want 100 percent performance now at that point, everybody. Teacher: [Crosstalk]  [TARGET]Teacher: Erase the board and do the question that some of us could not do at the beginning of the lesson, to see if you can get it right now.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]
Teacher: Excuse me. Teacher: Excuse me.  [TARGET]Teacher: Sit where you were sitting yesterday.[/TARGET] Teacher: Is everyone there? Multiple Students: Yes. Multiple Students: [Crosstalk].
Teacher: Excuse me. Teacher: Excuse me. Teacher: Teacher L, can you fix your board to [inaudible] crayon.  [TARGET]Teacher: Student D, you and Student D are not doing anything.[/TARGET] Teacher: [Students talking with each other]. Teacher: Okay, now go - after you [inaudible] it - Teacher L, can you fix the board? Teacher: [Students talking with each other].
Teacher: Excuse me. Teacher: Excuse me. Teacher: The next group.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: The next group. Teacher: Excuse me. Teacher: Why are you talking?
Teacher: Excuse me. Teacher: Five, four, three, two, one - it is [Inaudible]. Teacher: Zero.  [TARGET]Teacher: Student T, [Inaudible].[/TARGET] Teacher: Excuse me. Teacher: I'm hearing too many voices. Teacher: Student T, work the entire problem out on the board.
Teacher: Excuse me. Teacher: Hold on one second. Teacher: Back group, you're getting a little too loud.  [TARGET]Teacher: You need to keep your volume down please.[/TARGET] Teacher: Go ahead Student A. Student: To compare means to see what's equivalent. Teacher: When you compare you usually compare two ideas or concepts that are alike.
Teacher: Excuse me. Teacher: I asked you to let her watch up here, okay? Teacher: What?  [TARGET]Teacher: But I'm asking you to do that because you're talking and then they cannot hear the people who are telling us what they did.[/TARGET] Teacher: Okay? Teacher: Thank you. Teacher: Okay.
Teacher: Excuse me. Teacher: I didn't ask for anybody to do anything yet. Teacher: Student B and Student J, Student B, would you move up next to him please?  [TARGET]Teacher: Student A, come on over with Student D.  Student C and Student D - I mean Student C and Student D.  Student A, come up and sit.[/TARGET] Teacher: I want you to work together on these pages and figure it out. Teacher: Student K and Student A and Student I and Student M.  Shhh, excuse me. Teacher: [Classroom noise]
Teacher: Excuse me. Teacher: I have people continuing to disrespect me during this lesson. Teacher: Student S, this is your last chance.  [TARGET]Teacher: Turn around and sit at your desk.[/TARGET] Teacher: My next step is to ask you to leave the room. Teacher: We're here to learn right now. Teacher: If you don't want to learn that's on you, but please don't make it difficult for every other person in this room to learn.
Teacher: Excuse me. Teacher: I like how Student D is working. Teacher: Excellent.  [TARGET]Teacher: Student A, I need you to focus.[/TARGET] Student: Do we have to [Inaudible]? Teacher: You can take it off. Multiple Students: [Inaudible]
Teacher: Excuse me. Teacher: If you're finished, you need to just be quiet. Teacher: Are you finished?  [TARGET]Teacher: We need to stop playing over here.[/TARGET] Teacher: I left you and you were doing the same thing. Teacher: You haven't changed. Teacher: Let's move on.
Teacher: Excuse me. Teacher: Is that appropriate? Student: What?  [TARGET]Teacher: Talking like that?[/TARGET] Student: It's only because I had [inaudible]. Teacher: I hear a lot of talking. Teacher: It's telling me that you're finished with the pink paper and the white paper.
Teacher: Excuse me. Teacher: It's time to share. Teacher: Student C, we're not doing that.  [TARGET]Teacher: We're sharing.[/TARGET] Teacher: One. Teacher: Two. Teacher: Everybody should be finished.
Teacher: Excuse me. Teacher: I'm not asking you to compare them to each other. Teacher: Look.  [TARGET]Teacher: Stop.[/TARGET] Teacher: I want to know what four eighths is to one half. Teacher: What is that? Multiple Students: Equal.
Teacher: Excuse me. Teacher: Let them share. Student: Okay.  [TARGET]Teacher: So now all eyes on the speaker.[/TARGET] Teacher: Whoever is not finished. Teacher: Speak loud. Teacher: [Inaudible] you not listen.
Teacher: Excuse me. Teacher: Make a change for Student A.  I told him to make change for you. Student: What'd you say?  [TARGET]Teacher: Let's make change for you.[/TARGET] Student: Have him make what? Teacher: Make change. Teacher: Yes.
Teacher: Excuse me. Teacher: Mind your own business. Teacher: Nobody is coming to you.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Excuse me. Teacher: Make a change for Student A.  I told him to make change for you. Student: What'd you say?
Teacher: Excuse me. Teacher: No. Teacher: Don't switch with somebody that has the same color as you, unless you are finished with your five.  [TARGET]Teacher: Okay, but we probably shouldn't be standing up in a chair either.[/TARGET] Teacher: Have a seat. Student: I made a computational error because I didn't take one away at first. Teacher: 4 and 10-tenths plus 3-tenths, 4 and 13-tenths.
Teacher: Excuse me. Teacher: Now turn it over on the back. Teacher: You have two sides on the back.  [TARGET]Teacher: Turn it over on the back.[/TARGET] Teacher: Excuse me. Teacher: Turn it over on the back. Teacher: Write your name on the back side and the front side that's turned over.
Teacher: Excuse me. Teacher: Oh, [inaudible]. Teacher: [Inaudible].  [TARGET]Teacher: Everybody to your seat.[/TARGET] Teacher: [Teacher yelling]. Teacher: Didn't I say [inaudible]? Teacher: You don't know [inaudible] and you move it.
Teacher: Excuse me. Teacher: Put all of these in here. Teacher: Why are you walking around and this is in your mouth?  [TARGET]Teacher: Is that fourth grade behavior?[/TARGET] Student: I didn't have them in my mouth. Student: Yes you did. Teacher: Okay.
Teacher: Excuse me. Teacher: Student B. Student: [Inaudible] not doing this.  [TARGET]Teacher: Student D is not doing this problem.[/TARGET] Teacher: So why are you getting a lesson from him over there? Teacher: We're doing this together. Teacher: So if have 24 student, three-eighths of them are at recess and one-fourth are in the library.
Teacher: Excuse me. Teacher: The next group. Teacher: Let's go.  [TARGET]Teacher: The next group.[/TARGET] Teacher: Excuse me. Teacher: Why are you talking? Teacher: Stay focused.
Teacher: Excuse me. Teacher: This is your buddy. Teacher: Thank you.  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: Do you need one? Teacher: What should we be saying? Teacher: May I please?
Teacher: Excuse me. Teacher: Turn around, hon. Teacher: We're not talking about Just Dance.  [TARGET]Teacher: That comes at recess.[/TARGET] Teacher: Talking in the hallway? Teacher: Remember? Teacher: 14.
Teacher: Excuse me. Teacher: You sit down here. Teacher: You sit over here.  [TARGET]Teacher: You finished question six?[/TARGET] Student: Yes. Teacher: You finished question seven? Student: You didn't say question seven.
Teacher: Excuse me. Teacher: You're going to do your exit slip before you leave quietly, okay? Teacher: There's no talking on the exit slip.  [TARGET]Teacher: There's no talking.[/TARGET] Teacher: Excuse me. Teacher: Now turn it over on the back. Teacher: You have two sides on the back.
Teacher: Excuse me. Teacher: [Crosstalk] Teacher: I know.  [TARGET]Teacher: But I can see you guys are trying to more focus on your math.[/TARGET] Teacher: Sh. Teacher: Yes. Teacher: Thinking about it from that way like a multiplication equation now should help you get your first steps started.
Teacher: Excuse me. Teacher: [Crosstalk] Teacher: Okay.  [TARGET]Teacher: Let's see what you have.[/TARGET] Teacher: Two-twelfths, and what's left over? Student: Three-twelfths. Teacher: That's two, one, two.
Teacher: Excuse me? Student: [Inaudible] you point to the number that's [inaudible]. Teacher: You point to the number that's lowest.  [TARGET]Teacher: That is not what I said.[/TARGET] Teacher: [Crosstalk]. Teacher: When you have a negative and a positive, the positive will always be greater. Teacher: Always.
Teacher: Excuse me? Student: [Inaudible]. Teacher: You're working with them.  [TARGET]Teacher: You have to talk to me.[/TARGET] Teacher: I need words. Teacher: Look at me. Teacher: Talk to me.
Teacher: Excuse me? Teacher: Who's your partner? Teacher: Student A, where are you?  [TARGET]Teacher: Partner's looking for you.[/TARGET] Teacher: Who's your partner? Teacher: Where have you been? Student: I was looking at my-
Teacher: Excuse - I'll wait, Student D.   Student: [Inaudible]. Teacher: I'll wait.  [TARGET]Teacher: Listen.[/TARGET] Teacher: You already - student R and Student B, stop. Teacher: Everybody stop. Teacher: I'm ready to tell - now stop.
Teacher: Expanded form. Teacher: So we have standard form and we have expanded form. Teacher: So if I were saying to you please make 72 - and I love my active listeners that are looking at me right now because it shows me that you're paying attention.  [TARGET]Teacher: So I'll wait until all eyes are on me.[/TARGET] Teacher: If I were to say make 72, then you'll notice that I can put the two on top of the 7. Teacher: That number in standard form is 72. Teacher: That number in expanded form is what?
Teacher: Expectation is that you're working on this pink paper. Teacher: This can go away, please. Teacher: I'll take this because it's only becoming a distraction.  [TARGET]Teacher: Away, please.[/TARGET] Teacher: Listen to my directions and follow them, please. Teacher: Number eight, put that up there, Student J.  I mean, number nine. Teacher: You got the marker?
Teacher: Explain to Ms. A how solution one works. Teacher: Tell me. Teacher: Student T, how does solution one work?  [TARGET]Teacher: Put it away.[/TARGET] Teacher: Let's go. Teacher: That's not what you're doing now. Teacher: You know what?
Teacher: Explain to us what you did. Student: [Inaudible]. Teacher: Wait a minute.  [TARGET]Teacher: I need all eyes up here.[/TARGET] Teacher: Some of you have it. Teacher: Some of you are on your way, but you need to still pay attention up here. Teacher: What do you do first?
Teacher: Eyes back up here. Teacher: Student L, what [inaudible] do you have? Teacher: [Inaudible]?  [TARGET]Teacher: Focus.[/TARGET] Teacher: Student L.  Student W.  Number one. Teacher: I need all eyes up here. Teacher: [Inaudible].
Teacher: Eyes should be on the SmartBoard. Teacher: Hands should be in your lap. Teacher: So she started off with - have a seat.  [TARGET]Teacher: I'd appreciate it, Student T, when I give you opportunity to learn that you take it.[/TARGET] Teacher: Okay, did you see how many hands went up? Teacher: Student M, is the only one that didn't put his hand up, besides you. Teacher: It tells me that you sat there while your neighbor, Student L, did this correctly.
Teacher: Eyes should be on the SmartBoard. Teacher: [Students quieting]. Teacher: Eyes should be on the SmartBoard.  [TARGET]Teacher: Hands should be in your lap.[/TARGET] Teacher: So she started off with - have a seat. Teacher: I'd appreciate it, Student T, when I give you opportunity to learn that you take it. Teacher: Okay, did you see how many hands went up?
Teacher: Eyes up here. Teacher: [Students loudly working on problem]. Teacher: All right.  [TARGET]Teacher: Shh.[/TARGET] Teacher: All right, be quiet. Teacher: Focus. Teacher: [Inaudible].
Teacher: Fifteen minutes on the clock. Teacher: Go ahead. Teacher: Timers, I'm going to leave a timer over here to check, so you can come over here and check.  [TARGET]Teacher: Who's the task manager?[/TARGET] Teacher: Okay, let him decide. Teacher: How would you like everyone to share their answers? Teacher: Okay, so everyone is going to do part A first?
Teacher: Fifths, one fifth. Teacher: Come on. Teacher: One fifth, hurry up.  [TARGET]Teacher: Just take it please.[/TARGET] Teacher: Put it where it belongs. Teacher: Who's got two fifths? Teacher: Don't tape them to each other, please.
Teacher: Fifty out of a hundred. Teacher: Fifty percent. Teacher: You should know that right away.  [TARGET]Teacher: I should see every hand flying up.[/TARGET] Teacher: Fifty percent is equal to what fraction? Teacher: Student A? Student: Half.
Teacher: Fifty-six. Teacher: Uh-huh. Teacher: Continue.  [TARGET]Teacher: Are you done with this?[/TARGET] Teacher: Get to your next workshop please. Teacher: Continue, Student C.  We have five more minutes. Student: [Inaudible].
Teacher: Figure that out. Teacher: This is a grade. Teacher: I need to see you and your partner's score.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: These are going in your folders. Teacher: Hello? Teacher: Look at me.
Teacher: Finally she had to write a bibliography where she cited her sources. Teacher: The percent of the time that she used for each of these - for the research, she spent 20 percent of her time researching information, 50 percent of the time she spent actually writing the report. Teacher: She spent 20 percent of her time on the artwork, and the balance of that time, 10 percent, writing her bibliography.  [TARGET]Teacher: I need for you to copy down what is written on the board, sweetie.[/TARGET] 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.
Teacher: Find number eight. Teacher: Student R, and then you'll do nine. Teacher: Seven was 5,-4.  [TARGET]Teacher: I want everyone to pay attention.[/TARGET] Teacher: Have a seat, Student L, please. Teacher: It has to be black so they can see it. Teacher: All right.
Teacher: Find the greatest common factor, and write it on the line. Teacher: Why are we - no we need to finish our work, first. Teacher: Shh.  [TARGET]Teacher: Student C, no talking like that.[/TARGET] Teacher: Okay, you may use your white board as your work space. Teacher: Student G, okay. Teacher: That's not even safe to be playing like that.
Teacher: Find the missing number, state the property. Student: Okay. Student: Okay.  [TARGET]Teacher: As long as you like [inaudible] it's perfectly fine for you to keep acting the way you're acting.[/TARGET] Student: Okay. Teacher: All right. Teacher: What is the property shown below?
Teacher: Find the product in its simplest form, so I want you to multiply on your paper one fourth times one third. Teacher: Find the answer in its simplest form. Teacher: You're gonna write number one and we'll check our answer in a minute.  [TARGET]Teacher: You should have written one and the answer.[/TARGET] Student: [Inaudible] Teacher: Nope, just write your answer. Teacher: That's not your answer.
Teacher: Finish your math. Teacher: Spread your cards. Teacher: 1, 2, 3, 4, 5, 6, 7.  [TARGET]Teacher: Where is it?[/TARGET] Teacher: Get another chair. Teacher: That would be too much. Teacher: Do this one.
Teacher: Finish your work, then I give it to you. Teacher: You have enough space here, all the space from here to here. Teacher: You can write as much as you can.  [TARGET]Teacher: That's what you need to do.[/TARGET] Teacher: Go ahead. Teacher: You're done? Teacher: Okay.
Teacher: Finish your work. Teacher: Look up here. Teacher: It says how would you explain to someone how solution two works?  [TARGET]Teacher: Look at solution two.[/TARGET] Teacher: What did they do in solution two? Student: Adding. Teacher: I want you to explain that.
Teacher: Finish your work. Teacher: Student A, I'm not playing now. Teacher: Stop.  [TARGET]Teacher: Turn around.[/TARGET] Teacher: You can do it. Teacher: You are a wonderful mathematician. Teacher: Don't worry.
Teacher: First I'm gonna I let's see. Teacher: I'm gonna let you chose your own partners today. Teacher: Okay I'll let you chose your own partners and once you have.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Once you and your partner, you're gonna need a folder to hide, you're gonna have to sit across from each other and you're gonna have to have a folder in the middle of you. Teacher: Cause you have to hide your boards from each other right? Teacher: So some people, four people can work in the back, you're sitting across from your partner.
Teacher: First of all I need for you to just pay attention. Teacher: One thing I'm noticing about you guys is that you're so in a rush. Teacher: Stop being in a rush.  [TARGET]Teacher: It's okay to take your time on things.[/TARGET] Student: Um, I - Teacher: Okay. Teacher: No, I want you to hold that.
Teacher: First of all, boys, put your shoes on. Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math.  [TARGET]Teacher: And, just listen, just listen.[/TARGET] Teacher: First hand I saw was Will. Teacher: So, Will, what were we doing? Student: Today in math we was doing division by two digits.
Teacher: First of all, write it if you can. Multiple Students: [inaudible chatter] Teacher: Okay, where's your fact family sheet?  [TARGET]Teacher: No, no, the sheet with the facts.[/TARGET] Student: I need that. Teacher: Okay, that's why I had you guys - I don't have enough. Teacher: You guys need to share.
Teacher: First you add all of the pieces of pizza together, then you divide the number by 6, and there's 18 pieces all together, and 18 divided by 6 is 3, so everyone gets 3 pieces. Teacher: Raise your hand - stand up if that was your thinking. Teacher: There's four different levels of thinking.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: If you're talking, stop. Teacher: All that cheering, yes, yes, yes, keep it inside. Teacher: Remember there's only one correct answer, and this is the first one I'm showing you.
Teacher: Five each. Teacher: Yeah. Teacher: All right.  [TARGET]Teacher: Timers, let me know that the time is now up.[/TARGET] Teacher: [Inaudible] if you need more time. Teacher: Okay. Teacher: Everyone.
Teacher: Five hundred and ten. Student: can I have this? Student: Can I have it?  [TARGET]Teacher: If Teacher A doesn't want it, maybe she will give it to you.[/TARGET] Teacher: Okay, I need everybody now to stop writing. Student: No. Teacher: What you've got.
Teacher: Five plus five equals ten. Teacher: Okay. Teacher: Go on to part B, now.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: Yes? Teacher: Hurry up. Teacher: Student A, do you need help?
Teacher: Five twentieths. Teacher: Six eighteenths. Teacher: I know they're larger, but it's just to prove a point.  [TARGET]Teacher: Student D, put that away.[/TARGET] Teacher: Four twelfths. Teacher: This is going to be your homework tonight. Teacher: You're going to have to do something like this for your homework, so I'm expecting you to - did you take any of these notes?
Teacher: Five, and just write small. Teacher: 345 Teacher: Both of them.  [TARGET]Teacher: Write both of them.[/TARGET] Student: Okay. Student: Oh, I got it right. Student: [Crosstalk]
Teacher: Five, carry? Multiple Students: Seven. Teacher: Excuse me.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Listen, guys. Teacher: Wait for the question. Teacher: Five plus one?
Teacher: Five, four, three, two, one - it is [Inaudible]. Teacher: Zero. Teacher: Student T, [Inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I'm hearing too many voices. Teacher: Student T, work the entire problem out on the board. Teacher: But what did our question ask?
Teacher: Five, four, three, two, one. Teacher: Eyes up here, detectives. Teacher: Student F, have a seat and eyes up here.  [TARGET]Teacher: Student F, thank you.[/TARGET] Teacher: All right, what we're going to do - and you guys don't need to write anything yet, okay? Teacher: If you look up on the board, I have - I have a problem. Teacher: I need you to help me construct a parallel - a parallelogram that has a perimeter of 20 centimeters and an area of 24 centimeters.
Teacher: Five, four. Teacher: Student A, the only way to actually learn something is you have to physically try it. Teacher: Last time I checked, you can't - you can't even do it if you just there and you stare at the numbers.  [TARGET]Teacher: The numbers are not going to solve themselves.[/TARGET] Teacher: You have to try, okay? Teacher: Even if it's wrong, you still have to try. Teacher: Okay, there's nothing wrong with trying and getting it wrong.
Teacher: Five, three, two, four. Teacher: Student M, that's your second chance. Teacher: If I get on to you one more time no popcorn and a movie later.  [TARGET]Teacher: That's all I'm gonna say.[/TARGET] Student: Yes, ma'am. Student: [Crosstalk] Teacher: Not at one time.
Teacher: Five. Teacher: Don't move again. Student: [Inaudible]  [TARGET]Teacher: Don't move again.[/TARGET] Student: To try to make the fraction equal. Teacher: To try to make equal fractions. Teacher: And why do we need to make equal fractions?
Teacher: Five. Teacher: Good job. Teacher: Now, let's go to page five.  [TARGET]Teacher: Student N, number one, please.[/TARGET] Student: One - Teacher: Page five. Teacher: Student F, Student F, five, five.
Teacher: Five. Teacher: Student M, sit down, son, what are you doing? Teacher: All the way.  [TARGET]Teacher: Student I, Student I, sit [inaudible].[/TARGET] Teacher: Okay. Teacher: Now, over the past couple of days, we've done four rotations, right? Student: Yeah.
Teacher: Five? Teacher: Students, you all who are not my math students, can you please have what you need so that you're not roaming back and forth here? Teacher: You should have a pencil, or a paper, or whatever work your teacher gave you.  [TARGET]Teacher: But you should not be needing to go back and forth, back and forth, roaming in the middle of our lesson.[/TARGET] Teacher: All right, so the problem that you are multiplying - and I'm going to forget that decimal for a sec, and just multiply 314 times 25. Teacher: Three fourteen times twenty-five. Teacher: How many of you already set your problem like that?
Teacher: Fix it. Student: Teacher, [inaudible] on her back. Student: My back's messed up.  [TARGET]Teacher: No, fix that.[/TARGET] Teacher: She'll be okay with that. Teacher: Let's go, Student C.   Student: Like this is a bar graph, right?
Teacher: Fix it. Teacher: Thank you. Teacher: If you can hear me, clap your hands.  [TARGET]Teacher: If you can hear me, clap twice.[/TARGET] Teacher: Three times. 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: Flip. Teacher: And after that, of what, of the second what, fraction? Teacher: Let me see what you did in question 6.  [TARGET]Teacher: Rewrite question 6 right here.[/TARGET] Teacher: [Crosstalk] Teacher: What is your answer to question number six? Teacher: [Crosstalk]
Teacher: Focus on the task. Teacher: One person needs to do it. Teacher: The other people are listening and watching.  [TARGET]Teacher: We are no longer eating.[/TARGET] Teacher: Put the candy away. Teacher: If you have it out, you're going to just continue eating if it's a lollipop, but if it's a bracelet, or it's in a package, put the package away, because we're too focused on candy right now, and we only have 15 minutes left of this lesson. Teacher: Raise your hand if you already started drawing your pizza slices.
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.  [TARGET]Teacher: Can we have with this one, Student J come up.[/TARGET] Student: Mr. J, [inaudible]. Teacher: If you don't get the correct answer I'll call on someone else. Teacher: You guys have one minute and if you can you can and if you can't you can't.