stanford-nlpxed/classroom_management_data huggingface dataset:
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.  [TARGET]Teacher: Don't tell me.[/TARGET] Teacher: Just ignore them and I will find the person breaking the rule. Teacher: Sorry. Teacher: Go ahead.
Teacher: If I told you the sum - the sum mean together. Teacher: You add them all together. Teacher: I said the word.  [TARGET]Teacher: I don't know if anyone was listening.[/TARGET] Student: Altogether. Teacher: Together is - okay. Student: The sum altogether.
Teacher: If I use my tens as intervals, what am I doing down here? Teacher: 1, 2, and 3. Teacher: Give me the title.  [TARGET]Teacher: You don't have to write it on your board.[/TARGET] Teacher: Just give me a title, Student M. Student: Dogs growth. Teacher: Dogs - how about weekly growth?
Teacher: If I want to make 1,000, I notice this is 10. Teacher: I put my 8 here. Teacher: This is 10.  [TARGET]Teacher: Look here.[/TARGET] Teacher: What is that? Teacher: Can you start adding your numbers and stop looking for trouble? Teacher: Stop.
Teacher: If I was to write a fraction to show five and one tenth, the fraction would be a mixed number. Teacher: It would be five and one tenth. Teacher: Since this five is on the opposite side of the decimal that means that it's a whole number.  [TARGET]Teacher: You watching Student D?[/TARGET] Teacher: do you see where you made some mistakes? Student: Yes. Teacher: All right, so let's do another one.
Teacher: If I were to write a multiplication equation, this is what it would look like. Teacher: What does 3 times 4 really mean? Teacher: What does that word times really mean?  [TARGET]Teacher: Student S, please.[/TARGET] Teacher: I would like to teach you something really intense right now that I know you will like as a challenge. Teacher: Get your hood down and your body forward. Teacher: What does that word mean, 3 times 4?
Teacher: If he needs help, Student L, we'll get to you. Teacher: I'm sorry. Teacher: Some people are playing with their counters.  [TARGET]Teacher: That means they're not gonna listen to you, Student E.  That would be sad.[/TARGET] Teacher: So we're not gonna twirl them. Teacher: We're not gonna spin them and we're certainly not gonna stack them. Teacher: We're not gonna stack them.
Teacher: If he's doing it wrong, [inaudible]. Teacher: Okay. Teacher: [Inaudible].  [TARGET]Teacher: Sit up enough to write.[/TARGET] Teacher: Just stay right there. Teacher: Stay against the wall. Teacher: [Inaudible].
Teacher: If it has all three acute angles in it, it is an acute triangle. Teacher: If it has one right angle in it, it is a right triangle. Teacher: Isosceles means that two of the sides are congruent, and none of those sides up there would be congruent with each other.  [TARGET]Teacher: How many of you put down letter C for obtuse?[/TARGET] Teacher: If you put that down, put a plus five by this number six. Teacher: Everyone else, I just want you to draw an X through it. Teacher: I'm going to go over that again, so you need to listen.
Teacher: If it helps you, you can almost picture this as a dollar. Student: Ooh. Student: Whoa.  [TARGET]Teacher: Shh.[/TARGET] Student: A dollar. Student: Wait, [inaudible]. Teacher: Just listen while we - if you think of this as one whole, think of it as like, a dollar.
Teacher: If it is 1,000, your score is 0. Teacher: The more you have less numbers here, that shows that you are winning. Student: I have a question.  [TARGET]Teacher: Sure.[/TARGET] Student: Is that a microphone? Teacher: Yes. Student: Why is it covered in Styrofoam?
Teacher: If it's C, then you'll hold up C.  If it's D, then you'll hold up D.  Do you have any questions? Student: [Inaudible] Teacher: All right.  [TARGET]Teacher: So, excuse me.[/TARGET] Teacher: I need everybody's attention in three, two, one, zero. Teacher: Order of operations. Teacher: I know the order of operations involve all of these symbols up here.
Teacher: If it's your answer, you need to [go yes], but if it's not, then you need to say, oh, how. Teacher: [Crosstalk] Teacher: Hold on.  [TARGET]Teacher: Student D, listen.[/TARGET] Teacher: Listen to another group. Teacher: Thank you. Teacher: Yeah, what - what -
Teacher: If my answer to my subtraction problem down here is the same as or greater than my divisor, what should go off in your head, right now? Student: It should go in one more time. Teacher: You don't have your hand raised, Student J.  [TARGET]Teacher: If you look behind you, there's a lot of people in this class following rules.[/TARGET] Teacher: What should go in your head right now, besides an alarm. Teacher: R-r-r-r-. Teacher: Stop!
Teacher: If please listen, if your group is six large and one person is explaining you maybe stand up and walk over closer to that person so that person does not have to be loud okay? Teacher: Alright? Teacher: If you can't hear please get closer to the person explaining.  [TARGET]Teacher: This is the only time I'm gonna turn those lights out noise monitors you need to do your job please.[/TARGET] Teacher: Okay. Teacher: Much better. Teacher: Yes?
Teacher: If the only common factors are one, it's already in it's simplest form, okay? Teacher: Now let's go to number seven, but before we go let's read the directions. Teacher: Here we go.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Number seven. Teacher: Let's read the direction. Teacher: In fact, Student C, read the directions.
Teacher: If the person is doing something to you that you have to go to the nurse for, let me know. Teacher: Otherwise, I don't want to hear it, and I don't want anyone else up getting a marker. Teacher: Raise your hand if the marker is not doing what you need it to do.  [TARGET]Teacher: Yes?[/TARGET] Teacher: So let's see who's going to be going first for us. Teacher: Can you [inaudible]? Teacher: I'm going to put up a problem.
Teacher: If there's no remainder, the last shape is your answer. Teacher: [Crosstalk] Teacher: Student K, you're not doing that.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: [Crosstalk] Teacher: [Students doing group work] Teacher: I need your attention.
Teacher: If they have an idea that you're not listening to, you need to listen. Teacher: You're all part of the group. Teacher: You're going to have the same answer when we finish, because you are a team.  [TARGET]Teacher: I need your elbows off the desk.[/TARGET] Teacher: I need you talking to your team. Teacher: We're not doing it separately, so put your quarters together. Teacher: You three ladies, do not be separate from Student J.
Teacher: If they're blue and yellow you may. Teacher: Okay, the computer's not working. Teacher: It's going slow.  [TARGET]Teacher: All right, you should be ready.[/TARGET] Teacher: You should have blue and yellow or a different color as long as you can tell when they mix is what you need. Teacher: On your math journal, go ahead and write how do we multiply a fraction by a fraction. Teacher: How do we multiply a fraction by a fraction.
Teacher: If this is a little bit confusing - hang on. Teacher: Let me [inaudible]. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Teacher: If it helps you, you can almost picture this as a dollar. Student: Ooh. Student: Whoa.
Teacher: If this is four fourths, this is - Multiple Students: Five fourths. Teacher: Five fourths.  [TARGET]Teacher: Nobody should have their hands on anything but eyes up here.[/TARGET] Teacher: Done. Teacher: So then this would be? Multiple Students: Six fourths.
Teacher: If this is one fourth, two fourths, three fourths - we're counting by fourths - four fourths, five fourths, six fourths. Student: Seven fourths. Teacher: Yes, count by fourths.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Not right now. Teacher: You know what, I want those little pieces of paper gone. Teacher: Taking two of them.
Teacher: If this math is not done, we're not going out for recess. Teacher: Do your math. Teacher: You know what to do.  [TARGET]Teacher: Leave him.[/TARGET] Teacher: Camera is covering every place in the classroom, everywhere. Teacher: The camera is seeing everywhere. Teacher: That's not what we're talking about.
Teacher: If this were 900 and something, which that makes sense, 900 and something times 4 equals 380? Student: Because I thought when we were working on prices is what would happen is- Teacher: That's okay.  [TARGET]Teacher: Go ahead.[/TARGET] Teacher: Finish. Student: You could only have two past the decimal point for the prices. Student: That's usually - and then you can only have two numbers past the prices and that would be 996.65.
Teacher: If we have time today I'm going to sit down with you because I want you to do your independent practice. Teacher: [Inaudible]. Teacher: Why don't you stay right here, work with this again?  [TARGET]Teacher: Erase that.[/TARGET] Teacher: Try this one for me please, sir. Teacher: Good. Teacher: How about this one first?
Teacher: If we're looking for one sixth, one sixth must be - wow, see, some people - oh, now they're getting smarter. Teacher: [Inaudible]. Teacher: Let me see.  [TARGET]Teacher: They're talking together.[/TARGET] Teacher: Student C, Student L and Student N. Teacher: [Crosstalk] Teacher: One sixth.
Teacher: If you are done, check your work, please label. Teacher: [Crosstalk]  Teacher: Don't forget to label them.  [TARGET]Teacher: Shh.[/TARGET] Teacher: [Crosstalk]  Teacher: Are you copying his work or are you thinking on your own? Teacher: Why are you looking over there?
Teacher: If you are in the multiplication group, I need you to whisper. Teacher: I need you to all be solving the same problem. Teacher: You're multiplying three digit numbers by two digit numbers.  [TARGET]Teacher: So when I call your name, the first division group, go to Ms. F.  Student M, stand, Student H, Student K, Student C, Student I, and Student A.[/TARGET] Teacher: You're going to sit back here. Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C.  If I didn't call your name, raise your hand. Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go.
Teacher: If you are working, you are working with me. Teacher: Last warning. Teacher: I'm sorry.  [TARGET]Teacher: We can't take any snack until this is finished.[/TARGET] Teacher: Did you hear what I said? Teacher: I'm going to take it now and put it in the garbage. Teacher: I'm going to put it here.
Teacher: If you can hear me, clap once. Teacher: If you can hear me, clap two times. Teacher: Give me the marker, please.  [TARGET]Teacher: Thank you.[/TARGET] 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. Teacher: I do want to learn from him.
Teacher: If you can hear me, clap two times. Teacher: Give me the marker, please. Teacher: Thank you.  [TARGET]Teacher: There's a strategy Student C is showing me here that I, myself, I do not know.[/TARGET] Teacher: I do want to learn from him, please. Teacher: I do want to learn from him. Student: Go on then.
Teacher: If you can hear me, clap your hands. Teacher: If you can hear me, clap twice. Teacher: Three times.  [TARGET]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.[/TARGET] Teacher: The fold in your paper is - I just lost it. Teacher: There. Teacher: Everybody look.
Teacher: If you can't pay attention - can you stop? Teacher: Let me see what you wrote. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14.  [TARGET]Teacher: How many do you have?[/TARGET] Teacher: Let me see. Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000?
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.  [TARGET]Teacher: Try and do this math.[/TARGET] Teacher: I will show you. Teacher: Let me see people that are working hard, what I can give to them. Teacher: If you throw that at him, you are going out.
Teacher: If you cannot handle it, if you cannot handle just letting the fly be, we'll find another seat. Teacher: So Student A, go back to your desk where you belong because there's a fly over here and you can't handle it. Teacher: Go back to your desk where you belong so that we're all ready to move on.  [TARGET]Teacher: You can sit your desk, the back desk, or that desk.[/TARGET] Teacher: You have several choices that are far away from the fly. Teacher: You either sit quietly or you move. Student: [Inaudible].
Teacher: If you can't hear them, you can pull your chair right here, if you want to get closer to them. Teacher: He's the writer. Teacher: He's the recorder, right?  [TARGET]Teacher: Come on Student R, you're the recorder.[/TARGET] Teacher: Your group needs you now. Teacher: Okay, you didn't even have your group name on the paper, yet. Teacher: [End of Audio].
Teacher: If you could put your caps on your marker - I shouldn't have to tell anyone three times - erase your paper. Teacher: Just leave it on your - okay. Teacher: We're not grabbing from each other.  [TARGET]Teacher: That's rude.[/TARGET] Teacher: Erase your board - your paper. Teacher: Do it as fast as you can. Teacher: It's probably not all going to come off, but you guys need to hurry.
Teacher: If you counted, tell us that you counted. Student: May I please use - Teacher: You just used it right before this.  [TARGET]Teacher: Have a seat, please.[/TARGET] Teacher: Student T, why don't we pick up the sweatshirt, instead of stepping on it? Teacher: Remember, perimeter is the inside, or the outside? Student: Inside - outside.
Teacher: If you did one round just go ahead. Teacher: You're gonna [inaudible] Student T.  Student A you need to go right to her room. Teacher: Don't stop to pick up other kids or anything.  [TARGET]Teacher: Go right to her room.[/TARGET] Teacher: Everybody pretty excited about playing? Student: Yes. Teacher: I'm actually going to have you play at your desks in partners.
Teacher: If you didn't do your work yesterday you can start now. Multiple Students: [Inaudible] Multiple Students: [Student humming purposely into the mic]  [TARGET]Teacher: Look at this one what do you have here correct yourself.[/TARGET] Student: Hurry up Student J. Teacher: Talk to me honey, correct yourself. Student: She did it.
Teacher: If you didn't get a chance to finish up just say Mr. C I'm thinking. Teacher: It's not - because we're gonna continue this later one. Teacher: Please don't do that.  [TARGET]Teacher: Now it is time to pay attention.[/TARGET] Teacher: I got two minutes before that microphone goes off again. Teacher: All right. Teacher: Okay, let's go right here.
Teacher: If you didn't know how to convert it, how would you do it? Teacher: Student D.  Because he's right. Student: You would put 5 outside [inaudible].  [TARGET]Teacher: I'm sorry; I didn't hear you.[/TARGET] Teacher: What did you say? Student: You put 5 outside the doghouse and you put 4 inside. Teacher: And you would just divide.
Teacher: If you don't know what the denominator tells us, listen. Teacher: What does the denominator tell you? Teacher: Does it have a mouth?  [TARGET]Teacher: Is it talking to you?[/TARGET] Teacher: Hi, I'm number 12. Teacher: No. Teacher: What does the denominator tell you?
Teacher: If you don't try anything, I don't know what steps you don't know, so then I can't help you. Teacher: If you sit there and keep looking at it like this, then Teacher doesn't know anything about it, okay? Teacher: But if you at least try to put some numbers down, even if you have something wrong, then I can say, oh, it's the second step she's messing up on every time, okay?  [TARGET]Teacher: You have to at least try.[/TARGET] Teacher: You can't just keep sitting there, and I know math is tough for you. Teacher: We can get through it together if you show me what you don't know. Teacher: I know you can get past that first step because you have a zero, so that shows me you at least know what to do.
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: That is not fair to your classmates. Teacher: Hopefully you have a little bit of extra room on your paper.  [TARGET]Teacher: I have a few word problems that we're going to do together real quick.[/TARGET] Teacher: Let me post this on the board and we'll talk about them. Teacher: Student D, you and I have already talked several times today. Teacher: Okay, the first problem, how many two-pound boxes of candy can be made from 10 pounds of candy?
Teacher: If you feel like they are not listening to you, respecting you- Student: They're trying to say that they're trying to help me and they're not. Student: They didn't even say one thing to help me.  [TARGET]Teacher: It is a group effort.[/TARGET] Teacher: I like what Student S is doing. Teacher: She is raising her hand to talk. Teacher: She will be the last person to speak before we move on.
Teacher: If you finish this page, I'll give you a cracker. Teacher: When you finish. Teacher: Can you stop throwing that?  [TARGET]Teacher: Give it to me.[/TARGET] Teacher: Thank you. Teacher: Do your math. Teacher: Let me have it.
Teacher: If you get them both right, take them off, or turn them over. Teacher: If you didn't, the other partner - I mean, leave them. Teacher: Don't take them off.  [TARGET]Teacher: If you didn't get them both right, leave them.[/TARGET] Teacher: So water boils at 212 Fahrenheit. Teacher: I'm not done. Teacher: 100 degrees Celsius.
Teacher: If you get them both right, take them off. Teacher: You aren't doing a lot of moving around. Teacher: I asked you to take them both off if you got them right.  [TARGET]Teacher: You all are turning them upside down.[/TARGET] Teacher: What was my direction? Teacher: Take them off if you get them right. Teacher: Put them in the bag.
Teacher: If you got them both right, take them off. Teacher: If you didn't, leave them. Teacher: Ready?  [TARGET]Teacher: I don't want you to touch it.[/TARGET] Teacher: I haven't read anymore. Teacher: Freezing point, 0 degrees Celsius, 32 Fahrenheit. Teacher: Ready?
Teacher: If you guys want to like sit over here - tell me your names again? Student: Student E. Teacher: Okay.  [TARGET]Teacher: Student K, sit beside Student E.  Okay.[/TARGET] Teacher: Student E, if you can move to the other side of Student E and Student R, if you can fit beside - right there at the corner. Teacher: Sit on the other side of Student E.  You're fine. Teacher: Tell me your name again?
Teacher: If you have 4, will you please bring me your post-its? Teacher: Waterfall. Teacher: I'll wait for Student Z.  [TARGET]Teacher: Can you sit down please?[/TARGET] 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: So those are the people that you're supposed to put down in your post-it, and if for some reason something changes before your post-it gets up here, we're going to leave it like that for time's sake, because we don't want to go back over this again and again.
Teacher: If you have 9, you need to double, or you need to match this one and one of those needs to double. Teacher: Stop throwing please. Teacher: Student C, no fraternizing with another team.  [TARGET]Teacher: You can't give away your answers.[/TARGET] Student: I need 9 more. Teacher: 9 more what? Student: Coins.
Teacher: If you have A done, move onto B. Teacher: Did the timers give you a little warning, yet? Student: Yes.  [TARGET]Teacher: Your timer did?[/TARGET] Teacher: Who was your timer? Teacher: Nice job, Student D, move your clothespin up. Teacher: Nice job.
Teacher: If you have a clock, you should not be up here. Teacher: Your partner. Teacher: That's what I said.  [TARGET]Teacher: If you do not have a clock or a partner, you need to be up here.[/TARGET] Teacher: Student K, who's your partner? Teacher: Go stand behind her chair. Teacher: Student D, Student C, where's your seat?
Teacher: If you have a question you can come ask me. Teacher: Is there somebody who doesn't have a partner? Teacher: Groups of two or three.  [TARGET]Teacher: Student A, can Student C join your group, please?[/TARGET] Teacher: [Multiple conversations] Teacher: Student A, you cannot use their idea because I'm about to have to tell you about it; you need to come up with your own idea. Teacher: But Student S, and Student D, and Student C decided that they're going to use super heroes to come up with different ways to make a dollar, all right?
Teacher: If you have five people in your group, there can be three people in your set. Teacher: Does everyone understand? Teacher: Okay, this - these papers can go in the desk, and why don't you sit over there.  [TARGET]Teacher: This is put away.[/TARGET] Student: Can I sit over there? Teacher: Right here. Teacher: Let me move the camera a little bit so you don't bump into it.
Teacher: If you have not finished, this will help you to finish up your work. Teacher: Sh. Teacher: Let's stop.  [TARGET]Teacher: I'm waiting for you Teacher S.[/TARGET] Teacher: Sorry. Teacher: We were doing multiplication. Teacher: I know.
Teacher: If you have the eight times four, just hold tight. Teacher: Remember that I go straight down the columns like this to check your work. Teacher: Here we go.  [TARGET]Teacher: I just tell you the answers.[/TARGET] Teacher: 21, 16, six, 49, 63, 48, 10, 36, 25, 64, zero, 35, 20, 12, 14. Teacher: Column two, 10, six, 15, zero, 24, zero, 42, 36, 45, 20, zero, 40, 56, 16, 28. Teacher: Column three, 32, 18, 72, six, 72, 40, five, eight, seven, three, 48, two, eight, 16, 90.
Teacher: If you have three people at your group, you're going to trade a few times. Teacher: 9, 8, 7, 6, 5, 4, 3, sit down please, 2, and 1. Teacher: First row, Student T, excuse me.  [TARGET]Teacher: First row, from Student A, please.[/TARGET] Student: 27 divided by 3 equals 9. Student: [Inaudible]. Student: 12 divided by 3 equals 4.
Teacher: If you have your hand up, please give me your division fact to go with Student J's story. Teacher: 20 balloons between him and his brother. Teacher: How many balloons will each person get?  [TARGET]Teacher: Student A, I need your eyes up here, please.[/TARGET] Teacher: Can you repeat Student J's question, Student A? Teacher: Look at me, please. Teacher: Here we go.
Teacher: If you know what you're thinking, keep it in your head. Teacher: No. Teacher: It's his turn.  [TARGET]Teacher: He's the king on the pedestal right now.[/TARGET] Teacher: You're the citizen watching. Teacher: This is your limitation of freedom of speech. Teacher: All right.
Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. Teacher: This solution is this one here. Student: I already have the questions.  [TARGET]Teacher: But we are going to answer the questions.[/TARGET] Teacher: It says here how would you explain to someone else how solution number one works? Teacher: What did they do? Teacher: Where does 16 come from, and where does 11 come from?
Teacher: If you look behind you, there's a lot of people in this class following rules. Teacher: What should go in your head right now, besides an alarm. Teacher: R-r-r-r-.  [TARGET]Teacher: Stop![/TARGET] Teacher: Student O, can you explain? Student: It can go into it one more time. Teacher: It could have gone into it, again, right?
Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it? Teacher: I would probably start with what do we know based on that chart, or report, and a ruler.  [TARGET]Teacher: Just today?[/TARGET] Teacher: Okay. Teacher: Sorry. Teacher: All right.