stanford-nlpxed/classroom_management_data huggingface dataset:
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: So, supply monitor, please make sure everyone has an answer sheet, and a question sheet.  [TARGET]Teacher: Student B, please move your clothespin down, I don't like the way - [/TARGET] Student: [Inaudible]. Teacher: Student B, please move your clothespin down, I don't like the way that you're speaking to your group, right now. Student: But he keeps [inaudible] at me.
Teacher: Put it on the line. Teacher: What is it? Teacher: There we go.  [TARGET]Teacher: Shhh.[/TARGET] Teacher: Guys, we're working on - since we are going past a whole, what are we working on [inaudible]? Student: Improper fractions. Teacher: Improper fractions and also -
Teacher: Put it on your desk. Teacher: That's your job today. Teacher: Then pass the envelope to someone next to you, and they're going to do the same.  [TARGET]Teacher: Pass the envelope to the next person, and they're going to do the same thing.[/TARGET] 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.
Teacher: Put nine in the head and add seven. Teacher: I'm waiting for you, sir. Teacher: You do have work to do.  [TARGET]Teacher: Get a book and read.[/TARGET] Student: It's almost lunchtime? Teacher: Yeah, it's almost lunchtime. Student: After this it's lunchtime?
Teacher: Put one on her desk please. Student: I gave her one. Teacher: Okay, Student O, put your arm down.  [TARGET]Teacher: That's not fourth grade behavior.[/TARGET] Teacher: [Crosstalk among students] Teacher: Nope, she has hers, you have yours. Teacher: All right, we're ready to start.
Teacher: Put that away [inaudible]. Teacher: [Inaudible] good. Student: [Inaudible].  [TARGET]Teacher: Just put it on the floor.[/TARGET] Teacher: [Cough]. Teacher: You three, sit over here. Teacher: Student J, come sit right here.
Teacher: Put that away right now. Teacher: Yeah, I have some over there. Teacher: Are you guys working?  [TARGET]Teacher: Where's your desk?[/TARGET] Student: It's right there. Teacher: Well get it. Student: Wow, seriously?
Teacher: Put that away, Student K.  Four-fifths plus five-eighths equals one. Teacher: Three-sixths plus two-fourths equals one. Teacher: Okay, now let's take out our math books.  [TARGET]Teacher: Take out your math books.[/TARGET] Teacher: [Crosstalk] Teacher: Not quite. Teacher: I'll get to you in a minute.
Teacher: Put that away. Student: The circles - Student: Oh, no, because I was looking at what you just said.  [TARGET]Teacher: Okay, but we're being rude to Student A who is trying to explain.[/TARGET] Teacher: I cannot hear her when you guys are talking. Student: I can see that she did three circles with 12 dots in it. Student: The 12 dots represent the kids and the circles represent teams.
Teacher: Put that one away. Teacher: 3, 4, 5, 6, 7. Teacher: Put it away.  [TARGET]Teacher: 1, 2, 3, 4, 5, 6, 7.[/TARGET] Teacher: Are you done with this? Teacher: You can use a wild card. Teacher: You can turn it into another number you like.
Teacher: Put the crayons back in the box, in the bowls. Teacher: Pick up your papers. Teacher: Get them ready to hand to Student A.  [TARGET]Teacher: She shouldn't have to come and pick it up off the table for you.[/TARGET] Teacher: We're gonna make an array on here. Student: We didn't have to put our names on it, right? Teacher: But remember, we're gonna make a bigger problem on this one.
Teacher: Put the crayons up. Teacher: Okay. Teacher: One.  [TARGET]Teacher: Two.[/TARGET] Teacher: Three. Teacher: Crayons up. Teacher: First group come up, please.
Teacher: Put the crayons up. Teacher: Put the crayons up. Teacher: Okay.  [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Three. Teacher: Crayons up.
Teacher: Put the light green on. Teacher: Shhh. Teacher: You must mark when we mark.  [TARGET]Teacher: Some of you are staring up here like you don't have a thing to do.[/TARGET] Teacher: That's the purpose of this. Teacher: So you get a picture of it. Teacher: This is what I should see right now but use your Cuisenaire rods to make the lines.
Teacher: Put the markers, the tops back to the markers, up. Teacher: I'm gonna say that correctly. Teacher: Put the caps back on the marker, please.  [TARGET]Teacher: And I already asked you to have a seat, so that should have been the first thing that you did.[/TARGET] Teacher: I didn't ask you to do anything else. Teacher: I didn't ask you to stack the markers on top of one another. Teacher: I didn't ask you to fix the little cards.
Teacher: Put the word describe. Teacher: Yes? Teacher: I want you to write this in your journal.  [TARGET]Teacher: I want you to stop talking to the people at your table and get this written down.[/TARGET] Teacher: We said characteristics. Teacher: If we were talking about people, we would say character traits. Teacher: How to describe?
Teacher: Put them down. Teacher: Have your math notebooks either in your lap or on your desk. Teacher: Give me your attention.  [TARGET]Teacher: Student D, too late.[/TARGET] Teacher: Come sit down. Teacher: Okay. Teacher: We talked about this.
Teacher: Put them in the bag. Teacher: As soon as you're done cleaning up you're gonna move your chair over here. Teacher: The only thing, boys, that you will need is the directions and your fraction percent equivalent strips.  [TARGET]Teacher: Student N I need you to stand up.[/TARGET] Teacher: Student A needs to move her chair. Teacher: Thank you. Student: [Inaudible] cards up there.
Teacher: Put them in the bag. Teacher: Next, beach weather. Teacher: You want it to be 32 degrees Celsius and 86 Fahrenheit.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Room temperature - you should have been taking them off. Teacher: [Inaudible]. Teacher: Room temperature, 21 degrees Celsius, 71 degrees Fahrenheit.
Teacher: Put this in your binder. Teacher: Put both of these in your binder. Teacher: If you can hear my voice, clap once.  [TARGET]Teacher: If you can hear my voice, clap twice.[/TARGET] Teacher: Guys, I am not going to be dismissing anyone until we all take out our agendas to write down our homework. Student: Is this a homework about subtraction? Teacher: Nope.
Teacher: Put those away. Teacher: I did not tell you to - what are you doing with those? Teacher: No.  [TARGET]Teacher: I said put those away.[/TARGET] Student: Oh. Teacher: Not what you're working - supposed to be working with. Teacher: A couple of more minutes.
Teacher: Put together. Student: I hate this pen. Teacher: Hurry up.  [TARGET]Teacher: You still have a lot to do.[/TARGET] Teacher: Why don't you use pencil? Teacher: Why don't you use pencil? Student: I don't like pencil.
Teacher: Put your comma in the right place. Student: I did it. Student: Those are easy.  [TARGET]Teacher: Shh.[/TARGET] Teacher: This week for your homework - or this upcoming week for your math homework, you have to solve - you have to do three multiplication problems. Teacher: Still three division problems. Teacher: They're all three by two.
Teacher: Put your hand down, dear. Teacher: Clear everything off your desk because we're gonna be switching. Teacher: [Crosstalk]  [TARGET]Teacher: Student D, put everything off your desk.[/TARGET] Teacher: You're gonna be working in your groups. Teacher: I'm gonna call certain people to the front so we can work on the division. Teacher: I might call a couple of people up after that just to kind of help them as well.
Teacher: Put your hand down. Teacher: So we have a look at our problem solving template. Teacher: What's the problem asking us to do in your own words?  [TARGET]Teacher: Go, Student L.[/TARGET] Student: How many cookies were there at first? Teacher: Right. Teacher: You need to write on your problem solving what it says.
Teacher: Put your hand up. Teacher: Student A, what was your answer? Student: I got 39.28.  [TARGET]Teacher: Thirty-nine point - we're not talking out.[/TARGET] Teacher: Thirty-nine point twenty-eight? Student: [Inaudible]. Teacher: Okay, Student A, what did you get?
Teacher: Put your hands down and listen. Teacher: I'm almost finished with my first interview. Teacher: If I could fit in more than three, I will.  [TARGET]Teacher: So it's a little bit too loud.[/TARGET] Teacher: I'm having a hard time hearing Student B. Teacher: So can you bring the noise level down, please? Multiple Students: Yes.
Teacher: Put your hands in your lap. Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible]. Teacher: And copy Student V.  When I ask for your attention, they get it right away.  [TARGET]Teacher: I get it from them.[/TARGET] Teacher: You're wasting a lot of time. Teacher: So let me repeat my directions. Teacher: Take your Everyday Math book.
Teacher: Put your hands in your lap. Teacher: Put your hands in your lap. Teacher: I need everyone to think about how Student L and Student J and Student H and Student N [Inaudible].  [TARGET]Teacher: And copy Student V.  When I ask for your attention, they get it right away.[/TARGET] Teacher: I get it from them. Teacher: You're wasting a lot of time. Teacher: So let me repeat my directions.
Teacher: Put your hands on your lap. Teacher: Everybody put your hands on your lap. Teacher: Student T will pick up the cubes.  [TARGET]Teacher: Student C, I just gave directions, and you're not following direction.[/TARGET] Teacher: What did I just say to do? Student: [Inaudible]. Teacher: Put your hands on your lap.
Teacher: Put your name and the date on the graph paper. Teacher: All right, here's your question. Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color?  [TARGET]Teacher: Show me the work.[/TARGET] Student: On what? Teacher: On your graph paper. Teacher: No, based on that, on the graph.
Teacher: Put your name on the back. Teacher: Put it back in there. Student: Are we going to play around the world?  [TARGET]Teacher: You've got to answer ticket out the door first.[/TARGET] Teacher: Off the table. Teacher: Student K, yours is on your desk. Teacher: Put your name on the back of the card and go ahead and answer it.
Teacher: Put your pencils down. Teacher: Okay. Teacher: So, this is probably one of the easiest - I'll wait for Christopher.  [TARGET]Teacher: Thank you, Christopher, thank you.[/TARGET] Teacher: This is probably one of the easiest steps. Teacher: It is really number of students, it's just adding the total of boys and girls. Teacher: The different ways you can do it, the way I did it, is first I counted the number of boys.
Teacher: Quadrant two. Teacher: Then you do quadrant four. Teacher: Very good.  [TARGET]Teacher: Ignore them, please.[/TARGET] Teacher: Quadrant three, and now we're going to have quadrant four. Teacher: Very, very good. Teacher: Excellent job.
Teacher: Quickly guys. Teacher: You've done a lot of sitting today, so your grade isn't very good right now. Teacher: You've got to get a good grade for the rest of the day.  [TARGET]Teacher: Student E, the ring goes on your finger, or it's going to go in the trash can.[/TARGET] Teacher: What are you working on? Teacher: You doing the test now? Teacher: Okay.
Teacher: Quickly, because we don't have much time to [inaudible] with someone. Student: [Inaudible] zero, one and two, right? Student: [Inaudible] this?  [TARGET]Teacher: Student R, sit down and listen to directions.[/TARGET] Teacher: You get one set of ... put it on the floor. Teacher: [Silence]. Teacher: You're not allowed to do [inaudible] when you're supposed to be listening.
Teacher: Quickly, let me get Student A - Teacher: She's gonna walk over here. Teacher: Thank you.  [TARGET]Teacher: Let me get, who did I just say, Student A and Student J.[/TARGET] Teacher: No, I need you tear off some napkin strips and give everybody one. Teacher: Student C, you need to come, show the number. Student: Teacher, can I have these?
Teacher: Quickly, quickly. Teacher: Thank you. Teacher: Student C, Student J.  I'm sorry, Student C, Student D.  You're not eating it.  [TARGET]Teacher: Thank you, Student V.  Student U, Student C, Student Y.[/TARGET] Teacher: That's it. Teacher: [Inaudible] over here. Student: [My broken wheels are] over there.
Teacher: Quickly. Teacher: At Table 6, you're gonna be going on Fast Math, okay? Student: Yea.  [TARGET]Teacher: I need you to listen.[/TARGET] Teacher: At Table 3, you're gonna be working on creating your own pie chart, okay? Teacher: When you're doing this, you're gonna be using markers to help you. Teacher: So there are enough buckets here so each person can work at their own pace, okay?
Teacher: Quickly. Teacher: Your time is up. Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances.  [TARGET]Teacher: Sit.[/TARGET] Teacher: So sad that you've lost your own learning time because you could not get it together. Teacher: All right, so we have nine minus seven is what? Multiple Students: Two.
Teacher: Quiet show of hands if you've done numbers 1 through 5 please. Teacher: Keep going. Teacher: Numbers 1 through 5 should be done in the next five minutes.  [TARGET]Teacher: This stuff needs to go away or it all belongs to me, because it's distracting you right now.[/TARGET] Teacher: Remember our goal. Teacher: Be thinking about grouping versus sharing. Teacher: If you finish them, go back and think to yourself which ones are grouping, which ones are sharing.
Teacher: Quiet. Teacher: Stop working. Teacher: Stop working.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Stop working. Teacher: Look up here. Student: Okay.
Teacher: Quietly. Teacher: The lights are off, Student S. Student: [Inaudible].  [TARGET]Teacher: [Inaudible] over there, please.[/TARGET] Teacher: Thank you. Teacher: Where'd you put them? Student: Did you take them?
Teacher: Rah. Teacher: Rah. Teacher: Rah.  [TARGET]Teacher: Who's my rah-rah person?[/TARGET] Teacher: Student B? Teacher: Nice. Teacher: Student B?
Teacher: Rah. Teacher: Rah. Teacher: Who's my rah-rah person?  [TARGET]Teacher: Student B?[/TARGET] Teacher: Nice. Teacher: Student B? Teacher: Awesome.
Teacher: Raise your hand if I were to play a follow the directions game you would probably be the last one standing, because you have a lot of discipline. Teacher: Hmm. Teacher: Imagine that.  [TARGET]Teacher: I don't want you to do anything right now.[/TARGET] Teacher: I'm gonna ask you a few questions. Teacher: My first question is what was difficult about Multiplication Bull's-eye? Teacher: What was difficult for you personally playing Multiplication Bull's-eye, Student D?
Teacher: Raise your hand if the marker is not doing what you need it to do. Teacher: Yes? Teacher: So let's see who's going to be going first for us.  [TARGET]Teacher: Can you [inaudible]?[/TARGET] Teacher: I'm going to put up a problem. Teacher: These are actual real life problems. Teacher: We're going clockwise.
Teacher: Raise your hand if you are the task manager. Teacher: Okay, so my task manager, you've got an important job today, okay? Teacher: You need to make sure that everyone gets their work done, and make sure that everyone's working hard, okay?  [TARGET]Teacher: Who is my noise control person?[/TARGET] Teacher: Okay. Teacher: Keep it down in here, okay? Teacher: That's your job.
Teacher: Raise your hand if you can tell me which one was easier to do. Teacher: It was kind of obvious, but which one was easier? Teacher: Student T, can you go back to that table?  [TARGET]Teacher: We're not working as partners.[/TARGET] Teacher: She has her own set. Teacher: You have your own set. Student: They keep on talking [inaudible].
Teacher: Raise your hand if you did not hear, because you're not listening. Teacher: Well, we need to turn up a volume of our ears. Teacher: Do that now.  [TARGET]Teacher: Student M, I need you to be a lot louder.[/TARGET] Student: Oh, you roll the die and - Teacher: Roll the die. Teacher: Okay.
Teacher: Raise your hand if you have a question. Teacher: Can you raise your hand? Teacher: [Inaudible].  [TARGET]Teacher: Student L, do you want to try it?[/TARGET] Teacher: So tell us the rule. Teacher: I'm not quite sure why you're doing that. Teacher: You can tell us.
Teacher: Raise your hand if you still need a little clarification. Teacher: Okay, good job. Teacher: First we're going to talk about multiples of 3.  [TARGET]Teacher: Can I have you sit over there please?[/TARGET] Teacher: Multiples of 3. Teacher: So what is this number that I gave you? Multiple Students: 3.
Teacher: Raise your hand - stand up if that was your thinking. Teacher: There's four different levels of thinking. Teacher: Have a seat.  [TARGET]Teacher: If you're talking, stop.[/TARGET] 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: I have three others to show you.
Teacher: Raise your hand. Teacher: Hands down. Teacher: How many of you disagree with that?  [TARGET]Teacher: Hands down.[/TARGET] Teacher: How many are not sure? Teacher: Good job guys. Teacher: That's the answer.
Teacher: Raise your hand. Teacher: Let me see. Teacher: Let me see.  [TARGET]Teacher: Waiting on a couple people.[/TARGET] Teacher: All right, let's move. Teacher: Let's move. Teacher: We're multiplying 314 times 25.
Teacher: Raise your hand. Teacher: Oh, Student J.  That's awesome. Teacher: One, two, three, four.  [TARGET]Teacher: Okay, those people please put a B on the back of your paper for [inaudible].[/TARGET] Teacher: [Crosstalk] Teacher: D to a C to a B. Teacher: What about 13 through 15?
Teacher: Raise your hand. Teacher: Okay. Teacher: Please sit up, Student A.  That's inappropriate.  [TARGET]Teacher: All right, here we go.[/TARGET] Teacher: No, we're going to groups. Teacher: Sorry. Teacher: [Crosstalk]
Teacher: Raise your hand. 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?  [TARGET]Teacher: Raise your hand.[/TARGET] Teacher: Hands down. Teacher: How many of you disagree with that? Teacher: Hands down.
Teacher: Read for 20 minutes, and then tell me what you read. Teacher: You can get the internet for $9.95 a month because you go to this school. Teacher: Go.  [TARGET]Teacher: You should have everything put away.[/TARGET] Teacher: That's it. Teacher: Give it to your mother, and if you want the internet at home, you can order the internet for $9.95. Teacher: It's super cheap.
Teacher: Read the second step. Student: Rewrite the fraction with a - Teacher: Excuse me.  [TARGET]Teacher: You -[/TARGET] Student: I'm saying it. Student: Rewrite the fraction with a multiplication sign. Student: Read the whole.
Teacher: Read what you all wrote before you turn it in to me so you can take it, take it back and get mad cause I make you do it again.  [TARGET]Teacher: I don't want you to get all angry with me.[/TARGET] Student: Yeah I do, I do. Teacher: I don't pay him no mind. Student: Yeah but I pay you mind.
Teacher: Read what you all wrote before you turn it in to me so you can take it, take it back and get mad cause I make you do it again. Teacher: I don't want you to get all angry with me. Student: Yeah I do, I do.  [TARGET]Teacher: I don't pay him no mind.[/TARGET] Student: Yeah but I pay you mind. Teacher: Meaning that I would get bent out of shape cause you'll get upset. Teacher: So [Inaudible] will just be like you what you got attitude for you don't have no attitude?
Teacher: Really briefly, the reason I'm not going to come up with the winner is we always have a habit of finding fault with who wins. Teacher: So now we're just going to worry about getting the questions correct and explaining them. Teacher: We're not going to make it into a winner, loser situation.  [TARGET]Teacher: When we get to the point as a group that we can be really great losers and winners, then we will go back to finding winners and losers.[/TARGET] Student: I have a question. Student: [Inaudible]. Student: Say someone wins.
Teacher: Really you can't do it in real life. Teacher: So we're going to say everybody, as close as possible - are you ready? Teacher: No.  [TARGET]Teacher: I need you to sit down.[/TARGET] Teacher: Student C, I need you to sit down. Teacher: We can't make it exactly even, can we? Teacher: So we're going to say that one third, everybody - are you ready?
Teacher: Recorders are ready? Teacher: Recorders, take that blank paper. Teacher: That extra one that you had.  [TARGET]Teacher: That extra answer sheet.[/TARGET] Teacher: Write the name of your group at the top. Teacher: So, group one. Teacher: Group two.
Teacher: Recorders, take that blank paper. Teacher: That extra one that you had. Teacher: That extra answer sheet.  [TARGET]Teacher: Write the name of your group at the top.[/TARGET] Teacher: So, group one. Teacher: Group two. Teacher: Group three.
Teacher: Remainder 4. Teacher: That's it, just remainder 4? Teacher: [Crosstalk]  [TARGET]Teacher: I want a hand.[/TARGET] Teacher: What is the answer, Student N? Student: 15 remainder 4. Teacher: 15 remainder 4.
Teacher: Remember as I come around guys, you don't have anything on your board, that's going to count for class participation. Teacher: I want to see if all of you can do all of the problems. Teacher: We're making a game of it, but still it's on each of you to work out the problem, because I will know if you know based on if I see the problem.  [TARGET]Teacher: Time is up and Student S, have a seat.[/TARGET] Teacher: Student D, can you help us out with the problem? Teacher: Student S, please do not come into the classroom. Teacher: Stop talking about it.
Teacher: Remember guys, at the table level, everybody may not know what the answer is. Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here. Teacher: Don't be discouraged if you do not understand it immediately.  [TARGET]Teacher: You guys have a chance to steal.[/TARGET] Teacher: Yes, you do. Teacher: I didn't call you. Teacher: Raise your hand if you have a question.
Teacher: Remember how we treat these. Teacher: We don't pick them up. Teacher: We don't pull them out until we're told to.  [TARGET]Teacher: Do not pick this up.[/TARGET] Teacher: Do not leave it like that. Teacher: Do not start playing with it. Teacher: If they fall out on the ground I will take it from you, okay?
Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China? Teacher: This is the second part to our problem. Teacher: The new Mc Donald's case.  [TARGET]Teacher: You ready?[/TARGET] Multiple Students: Yes. Teacher: Well, you weren't here? Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China.
Teacher: Remember there's only one correct answer, and this is the first one I'm showing you. Teacher: I have three others to show you. Teacher: This is the first.  [TARGET]Teacher: If this was your thinking, be honest, stand up, no cheering.[/TARGET] Teacher: Just because they're thinking it, doesn't mean you have to think it. Teacher: Have a seat. Teacher: If this wasn't your thinking, why do you think it may be wrong?
Teacher: Remember to emphasize on that ssss. Teacher: So- Multiple Students: [Inaudible]  [TARGET]Teacher: Good-bye, Student R.  Please close the door on your way out.[/TARGET] Teacher: Have a wonderful afternoon. Multiple Students: Peace. Teacher: So 3 and 24 hundredths times, Student M, can you read me this number?