stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Without looking you are going to open 1 bag at a time and you're going to pull the M&Ms out just one at a time. Teacher: Don't dump them that's not the directions. Teacher: So if I was Student N I would take my bag of M&Ms.  [TARGET]Teacher: Shh, don't look, look this is what you would do.[/TARGET] Teacher: I would take my bag of M&Ms and I would pull one out. Teacher: You're dumping them don't dump um. Teacher: I'd pull it out I'd be like oh I got a green one, so I would put it down on green.
Teacher: Work together on any piece of paper. Teacher: Focus on the task. Teacher: One person needs to do it.  [TARGET]Teacher: The other people are listening and watching.[/TARGET] Teacher: We are no longer eating. 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: Work with me. Student: No. Teacher: Sit down, Student A.  [TARGET]Teacher: Student A, come and sit here.[/TARGET] Teacher: I'm going to work with you. Teacher: I'm giving you a choice. Teacher: Sit down here.
Teacher: Work with your group. Teacher: Let's see who's going to be the first one finished. Teacher: Throw that one that doesn't work away.  [TARGET]Teacher: Close the door and put your feet on the [inaudible].[/TARGET] Teacher: Stand outside of the door, and I will talk to you when we stop filming. Teacher: Don't forget to try the seven, okay? Teacher: All right, Student S.  Is this number going to be divisible by 2?
Teacher: Would this be considered a polygon? Multiple Students: No. Teacher: So why is it not a polygon?  [TARGET]Teacher: Student V, I called you.[/TARGET] Student: I can't be a polygon because it has no straight sides. Teacher: It doesn't have straight sides. Teacher: Yes, what else?
Teacher: Would you gently get Peachy for me? Teacher: Okay, back to your seats please. Teacher: Desks cleared.  [TARGET]Teacher: We have a ticket out the door.[/TARGET] Teacher: I'll give you a sticky note. Teacher: Not right now. Teacher: I am going to say this fraction addition problem to you.
Teacher: Would you have to persuade him to be more fair or would you write telling him that he did a really good job packing all the raisins equally? Teacher: What would you tell Mr. or Mrs. Sun-maid? Teacher: Student A.  [TARGET]Teacher: Wait, hold on.[/TARGET] Teacher: Hold on. Teacher: I need everyone to stop moving. Teacher: Hold on, I can't hear you.
Teacher: Would you like to sit across from each other or do you want to come over here? Student: I'd rather sit across. Teacher: Okay.  [TARGET]Teacher: So just move over one seat, if you don't mind.[/TARGET] Teacher: All right and Student N and - I mean you two work together, you two work together. Teacher: Yeah? Teacher: There you go.
Teacher: Would you please stop are you listening? Student: How could you scrap me? Student: She scrapped me.  [TARGET]Teacher: Let's leave this mess please let's get to working.[/TARGET] Teacher: Let's go. Student: [Yelling] Student: Where'd she go?
Teacher: Wow. Teacher: Student B, I'm sorry that I'm looking over here and you have nothing written on your paper, and you are building castles with these pattern blocks. Teacher: Can you explain to me why you have nothing written down?  [TARGET]Teacher: You need to start actively participating, Student B.  Com on.[/TARGET] Teacher: I have stuff written up here. Teacher: Everything that I write up here, is what you should be writing on your piece of paper. Teacher: No need to cover it.
Teacher: Wrap this up. Teacher: The three extras are mine. Teacher: You know what?  [TARGET]Teacher: I'm going to take them all from you, because you're not listening to me.[/TARGET] Teacher: Stop. Teacher: Do you want to give those to me right now? Teacher: Stop.
Teacher: Write a formula. Teacher: She did what? Student: She called out.  [TARGET]Teacher: No, she had her hand raised.[/TARGET] Student: Oh. Teacher: Thanks, Student G.  She didn't go to the Student G school of calling out without raising your hand. Teacher: She went to the Student E school of raising your hand, right, Student F?
Teacher: Write data and then what you think its definition might be. Teacher: You're doing it right now. Teacher: Student J, sit down.  [TARGET]Teacher: Student B, I want you sitting here next to Student D since you're both using the place value chart.[/TARGET] Student: We don't need the lined paper? Teacher: You still need the lined paper. Teacher: You're just going to transfer.
Teacher: Write down - Student: [Inaudible]. Teacher: Shh.  [TARGET]Teacher: Listen.[/TARGET] Teacher: Write down how many ones you had to glue in the ten's column to make a ten. Teacher: Talk about how you had to split up that one unit to make a tenth and a hundredth. Student: Oh.
Teacher: Write it here. Teacher: 1100 Teacher: I'm listening to you.  [TARGET]Teacher: I'm going to tell your mom.[/TARGET] Teacher: You're yelling at me. Teacher: You've been fooling around. Student: I need you to write me a pass.
Teacher: Write it here. Teacher: We're playing the cards. Teacher: It's okay.  [TARGET]Teacher: We have to play.[/TARGET] Teacher: When you play, we go. Teacher: Why did you hit him? Student: I didn't hit him.
Teacher: Write it here. Teacher: What are you doing, Student A? Teacher: Okay.  [TARGET]Teacher: Let's go.[/TARGET] Teacher: Write it here. Teacher: The solution one works because - this is not a solution here. Teacher: You don't have to write this again.
Teacher: Write it right here. Teacher: 176 equals what? Teacher: Do your math.  [TARGET]Teacher: Come over here.[/TARGET] Teacher: Sit down. Teacher: We'll just close it this way. Teacher: Do your math.
Teacher: Write it right here. Teacher: What did he do to you? Student: He's calling me raspberry.  [TARGET]Teacher: Did you call him raspberry?[/TARGET] Student: No. Student: Yes you did. Teacher: Is everybody done with round one?
Teacher: Write it. Teacher: Draw it and write half. Student: Aren't you gonna put a red in?  [TARGET]Teacher: Shhh.[/TARGET] Student: Did you put a red on here? Teacher: This is one. Teacher: Where is the half?
Teacher: Write it. Teacher: Sh. Teacher: [Room noise]  [TARGET]Teacher: Now use your - where is your math.[/TARGET] Teacher: That's not what we're talking about now. Student: [Inaudible]. Teacher: So where do you do 87 plus 87?
Teacher: Write one perfect sentence - pass the cards around, they're waiting for them over there, thank you - write one perfect sentence that answers that EQ. Teacher: So your name is at the top, today's date, 11/2/11, answer that EQ. Teacher: It's scrolling slow, but you should know what it is because we worked on it yesterday too.  [TARGET]Teacher: They're so demanding.[/TARGET] Teacher: I clicked on the wrong box, sorry. Teacher: Now they're going to yell at me because I made it too fast. Multiple Students: [Inaudible] measures of weight.
Teacher: Write out your problem that goes with number three. Student: Can we continue on the back? Teacher: Yeah, you can continue on the back.  [TARGET]Teacher: You should be close to being done.[/TARGET] Teacher: I'll collect it in a minute. Teacher: Can you simplify - check that one? Teacher: What is one times three?
Teacher: Write report right there. Teacher: Now let's measure any others. Teacher: You have two 20 percents and one 10 percent.  [TARGET]Teacher: Put your protractor down.[/TARGET] Teacher: One of them is going to 20 degrees. Teacher: Where is that? Student: I did it right here.
Teacher: Write that sentence and you're all set. Teacher: That's good work. Teacher: So you had to test out 14 times several different factors.  [TARGET]Teacher: Student A, leave the fly alone.[/TARGET] Student: Teacher? Teacher: Yes? Student: Excuse me.
Teacher: Write the name of your group at the top. Teacher: So, group one. Teacher: Group two.  [TARGET]Teacher: Group three.[/TARGET] Teacher: Group four. Teacher: Whatever you guys are. Teacher: And now, as a group you are going to decide what you're going to write down for part A, part B, and part C.  So, what I would do, task manager, raise your hand.
Teacher: Write the problem that way. Teacher: All right. Teacher: Student B, slide to the other seat please.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: If I didn't have the problem there and I just showed you the array, what would you have to do to solve this problem or to figure out what the problem was? Teacher: Student M. Student: If you look at the stuff that's colored in and you count how many rows there are.
Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here. Teacher: In a constructive - move your chair, please.  [TARGET]Teacher: Student L, you too.[/TARGET] Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows? Teacher: You don't know either?
Teacher: Write this down. Teacher: Figure out which one is-that they both have the same. Teacher: The first one you hit that they're both the same.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: I'll come to you. Teacher: Sh. Student: I'm trying to find the common denominator but I don't know how to two to get to three.
Teacher: Write this one. Teacher: Here. Teacher: Give me that one back.  [TARGET]Teacher: You need to stay out of theirs.[/TARGET] Teacher: You have nothing to do with theirs. Teacher: That's the solution. Teacher: Okay.
Teacher: Write your [inaudible]. Teacher: It's time to share. Teacher: Put down your crayons.  [TARGET]Teacher: It's time.[/TARGET] Student: [Inaudible]. Teacher: It's time to share. Teacher: Excuse me.
Teacher: Write your name. Teacher: Work with me. Student: Is the camera there?  [TARGET]Teacher: Work with me.[/TARGET] Student: No. Teacher: Sit down, Student A. Teacher: Student A, come and sit here.
Teacher: Write your numbers out. Teacher: [Inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: Student W, can you please keep your comments to yourself.[/TARGET] Teacher: Copy the problem down. Teacher: [Crosstalk] Teacher: Pay attention.
Teacher: X goes first and remember the airplane you have to go down the runway before you take off. Teacher: Okay? Teacher: Now, the "I" stands for what?  [TARGET]Teacher: Student H, come over here.[/TARGET] Teacher: Student H, what does the "I" stand for? Student: Intervals. Teacher: The "I" stands for intervals.
Teacher: Yay. Teacher: Did you do it right? Student: Yes.  [TARGET]Teacher: So you can make it difficult to where they can't get it, but the whole point of the lesson is to make a design - Student A, I need you listening.[/TARGET] Teacher: I need you to use the vocabulary words for them to build it to be successful. Teacher: You're going to switch the rules two times, then there's questions on here you're going to answer, okay? Teacher: If you did not understand, remember, there's one of me, and a lot of you, and you're going to be put into groups of two, so how many groups?
Teacher: Yeah I have some absents. Teacher: [Students mumbling while papers are being passed out] Teacher: Only the person you're sitting beside Student E you might need to confer with them, but for the most part this is gonna be independent.  [TARGET]Teacher: Shh, put them down you're not supposed to play with the candy put them to the right side of your desk.[/TARGET] Teacher: Remember what we talked about? Teacher: You can go ahead and give everybody one more bag. Student: Yes.
Teacher: Yeah okay so add them all up just to check yourself just to make sure. Teacher: It's okay to be a little over 20 but you don't wanna be too far over. Student: I got 26.  [TARGET]Teacher: Shh it's okay.[/TARGET] Student: I have 18. Teacher: Shh. Student: I have 21.
Teacher: Yeah, 'cause you weren't working. Teacher: Get going. Student: [Inaudible]  [TARGET]Teacher: I know, Student S.  That's what I'm saying.[/TARGET] Teacher: It's not just you. Teacher: You have to work as a table. Teacher: [Crosstalk]
Teacher: Yeah, 3 boys out of 13 boys. Teacher: So that's your answer for C.  Excuse me. Teacher: For D - fraction of students that chose blue and orange.  [TARGET]Teacher: By raising your hand, could somebody tell me how you would solve it?[/TARGET] Teacher: In the answer, tell me how you would solve it. Teacher: Don't tell me the answer. Teacher: Tell me how you would solve it.
Teacher: Yeah, I get you back, yes. Teacher: All right. Teacher: See, now this one is equal, same thing as four twenty fourth, because four times six is 24.  [TARGET]Teacher: Now, I get you.[/TARGET] Teacher: Student L, do I really get you back? Student: Yes. Teacher: You get this piece?
Teacher: Yeah, I would still use it. Teacher: Student D, you're really close to coming and sitting right next to me. Teacher: [Pause].  [TARGET]Teacher: Let's just be a little patient.[/TARGET] Teacher: It's telling me that it wasn't him. Teacher: Okay, so I said there was going to be 15 questions on the quiz. Teacher: When the quiz goes up there, for example, if number one were to say $5.00 plus $2.33, you're going to solve the problem on your paper and then you're going to look for the answer choice A, B, C or D, whichever one is correct, on the screen.
Teacher: Yeah, I'll get it. Teacher: So, I'll just give it to her on Friday or Thursday? Other Adult: I'll do it tomorrow.  [TARGET]Teacher: That's fine.[/TARGET] Teacher: Thank you. Teacher: And, Student C, where were you? Multiple Students: [inaudible chatter]
Teacher: Yeah, I'm sorry. Teacher: I messed that up. Teacher: My bad.  [TARGET]Teacher: I got distracted.[/TARGET] Student: [Inaudible] Teacher: Please excuse my dear Aunt Sally. Teacher: Parenthesis, exponents-
Teacher: Yeah, because we've done that before. Teacher: We've done page one. Teacher: You did page one.  [TARGET]Teacher: We did page one, so we're not gonna do page one.[/TARGET] Teacher: Wait a minute. Teacher: We did page one. Teacher: Excuse me.
Teacher: Yeah, because what happens is this, I need a parenthesis person. Teacher: Whew. Teacher: All right, Student N, you have a parenthesis look today.  [TARGET]Teacher: Please stand up.[/TARGET] Teacher: Come over here. Teacher: Have you ever sung that song YMCA? Student: No.
Teacher: Yeah, four times. Teacher: Yeah. Multiple Students: [inaudible chatter]  [TARGET]Teacher: No problem, I got it.[/TARGET] Other Adult: You gonna get it? Teacher: Yeah, I'll get it. Teacher: So, I'll just give it to her on Friday or Thursday?
Teacher: Yeah, go ahead. Teacher: All right, do we agree with number three and number four? Teacher: Any questions.  [TARGET]Teacher: Student A, I don't see your eyes up here.[/TARGET] Teacher: Student M, I don't see your eyes up here. Teacher: Do you agree with number three and number four? Teacher: His fractions and his percents?
Teacher: Yeah, it doesn't matter. Teacher: Student A, do this one. Teacher: This one is easy.  [TARGET]Teacher: Do that one.[/TARGET] Teacher: Do this. Teacher: This is addition. Teacher: Add it.
Teacher: Yeah, it's right. Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own.  [TARGET]Teacher: You've got the [inaudible].[/TARGET] Teacher: You can hold it. Teacher: [inaudible]  All right, if you need help with G look up - if you don't, go on to H.  H is a tricky one. Student: H is tricky.
Teacher: Yeah, let everybody copy. Teacher: When you're ready, just put your pencils down. Teacher: Because, you're not gonna need them in a second.  [TARGET]Teacher: Thank you, Student J.[/TARGET] Teacher: Thank you, Student D.  Thank you, Student D and Student C.   Student: I see what everybody else is doing. Teacher: Good thinking.
Teacher: Yeah, page five. Teacher: Hold on. Teacher: Now, let's see.  [TARGET]Teacher: Some people - page five.[/TARGET] Teacher: Yes, six. Teacher: Now, let's look at page five, page five together. Teacher: Student O, yes, page five.
Teacher: Yeah, talk to someone. Teacher: Student N, yeah, [inaudible], you may get into that talking. Teacher: Yes.  [TARGET]Teacher: Listen to them.[/TARGET] Teacher: Listen to what they're saying. Teacher: When I raise my hand - I'm gonna raise my hand in a minute. Teacher: One third, how many pieces?
Teacher: Yeah, that's 40. Teacher: Okay. Multiple Students: [inaudible chatter]  [TARGET]Teacher: Clap three times if you hear me.[/TARGET] Teacher: Snap twice if you can hear me. Teacher: Snap six times if you can hear me. Teacher: Okay.
Teacher: Yeah, that's part of math is reasoning. Teacher: So the reason why she put two-thirds first, and probably correctly, was that if she compares a third to a sixth, one-third is bigger than one-sixth. Teacher: Student W, Student A, I'm up here.  [TARGET]Teacher: I don't appreciate when I'm speaking that you're making faces.[/TARGET] Student: [Inaudible]. Teacher: It throws me off. Teacher: What I like to see are people's eyes on the SmartBoard processing information that they're learning for the first time.
Teacher: Yeah, they didn't have any of the little paper. Student: Teacher, can I get [inaudible]? Teacher: No, not right now.  [TARGET]Teacher: What are you looking for?[/TARGET] Teacher: Student T, make sure you stay behind. Teacher: [Crosstalk] Teacher: So what you want to do - has anybody come up with something yet?
Teacher: Yeah, we could, absolutely, 75-hundredths. Teacher: And what would the percent be for this decimal here? Teacher: What would this percent be for this one?  [TARGET]Teacher: Would you look up here please?[/TARGET] Teacher: What's the percent gonna be for this one? Student: 75. Teacher: No, 75 was on the other one, remember, 75 over 100.
Teacher: Yeah, write the numbers like the 100s and the 10s, the groups in crayon or I won't be able to see it 'cause there's so many lines on the paper. Teacher: You can do a pencil for some of it, but then write the 100s. Student: [Inaudible] those markers?  [TARGET]Teacher: No.[/TARGET] Teacher: It's a lot easier to see if you use a crayon. Teacher: Then your pencil lines don't get mixed up with the grid paper. Student: I need a ruler.
Teacher: Yeah, you know why because I thought it would be better. Teacher: That's a lot of people coming to see you. Teacher: So I thought it would be best if maybe she could reschedule.  [TARGET]Teacher: We have to stop.[/TARGET] Teacher: They have a lockdown drill. Teacher: The emergency management team just came so - Teacher: Great.
Teacher: Yeah, you put 270 right under the 310. Teacher: There you go. Teacher: Yes.  [TARGET]Teacher: Not right now.[/TARGET] Teacher: [inaudible] Multiple Students: [inaudible chatter] Teacher: For a moment.
Teacher: Yeah, you're good. Teacher: Do H, try and do H on your own. Teacher: You've got the [inaudible].  [TARGET]Teacher: You can hold it.[/TARGET] Teacher: [inaudible]  All right, if you need help with G look up - if you don't, go on to H.  H is a tricky one. Student: H is tricky. Teacher: Tricky.
Teacher: Yeah. Multiple Students: [Inaudible]. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Student: [Inaudible]. Teacher: Plus 20, plus four. Teacher: Thumbs up when you've got - put the shirt on boy.
Teacher: Yeah. Student: 500? Teacher: No.  [TARGET]Teacher: Look up here.[/TARGET] Teacher: We have 96, and we have 25. Teacher: What does this 5 mean to you? Teacher: Is it in the ones?
Teacher: Yeah. Student: We talked about - Teacher: Listen, listen.  [TARGET]Teacher: Girls, girls.[/TARGET] Teacher: Yeah. Student: We said 12 of 24 - Teacher: Is half.
Teacher: Yeah. Teacher: All right. Teacher: Timers, let me know that the time is now up.  [TARGET]Teacher: [Inaudible] if you need more time.[/TARGET] Teacher: Okay. Teacher: Everyone. Teacher: I'm going to give you a bonus five minutes.
Teacher: Yeah. Teacher: Do we have that much time? Student: No.  [TARGET]Teacher: I would like to leave here on time from school.[/TARGET] Teacher: I know inside this shaded piece is 10 times 20. Teacher: What is 10 times 20? Student: 10 times 20, 200.
Teacher: Yeah. Teacher: Draw the box. Teacher: Sorry.  [TARGET]Teacher: I didn't say that.[/TARGET] Teacher: Draw the box or just write the numerator or the denominator. Student: Whatever number you want? Teacher: Sh!
Teacher: Yeah. Teacher: I'm not telling you. Teacher: That's what you're going to figure out.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: The only people walking around should be the people that are passing out calculators. Teacher: We had plenty the other day. Teacher: Why do we not have enough today?
Teacher: Yeah. Teacher: It was a bad day. Teacher: That was when Student J went with me.  [TARGET]Teacher: She was making fun of me.[/TARGET] Teacher: Now, I don't just stick these in between. Teacher: I want to put them in order, right. Teacher: So I look.
Teacher: Yeah. Teacher: Motivators. Teacher: I want to hear you, too.  [TARGET]Teacher: Okay, everyone is working hard as a group.[/TARGET] 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.
Teacher: Yeah. Teacher: Okay, [inaudible]. Teacher: [Crosstalk]   [TARGET]Teacher: Student N, Student N, do not talk to him.[/TARGET] Teacher: See, he's really - well - Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him.
Teacher: Yeah. Teacher: Okay, [inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: Student N, Student N, do not talk to him.[/TARGET] Teacher: See, he's really - well - Student: My stuff fell on the floor. Teacher: See, we could - we have to ignore him.
Teacher: Yeah. Teacher: Okay, go ahead now. Student: Today I learned that -  [TARGET]Teacher: Now, say it loud.[/TARGET] Teacher: Yeah. Student: Today I learned how to add fractions. Teacher: Add.
Teacher: Yeah. Teacher: Remember, whatever you do to one side you do to the other side. Teacher: That's it.  [TARGET]Teacher: Stop.[/TARGET] Teacher: That's it. Teacher: Whatever you do to one side do to the other side. Teacher: Good.
Teacher: Yeah. Teacher: What are you dividing, Student T? Teacher: Look.  [TARGET]Teacher: Step back and look.[/TARGET] Teacher: Can 6 go into 1? Teacher: So 6 into what? Teacher: 6 into 16?
Teacher: Yeah. Teacher: Yeah. Multiple Students: [Inaudible].  [TARGET]Teacher: Shh.[/TARGET] Teacher: Shh. Student: [Inaudible]. Teacher: Plus 20, plus four.
Teacher: Yeah. Teacher: [Laughter] Teacher: No, I gave him, like six warnings, and then I finally moved him.  [TARGET]Teacher: I gave him a chance to sit with other people, but there was one morning where I was talking, and he was still talking, and I was like, "Move, just move," and then he moved.[/TARGET] Teacher: And he does much better by himself. Teacher: Uh-huh. Teacher: [Pause]
Teacher: Yeah? Teacher: All right. Teacher: This is kind of like that.  [TARGET]Teacher: The three silly Billy's were ready to kick up their heels and have some fun in the sun.[/TARGET] Teacher: They packed up their old jalopy and with a spit, a chug and humph, off they tootled, down the hill and through the woods went the Billy's until they came to a small wooden bridge that crossed a very deep river. Teacher: Do you see this right here? Teacher: It says 'Diet Coke' and 'Diet Goat.'  Clickety-clack, clickety-clack, clickety-clack.
Teacher: Yep, whichever one you want. Teacher: Let me see what you've got. Teacher: Let me look at your paper, darling.  [TARGET]Teacher: Draw this one.[/TARGET] Teacher: Okay, Student J is gonna draw one. Teacher: You have to hold the paper. Teacher: And Student D, let me look at yours.
Teacher: Yep, you can start. Teacher: Once you finish that you know your other activities. Teacher: You have your activity sheet that tells you what you have to do.  [TARGET]Teacher: Student J, you don't want to sit there.[/TARGET] Teacher: Get off. Teacher: Let's go. Teacher: You don't need to take it.
Teacher: Yep. Teacher: So right now this talking over there, Student A and Student K, you need to turn around so you're facing me please. Student: I am.  [TARGET]Teacher: All right, thank you.[/TARGET] Teacher: Now one-fourth plus one-fourth - is that true? Multiple Students: Yes. Teacher: Okay.