stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Sit anywhere. Teacher: Leave him alone. Teacher: Sit.  [TARGET]Teacher: Student D, I don't have to wait for you, do I?[/TARGET] Teacher: Move over there. Teacher: Estimate the sums and describe your thinking. Teacher: Student J, let's see what you've got.
Teacher: Sit down here. Teacher: Can you leave my seat please? Teacher: I'll work with you.  [TARGET]Teacher: Student A, I'm not playing with you.[/TARGET] Teacher: Let's go. Teacher: Can you read this to me? Teacher: You're right here.
Teacher: Sit down here. Teacher: I am not playing with you now. Teacher: This is a quiet table.  [TARGET]Teacher: If you are working, you are working with me.[/TARGET] Teacher: Last warning. Teacher: I'm sorry. Teacher: We can't take any snack until this is finished.
Teacher: Sit down please. Teacher: Student J, where is your math? Teacher: Stop.  [TARGET]Teacher: Get your math book.[/TARGET] Teacher: We are here now. Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please?
Teacher: Sit down please. Teacher: [Crosstalk] Teacher: Hm, that's another strategy that is really good.  [TARGET]Teacher: All eyes here.[/TARGET] Teacher: All eyes. Teacher: All eyes here. Teacher: Oh wow, this is very good strategy too.
Teacher: Sit down they're on the board sit down. Teacher: Shh, sit down. Teacher: Okay so for part A and this isn't a one it should be A right label it correctly it should be A.  [TARGET]Teacher: Listen you guys are learning, shh.[/TARGET] Teacher: It doesn't mean anybody's wrong it just means you're learning okay? Teacher: Part two or part B that should be a B. Teacher: Part B says what's the total number of blocks needed to balance six balls?
Teacher: Sit down, Student A. Teacher: Come right here. Teacher: Sit down.  [TARGET]Teacher: Sit here with me.[/TARGET] Teacher: Listen. Teacher: Sit down. Teacher: Student A, [inaudible].
Teacher: Sit down, Student A. Teacher: Student A, come and sit here. Teacher: I'm going to work with you.  [TARGET]Teacher: I'm giving you a choice.[/TARGET] Teacher: Sit down here. Teacher: Can you leave my seat please? Teacher: I'll work with you.
Teacher: Sit down, Student A. Teacher: You know what, Student A, I don't want to have to show your parents that you're fooling around. Teacher: I'd like to show them that you're working well.  [TARGET]Teacher: Take a seat.[/TARGET] Student: [Inaudible]. Teacher: I know. Teacher: [Side conversation]
Teacher: Sit down, Student T.  Student T, stop. Teacher: Sit down. Teacher: Sit down.  [TARGET]Teacher: What is the problem?[/TARGET] Teacher: Go back and sit down. Student: [Inaudible]. Teacher: Student T, what are you doing?
Teacher: Sit down, please. Student: I can't see. Teacher: Waiting on two people.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Waiting on one person. Teacher: Okay. Student: [inaudible]
Teacher: Sit down, sit, sit, sit. Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it.  [TARGET]Teacher: I do not like it.[/TARGET] Teacher: I do not like it. Student: She got cut! Student: She got cut!
Teacher: Sit down. Student: But we're doing our work. Student: We're on the third one.  [TARGET]Teacher: Okay, hold on a second and think about what I see when I look up and I see Student F flitting around over here and I don't know why Student J is up there and I don't see you working.[/TARGET] Teacher: So the first thought in my mind is, oh no, they're not working. Student: I am. Teacher: So now I'm coming to see what you've accomplished and hear your work.
Teacher: Sit down. Student: I'm sitting right here. Multiple Students: [inaudible chatter]  [TARGET]Teacher: [inaudible whisper]  All right, all right.[/TARGET] Teacher: I want to thank the people who came in quietly, that opened their notebooks up. Teacher: Okay, you're gonna need your math notebook, Student D, for this lesson. Student: [inaudible]
Teacher: Sit down. Student: Sit down. Teacher: Sit down.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: How'd you get these numbers? Student: I copied the [inaudible] He said [inaudible] Teacher: That's okay.
Teacher: Sit down. Teacher: One person. Teacher: Give me a paper towel.  [TARGET]Teacher: One person is going - excuse me.[/TARGET] Teacher: Your data is not correct. Teacher: What are you doing? Teacher: One person is going to do it.
Teacher: Sit down. Teacher: Plus 27 times 2. Teacher: That's exactly what he did here.  [TARGET]Teacher: Sit down, please.[/TARGET] Teacher: Student A, come here. Teacher: You solve this one. Teacher: This is good.
Teacher: Sit down. Teacher: Sit down. Teacher: What is the problem?  [TARGET]Teacher: Go back and sit down.[/TARGET] Student: [Inaudible]. Teacher: Student T, what are you doing? Student: he hit me first.
Teacher: Sit down. Teacher: Sit here with me. Teacher: Listen.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Student A, [inaudible]. Teacher: Where does the 60 come from? Teacher: What and what?
Teacher: Sit down. Teacher: Sit. Teacher: Sit down here.  [TARGET]Teacher: I am not playing with you now.[/TARGET] Teacher: This is a quiet table. Teacher: If you are working, you are working with me. Teacher: Last warning.
Teacher: Sit down. Teacher: Stay here. Teacher: Do your work here.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Sit. Teacher: Sit down here. Teacher: I am not playing with you now.
Teacher: Sit down. Teacher: Student J, you two need to stay in your seats. Teacher: All right, eyes up here.  [TARGET]Teacher: Eyes up here.[/TARGET] Teacher: [Crosstalk] Teacher: So did some of us - Teacher: [Crosstalk]
Teacher: Sit down. Teacher: We'll just close it this way. Teacher: Do your math.  [TARGET]Teacher: Write your name.[/TARGET] Teacher: Write your name first. Teacher: Write your date. Teacher: So 1,000 minus 159 is what?
Teacher: Sit down. Teacher: [Silence]. Teacher: Student M?  [TARGET]Teacher: [Inaudible] scoot in.[/TARGET] Teacher: [Silence]. Teacher: [Inaudible] where [inaudible]. Teacher: [Inaudible] erasers [inaudible].
Teacher: Sit here with me. Teacher: Listen. Teacher: Sit down.  [TARGET]Teacher: Student A, [inaudible].[/TARGET] Teacher: Where does the 60 come from? Teacher: What and what? Teacher: How did they get 60 here?
Teacher: Sit here. Teacher: You want to work with me? Teacher: Let's work with me, come on.  [TARGET]Teacher: Come on, work with me.[/TARGET] Teacher: Come on, work with me here. Teacher: Student A, come on. Teacher: Excuse me.
Teacher: Sit in it. Multiple Students: [Inaudible]. Multiple Students: [Students preparing to play game].  [TARGET]Teacher: [Inaudible], why don't you come, sit around here.[/TARGET] Teacher: All right, so you're zero, one, and two, is not for people to see. Teacher: [Students preparing to play game]. Teacher: [Inaudible] going to wait for everybody to be here, to start.
Teacher: Sit in your chair right. Teacher: Thank you. Student: [Inaudible].  [TARGET]Teacher: Student K, one more time.[/TARGET] Teacher: If I have to talk to you [inaudible], you're leaving. Student: [Inaudible]. Teacher: Because you're disrupting my videotape lesson.
Teacher: Sit there. Teacher: Go with that team. Teacher: Student B, Student J, Student S, and Student L are still in the media center.  [TARGET]Teacher: Student A, Student M, and Student P.  Student P, you should be over there.[/TARGET] Student: Okay. Teacher: Now, we're gonna rotate. Teacher: Now this group, you're gonna go where?
Teacher: Sit up on your bottom now. Teacher: [Crosstalk] Teacher: Do your work.  [TARGET]Teacher: Don't blame her for what you're not doing.[/TARGET] Teacher: Any questions over here? Student: No. Student: I'm actually all done.
Teacher: Sit where Student C is and just write it down in the right direction. Teacher: That way it's easier. Teacher: Student C, will you sit here?  [TARGET]Teacher: Here, you want to sit there?[/TARGET] Teacher: She's giving you her seat. Teacher: Okay. Student: I got it.
Teacher: Sit! Student: I don't want to. Teacher: Student J stop.  [TARGET]Teacher: Student J stop.[/TARGET] Teacher: Can you please stop? Student: Yes I could. Teacher: Okay.
Teacher: Sit, sit down. Teacher: What's half, half of 24 is what? Student: [Laughter]  [TARGET]Teacher: You go ahead and finish your work.[/TARGET] Student: mm-hmm. Teacher: Student J go and do your work! Student: Get out of here Student J.
Teacher: Sit. Teacher: I need you to be working. Teacher: Thank you.  [TARGET]Teacher: Not playing a game with the two of you.[/TARGET] Teacher: Yesterday we talked about converting fractions from improper fractions to mixed numbers and mixed numbers to improper fractions. Teacher: I want to see if you can do it. Teacher: I want to give you an improper fraction.
Teacher: Sit. Teacher: I'm gonna ask you a problem and I'm gonna - when I ask somebody to answer the problem I want that person to answer. Teacher: So don't yell it out.  [TARGET]Teacher: After you answer your question correctly you may go.[/TARGET] Teacher: Student A, what is 30 times 10? Student: 300 Teacher: 300, yes, very good.
Teacher: Sit. Teacher: Sit down here. Teacher: I am not playing with you now.  [TARGET]Teacher: This is a quiet table.[/TARGET] Teacher: If you are working, you are working with me. Teacher: Last warning. Teacher: I'm sorry.
Teacher: Sit. Teacher: Sit. Teacher: Is that the same way you said 27 times 3.  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Plus 27 times 2. Teacher: That's exactly what he did here. Teacher: Sit down, please.
Teacher: Sit. Teacher: Student J sit down. Teacher: Sit down, sit, sit, sit.  [TARGET]Teacher: I don't like the [Inaudible] as much.[/TARGET] Teacher: I don't like it. Teacher: I do not like it. Teacher: I do not like it.
Teacher: Sit. Teacher: Thank you. Teacher: Now this is a grid that has what on it?  [TARGET]Teacher: Everybody put your crayons down.[/TARGET] Teacher: [Crosstalk] Teacher: Just a minute. Teacher: Put your crayons down.
Teacher: Six and four are factors of 24. Teacher: So I was sitting back there with Student S and Student M and they were coming up with all the different factors of 24. Teacher: And if they come up with all the different factors of 24, they're figuring out all the different ways that a - that a parallelogram could equal 24 in area.  [TARGET]Teacher: Let's not play helicopter with our rulers, okay?[/TARGET] Student: Huh? Teacher: So six and four. Teacher: You said that works for the area, right?
Teacher: Six and two sixths. Teacher: This is the second warning. Teacher: The next one, you're going to do an individual assignment.  [TARGET]Teacher: These students cannot hear me because you are talking too loud in your groups.[/TARGET] Teacher: Okay. Teacher: Yes, you're right. Teacher: Student S, I see you working.
Teacher: Six goes into two - stop, you're fine. Teacher: You're fine. Teacher: This is a non-threatening environment.  [TARGET]Teacher: Stop.[/TARGET] Teacher: Six goes into two how many times? Multiple Students: Zero. Teacher: Zero.
Teacher: Six times four all together? Teacher: How many boxes do you have? Teacher: Check your answer.  [TARGET]Teacher: Are you done?[/TARGET] Teacher: Did you tell me what you learned about multiplying fractions? Teacher: I need an answer to that question. Teacher: This paper is gonna tell me how to put you in groups tomorrow when we do small groups.
Teacher: Six times twenty-nine is the same thing as twenty-nine times six. Teacher: So break it. Teacher: It does not matter.  [TARGET]Teacher: You still have space to work.[/TARGET] Teacher: Okay? Teacher: You're doing a great job. Student: [Inaudible].
Teacher: Six, seven, eight. Teacher: So let's see. Teacher: Look at that.  [TARGET]Teacher: Look, look, look.[/TARGET] Teacher: Before we go into our book. Teacher: So this is what we call one third, and how many pieces is that? Multiple Students: Eight.
Teacher: Six. Student: [Inaudible]. Teacher: Student L, six.  [TARGET]Teacher: Student M, six.[/TARGET] Teacher: Yes, good job. Teacher: Student E, six. Teacher: Very good.
Teacher: Six. Teacher: All right. Teacher: Now, do the second one.  [TARGET]Teacher: Let's see you do the second one.[/TARGET] Teacher: See, people who do the second one quick, later on I have mm for you. Teacher: [Crosstalk] Teacher: [Inaudible] too loud.
Teacher: Sixty. Teacher: All right. Teacher: I see people who do not have their calendar open.  [TARGET]Teacher: That does not make me happy.[/TARGET] Teacher: We're - okay, Student P, do nine. Teacher: What is the perimeter of a garden? Teacher: oh, this could be on a benchmark.
Teacher: Smooth. Teacher: Very smooth. Teacher: Nice.  [TARGET]Teacher: Pay attention to the operation.[/TARGET] Teacher: Student B, pay attention to the operation. Teacher: There you go. Teacher: [Inaudible].
Teacher: Snap six times if you can hear me. Teacher: Okay. Teacher: Your eyes should be on me.  [TARGET]Teacher: First of all, boys, put your shoes on.[/TARGET] Teacher: Second, I got a question. Teacher: Raise your hand if you can tell me what we were just doing in math. Teacher: And, just listen, just listen.
Teacher: Snap twice if you can hear me. Teacher: Snap six times if you can hear me. Teacher: Okay.  [TARGET]Teacher: Your eyes should be on me.[/TARGET] 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.
Teacher: So - Student: [inaudible] Teacher: [inaudible] You should be working on H.  No one's sitting in that red chair, by the way.  [TARGET]Teacher: You guys are doing problem H.  You're doing problem H.[/TARGET] Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board. Teacher: Give me the rest of it.
Teacher: So 1,000 minus 159 is what? Teacher: What is 1,059 take away 1,000? Student: 59  [TARGET]Teacher: Write it right here.[/TARGET] Teacher: What did he do to you? Student: He's calling me raspberry. Teacher: Did you call him raspberry?
Teacher: So 12, 24 is half of this fraction, or this set, or this group. Student: Or this group. Teacher: Let me wait for Student L.  Yeah.  [TARGET]Teacher: Student L, yeah.[/TARGET] Teacher: Show me. Teacher: Thank you. Teacher: All right, next one, Student C.  All right, next one, we're going to one fourth, one fourth, of that half.
Teacher: So 126 students, 14 teams. Student: Okay, so hm, hm. Teacher: Student C, I'll be right with you.  [TARGET]Teacher: Student J, that doesn't seem very productive to me.[/TARGET] Student: Is that pointing at us? Student: Is it recording us? Teacher: Mm-hmm.
Teacher: So 9 times 6 is 54. Teacher: You write your 54 here. Student: Okay, I've got that one.  [TARGET]Teacher: Give him his pencil.[/TARGET] Teacher: Oh, I took it. Teacher: Here's your pencil. Teacher: I don't know what is really going on there.
Teacher: So I am going to quickly cut this up. Teacher: I'm going to wait until I have row one facing forward. Teacher: Student T, step out of the room and go to the bathroom, now.  [TARGET]Teacher: Sit.[/TARGET] Teacher: Face forward. Teacher: Turn. Teacher: When I finish, then you go.
Teacher: So I brought it down and now right here - Student: This is what I got. Student: [Crosstalk]  [TARGET]Teacher: Let me show you something.[/TARGET] Teacher: Student I, Student W, look. Teacher: You and him, do you all have the exact same thing, 24 minus four? Teacher: 24 minus four?
Teacher: So I can take that away? Teacher: At the end what do we have to do? Teacher: Put it back?  [TARGET]Teacher: So take it away, put it back.[/TARGET] Teacher: All right. Teacher: Am I okay? Student: 374.
Teacher: So I go from point 5 to what? Student: 50 percent. Teacher: Okay, so let's do this together, guys.  [TARGET]Teacher: Let's do F together.[/TARGET] Teacher: Percent of students that chose orange. Teacher: What's my first step? Teacher: My first step?
Teacher: So I have [inaudible] three - Teacher: [Crosstalk] Teacher: Now, I see some people are looking, some people are talking and some people are - see, those people that are talking, they won't be able to do what we're going to have them do [inaudible].  [TARGET]Teacher: All right, hold on, hold on.[/TARGET] Teacher: Let's wait for the talking so I can do a little bit of it and [inaudible] explain. Teacher: My favorite, Student N, good job. Teacher: So one third - see, this is a third, another third, which is right there.
Teacher: So I have one, two, three, four. Teacher: In a complete set, I have four shapes in a complete set. Teacher: Student C, we're watching right now.  [TARGET]Teacher: Student L, we're watching.[/TARGET] Teacher: Put the pencil down. Teacher: So we've got the number in the set. Teacher: You're going to do step three.
Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay? Teacher: You both had the same answer, which cracks me up. Teacher: Student M, watch.  [TARGET]Teacher: Six goes into two - stop, you're fine.[/TARGET] Teacher: You're fine. Teacher: This is a non-threatening environment. Teacher: Stop.
Teacher: So I need everybody back to their original seat unless I personally moved you. Teacher: All right, you need out colored pencils, blue and yellow. Teacher: You need your math journal and you need a pencil.  [TARGET]Teacher: So if you will get those things really quickly while I set the computer up.[/TARGET] Teacher: I am looking for the group that's ready. Teacher: Could you get me a poster board? Teacher: Can you use highlighters?
Teacher: So I put a what? Teacher: Seven, and I need to what? Teacher: Subtract.  [TARGET]Teacher: Who is that?[/TARGET] Student: Who? Teacher: Who is that [inaudible]? Student: She was just pressing on his notebook.
Teacher: So I want to be - I want to be able to show you guys today. Teacher: All right, so does everybody have those three problems written down? Multiple Students: Yes.  [TARGET]Teacher: We are filming today, so please make sure that - yes.[/TARGET] Teacher: All right, [inaudible] please. Teacher: Okay. Teacher: All right, so today we're gonna talk about - and I want to show you something - let's see if I can get it to work.
Teacher: So I want you to go on to page - hold on, he's not listening. Teacher: Page - part of a rectangle. Student: What page?  [TARGET]Teacher: Page five.[/TARGET] Student: Oh, page five? Teacher: Page five. Teacher: [Crosstalk]
Teacher: So I would go to my 6 tables. Student: [Inaudible]. Teacher: Hold on.  [TARGET]Teacher: Stop yelling out.[/TARGET] Teacher: There's my 6 tables right here. Teacher: Here's the problem, 15 divided by 6. Teacher: So, Student J, what question are you gonna ask yourself?
Teacher: So I'm going to ask you guys to make this assumption. Teacher: Whatever is on the board might be a little off with your pictures, but there is equal spacing in between all of these. Teacher: Just make that assumption.  [TARGET]Teacher: What number is represented by - I can wait.[/TARGET] Teacher: What number is represented by point Z on the number line? Teacher: I'll give you guys one minute to do that. Teacher: Everybody is doing it.
Teacher: So I'm going to ask you just to sit next to somebody. Teacher: I'm gonna have you work on this page, unit 6, page 9. Teacher: There's a ton of pages on this.  [TARGET]Teacher: So what I want you to do is, Student B - shhh.[/TARGET] 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?
Teacher: So I'm going to give you guys a minute for this, and you may begin. Teacher: Okay. Teacher: Time is up.  [TARGET]Teacher: So we're going to have Student B.[/TARGET] Teacher: So what is the rule that we would use so that if we apply that rule to each of these input output situations, we would get the same number every time? Student: [Inaudible]. Teacher: Your question?
Teacher: So I'm going to need your help with this. Teacher: Excuse me. Teacher: If you cannot handle it, if you cannot handle just letting the fly be, we'll find another seat.  [TARGET]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.[/TARGET] Teacher: Go back to your desk where you belong so that we're all ready to move on. Teacher: You can sit your desk, the back desk, or that desk. Teacher: You have several choices that are far away from the fly.
Teacher: So I'm going to write the 0 here. Teacher: Sorry. Teacher: I'm going to write the 2 here.  [TARGET]Teacher: Because it's not - Mr. K, can you take him to [inaudible] room?[/TARGET] Teacher: Can you go please? Teacher: Just call his mom and tell his mom exactly. Teacher: Because this 20, which is two 10s, it's not 100, we can't take it to the 100 level.
Teacher: So I'm gonna throw a mixed number up on the board. Teacher: Can somebody remind what a mixed number is when we're talking about fractions? Teacher: A mixed number.  [TARGET]Teacher: Student K, what is a mixed - Student K, hold on.[/TARGET] Teacher: Student P, thank you for solving that problem. Teacher: You didn't make it a big deal. Teacher: You just put a paper there.
Teacher: So I'll time you two minutes and you're going to fill out this Venn diagram as much as possible. Teacher: Okay, go ahead and take your time. Teacher: Thanks, Student E.  Student B, I don't think that that's what the assignment is.  [TARGET]Teacher: You need to go change your [pen] and be focused yourself.[/TARGET] Teacher: That's not what the assignment is. Teacher: You're off-task. Teacher: You guys have about five more minutes at the center that you're at now and then we'll switch.
Teacher: So I'm gonna write it: three out of six are wearing boots. Teacher: Now does anyone know the rule I was [inaudible]? Student: [Inaudible].  [TARGET]Teacher: 'Cause I sat you down anyway.[/TARGET] Teacher: Look at Student M and - Student: It was what - Student: They're all wearing two -
Teacher: So I'm ignoring it. Teacher: Fifteen-twelfths. Teacher: How do I turn that into an improper fraction?  [TARGET]Teacher: Because I was noticing people having trouble with this when I was just sort of, eavesdropping around the room.[/TARGET] Teacher: How do they - how do you do it? Student: You're [inaudible] - Teacher: I'll show you what people did that I saw, and said - and thought to myself, "Oh, I wish they wouldn't have done that."  What's wrong with this?
Teacher: So I've got 1, 2, 3, 4, 5, 6, 7, 8 three-quarter pound boxes that we created out of our six pounds of candy. Teacher: [Crosstalk] Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off.  [TARGET]Teacher: Thank you those of you who are paying attention and are still trying to learn.[/TARGET] Teacher: Those are the people who are ready for sixth grade; I can tell. Teacher: Those of us who can't get it through our heads to follow directions today, those are the people who are not ready for sixth grade yet. Teacher: So again, this would be one box.
Teacher: So Student A already told us the process or operation is division. Teacher: What two pieces of information do you need in this division problem? Teacher: Student A, why don't you read it once more just in case people weren't listening the first time?  [TARGET]Teacher: Loud, please.[/TARGET] Student: Sophie has 8 stickers and she wants to give 2 to each of her friends. Student: How many of her friends will Sophie be able to give stickers to? Teacher: Okay.
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. 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.[/TARGET] Teacher: You either sit quietly or you move. Student: [Inaudible]. Teacher: There's 19 other kids aren't having a problem.
Teacher: So Student A, make sure you have a place to sit. Teacher: Student J. Teacher: [Crosstalk among students]  [TARGET]Teacher: Student J, sitting in a chair.[/TARGET] Teacher: I can't start my group till I see people are sitting down. Teacher: Student B. Teacher: Student B, you're over here.