stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I can hear Student G.   Student: That's our homework? Teacher: All right, guys.  [TARGET]Teacher: Put your eyes up here.[/TARGET] Teacher: This is tonight's homework. Teacher: You're subtracting mixed numbers tonight. Teacher: Step one, find the least common denominator of the fractions.
Teacher: I can hear you from all the way over here. Teacher: Student P, are you working? Student: Yes.  [TARGET]Teacher: Student L, can you please move your cards?[/TARGET] Teacher: Your dry erase board stays on your desk, and you don't play. Teacher: You're making yourself look bad. Teacher: The camera is right on you watching you do absolutely nothing.
Teacher: I can stop? Student: Yes. Multiple Students: [Crosstalk].  [TARGET]Teacher: Oops, excuse me.[/TARGET] Teacher: Desk. Student: Five times five is [inaudible]. Teacher: Okay, so now we know which one's the desk.
Teacher: I can take a point back. Teacher: Whatever you think. Teacher: You are working as a team.  [TARGET]Teacher: I'm going to choose who is going to explain it.[/TARGET] Teacher: [Inaudible]. Teacher: Time. Teacher: Focus.
Teacher: I can tell who's with me by whose eyes are with me here and whose voices are off. Teacher: Thank you those of you who are paying attention and are still trying to learn. Teacher: Those are the people who are ready for sixth grade; I can tell.  [TARGET]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.[/TARGET] Teacher: So again, this would be one box. Teacher: We split it in quarters. Teacher: Then we took three quarters and that fills one box.
Teacher: I can wait. Teacher: Our review of dividing using decimals and multiplying using decimals where we have a whole number as a multiplier, just as we add one whole number to 4 with our divisor. Teacher: Student M, do you want to pass out the whiteboards for us?  [TARGET]Teacher: I don't want to use the [inaudible] right now.[/TARGET] Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D.  You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1.
Teacher: I can't help you with that, share. Teacher: Share with Student J. Teacher: Page 29.  [TARGET]Teacher: There shouldn't be any talking over there.[/TARGET] Teacher: Student O, Student K, when you take out a math book there is not talking. Teacher: [Crosstalk] Teacher: All right, both of you go outside.
Teacher: I can't hear him. Teacher: Student R, would you repeat that? Teacher: Student J, go back to your seat.  [TARGET]Teacher: It's not working.[/TARGET] Teacher: Student R, what did you use here, what attribute? Student: An obtuse, right, and an acute angle. Teacher: You said you saw all three types of angles there?
Teacher: I can't see behind you. Teacher: I'm sorry. Teacher: We've got people over at this table not following directions.  [TARGET]Teacher: It's hard for me to hear you.[/TARGET] Teacher: Okay. Teacher: So making the thousandths with these pieces, can we really do that? Teacher: We can't do that unless we add some more pieces and change the value, but we have not done that yet, okay?
Teacher: I checked my e-mail and I didn't see anything. Teacher: That's okay. Teacher: Can you close the door for me please?  [TARGET]Teacher: What's the problem?[/TARGET] Student: I can't go [anywhere]. Teacher: How come? Student: Because all the cards - I can't put nine tenths in because three fourths is already there.
Teacher: I chose B because. Teacher: Comprehension packet, sheet. Teacher: We're going to follow the guidelines, please.  [TARGET]Teacher: Put your hand on your head before you stand up.[/TARGET] Teacher: I didn't nod to you. Teacher: Thank you, Student E.  $9.00 a month. Teacher: So tonight for homework, you need to do this.
Teacher: I decided not to. Teacher: This is a board marker. Teacher: It wouldn't work very well.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Student J, that's where you are. Teacher: You don't need to have words. Teacher: Thank you.
Teacher: I did hear you, Student D.  Plus what? Student: [Inaudible] Teacher: Yep.  [TARGET]Teacher: Can you do one?[/TARGET] Teacher: Who's done another one? Student: I got another idea. Student: I did one.
Teacher: I did number 11 first to make sure you guys understood. Student: [Inaudible] Teacher: Yeah, do it just like I did it.  [TARGET]Teacher: Yeah, yeah, throw it away.[/TARGET] Teacher: Yeah, do it just like I did before. Teacher: Student A, check your work. Teacher: All right, let's look at this first one.
Teacher: I didn't know. Teacher: I checked my e-mail and I didn't see anything. Teacher: That's okay.  [TARGET]Teacher: Can you close the door for me please?[/TARGET] Teacher: What's the problem? Student: I can't go [anywhere]. Teacher: How come?
Teacher: I didn't ask you to fix the little cards. Teacher: I didn't ask you to play with the dice. Teacher: I didn't ask you to touch your board.  [TARGET]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.[/TARGET] Teacher: Hmm. Teacher: Imagine that. Teacher: I don't want you to do anything right now.
Teacher: I didn't ask you to go out. Teacher: That's somebody's art piece. Teacher: [Crosstalk]  [TARGET]Teacher: Thank you for ignoring him.[/TARGET] Teacher: Thank you so much. Teacher: I appreciate the way you ignored him. Teacher: Thank you so much.
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: I didn't ask you to play with the dice.  [TARGET]Teacher: I didn't ask you to touch your board.[/TARGET] 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.
Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly. Teacher: But you guys have to work through it so I can see.  [TARGET]Teacher: I know that Student W and Student I both can't do it past the second step.[/TARGET] Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step. Teacher: So I know when I pull you two, I'm gonna talk to you two about that, okay?
Teacher: I didn't make those. Teacher: There are such a thing. Teacher: So we're dealing with halves because there's only two in a whole.  [TARGET]Teacher: If you cannot sit over there and not talk, I'm going to have you move.[/TARGET] Teacher: So who has one fourth? Teacher: All right. Teacher: Bring your one fourth down and put it where it belongs.
Teacher: I didn't say that. Teacher: Draw the box or just write the numerator or the denominator. Student: Whatever number you want?  [TARGET]Teacher: Sh![/TARGET] Teacher: No. Teacher: Not whatever number you want. Teacher: Let me repeat.
Teacher: I do like the way most people were able to do that very easily, and it's done. Teacher: Student A? Student: What?  [TARGET]Teacher: Excuse me?[/TARGET] Teacher: I don't know what's going on, but you have a tally mark. Teacher: Moving on, I'm thinking that the lowest number would be 2. Teacher: I'm thinking there would be at least one parent and one child in a household.
Teacher: I do not have a week to do this. Teacher: We take the math test in three weeks, and we have just started this, and you all are playing around instead of following directions. Teacher: You don't have a half because it's still sitting here in the pile.  [TARGET]Teacher: You shouldn't need to.[/TARGET] Teacher: I wrote down what you were looking for. Teacher: There's only six of them. Teacher: They're very easy to find.
Teacher: I do not like it. Student: She got cut! Student: She got cut!  [TARGET]Teacher: What's your problem?[/TARGET] Student: She was scratching me in my face and I was like, and then she got me and she was pulling on my buttons. Teacher: Did I tell you not to run after her? Multiple Students: I didn't run after her she ran after us.
Teacher: I do not see a denominator of 3. Teacher: That is not what you showed me. Teacher: Okay then.  [TARGET]Teacher: Now I'm watching you.[/TARGET] Teacher: What do you do with that information? Teacher: Are you rewriting those? Teacher: I'm not talking to you.
Teacher: I don't know how it happened, but you have done nothing. Teacher: You have wasted an entire day of math. Teacher: We don't have enough days left.  [TARGET]Teacher: Now you calm down and you figure out a way to articulate what you are thinking to me, because right now I am very angry.[/TARGET] Teacher: I see 13. Teacher: Is this 21 over here? Student: Yes.
Teacher: I don't know how that happened. Teacher: I know how that happened. Teacher: Now, what's the difference -?  [TARGET]Teacher: Student A, I need you to stop wandering.[/TARGET] Teacher: What's the difference between this and this? Teacher: I'm coming around. Teacher: Look up here.
Teacher: I don't know if you're going to be able to find one smaller than that. Teacher: How are we doing over here? Teacher: Who's here?  [TARGET]Teacher: Sit in the chair.[/TARGET] Teacher: How about you put this in the middle? Teacher: There you go. Teacher: Everybody can see it.
Teacher: I don't know what is really going on there. Teacher: Student C, go back to your seat please. Student: What am I doing?  [TARGET]Teacher: Banging the desk and not working.[/TARGET] Teacher: Now add this and this together. Teacher: Let me see the people that are really working now. Teacher: [Crosstalk]
Teacher: I don't like it. Teacher: Someone did it when I said hold on. Teacher: Student T, don't flick your tongue at me.  [TARGET]Teacher: That's rude.[/TARGET] Teacher: I'm trying to find something and since I can't answer your question or whatever you need right now at this minute doesn't mean you can flick your tongue at me. Teacher: I will be with you in just a second. Teacher: All right.
Teacher: I don't see you doing your work. Student: Because I can't. Student: It's because I [inaudible].  [TARGET]Teacher: Where'd your paper go, darling?[/TARGET] Teacher: I gave it to you. Student: No, I think it's [inaudible]. Teacher: Well go look for it.
Teacher: I don't set anything up. Student: [Inaudible]. Teacher: I know you didn't mean it.  [TARGET]Teacher: I get it.[/TARGET] Teacher: It's okay. Teacher: I accepted your apology. Teacher: I know you were just - I get it.
Teacher: I don't think Student S is by herself, is she? Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now.  [TARGET]Teacher: Your plan should be here.[/TARGET] Teacher: You might want to look up there first, right? Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use?
Teacher: I don't think so. Teacher: Any questions about math? Teacher: Those of you that go to math lab you will be going this afternoon.  [TARGET]Teacher: I need kids sitting up, fifth-grade style.[/TARGET] Teacher: You don't lounge in fifth grade. Teacher: I'm gonna call you by table to line up, and you're gonna take your bathroom break. Teacher: Table two, you are sitting nicely.
Teacher: I don't think what you're doing now is the right thing to do because I know that you're comfortable of doing it. Teacher: I don't think what you're doing now is the right thing to do. Teacher: Student A, come over here.  [TARGET]Teacher: I'll help you.[/TARGET] Student: What is this? Teacher: Bring it. Teacher: Let me help you.
Teacher: I don't think you have a big issue. Teacher: We just want to find a way that we can sit and work. Student: I want to leave this school.  [TARGET]Teacher: Come here for a second.[/TARGET] Teacher: Come here. Teacher: I'll be right back. Teacher: Did you finish that one?
Teacher: I don't think your mom would like to see you acting this way during this lesson. Teacher: Thank you, Student D.  You have been participating. Teacher: I don't want to divert your attention.  [TARGET]Teacher: Thank you Student T.  Thank you, Student A.[/TARGET] Teacher: Good job. Teacher: There's something you said here that's really - you added the 6 out of 5. Student: Yes.
Teacher: I don't want to count by tens. Teacher: I need to find out how many squares are inside this rectangle. Teacher: Nod your head if you agree.  [TARGET]Teacher: Student B, I've called your attention.[/TARGET] Teacher: You are no longer working ahead. Teacher: You are now focused on me. Teacher: I am teaching you how to break this array up into four smaller pieces.
Teacher: I don't want to use the [inaudible] right now. Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D.  You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1.  [TARGET]Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1.[/TARGET] Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now. Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. Teacher: Yes?
Teacher: I don't. Teacher: Take out your math book please. Teacher: [Crosstalk]  [TARGET]Teacher: Let's open up to unit 6.[/TARGET] Student: I need you to check if we left this [inaudible]. Student: Teacher, isn't it page 31? Teacher: No.
Teacher: I don't care where you put it. Teacher: Just put it now. Teacher: Student J, you're taking too long doing that.  [TARGET]Teacher: I'm not waiting.[/TARGET] Teacher: I need to see everyone with that number in a box. Teacher: Now. Student: Write a number in the -
Teacher: I don't even know the answer yet so relax. Student: I got it and this time I know I got it. Student: [Crosstalk]  [TARGET]Teacher: You're welcome.[/TARGET] Student: Do you bring the two down? Teacher: No, you just do it digit by digit. Teacher: So now can 13 go into 5?
Teacher: I don't expect you to know it perfectly. Teacher: I didn't know it perfectly in the fourth grade. Teacher: I think I learned it lie, in fifth grade, honestly.  [TARGET]Teacher: But you guys have to work through it so I can see.[/TARGET] Teacher: I know that Student W and Student I both can't do it past the second step. Teacher: How do I know that? Teacher: Because they both worked it through and they both messed up at the second step.
Teacher: I don't have time to fix it. Teacher: And we have 8 remainder 1. Teacher: Student M, why don't you go in the back?  [TARGET]Teacher: Student O, you're up here.[/TARGET] Teacher: There you go. Teacher: She fixed it. Teacher: [Crosstalk]
Teacher: I don't know if I want to put that. Teacher: I really need to talk to her too. Teacher: Ouch.  [TARGET]Teacher: I really need to talk to her.[/TARGET] Teacher: I need to talk to you. Teacher: Are you busy? Student: 4,100.
Teacher: I don't know where they disappeared to I don't know where. Other Adult: Alright 1, 2, 3, 4, okay, which [Inaudible] your box? Student: Hm, um, this?  [TARGET]Teacher: This is not done I want you to show me one that's done.[/TARGET] Other Adult: So how many is gonna be shaded? Student: 2, 3. Other Adult: How many fourths is that?
Teacher: I don't know. Teacher: Question I have over here right now, what does a pentagon look like. Teacher: What can you tell me about a pentagon?  [TARGET]Teacher: Student K loves that chat back there.[/TARGET] Student: It has five sides. Teacher: It has five sides. Teacher: Five sides, home plate.
Teacher: I don't like the [Inaudible] as much. Teacher: I don't like it. Teacher: I do not like it.  [TARGET]Teacher: I do not like it.[/TARGET] Student: She got cut! Student: She got cut! Teacher: What's your problem?
Teacher: I don't need you to - Student: Thirty. Teacher: We don't need to do this.  [TARGET]Teacher: Can you please go back to your seat?[/TARGET] Teacher: She's back. Student: You have - Teacher: You see her standing in front of you, correct?
Teacher: I don't pay him no mind. Student: Yeah but I pay you mind. Teacher: Meaning that I would get bent out of shape cause you'll get upset.  [TARGET]Teacher: So [Inaudible] will just be like you what you got attitude for you don't have no attitude?[/TARGET] Student: But I raised my hand. Teacher: I'll pay you no mind. Teacher: I'm still talking about that 12.
Teacher: I don't see any skirts right now in the class. Teacher: Everybody, legs crossed and the rules of the class always apply. Teacher: Everybody should quickly solve the warm-up question.  [TARGET]Teacher: Everybody should quickly solve that in two minutes.[/TARGET] Teacher: I'm gonna give you one more minute and everybody will stop. Teacher: Stop. Teacher: Now, we're gonna keep the question of the game.
Teacher: I don't see my spray bottle of water. Student: It's just 12 times 5. Student: [Crosstalk]  [TARGET]Teacher: Shh.[/TARGET] Teacher: Let's try one just a little bit bigger. Teacher: Tell me a two-digit number, Student B, like something in the 20s or 30s or something like that. Student: 35
Teacher: I don't think you are. Teacher: I hear you talking about, is this a paper clip, and talking about your mom. Teacher: Please move your clothespin.  [TARGET]Teacher: Your partner Student K, is waiting to play with you.[/TARGET] Teacher: [Students working on problem]. Student: That's not equal. Teacher: It doesn't equal 96?
Teacher: I don't understand why you're sitting in the back. Teacher: Come on. Teacher: [Inaudible].  [TARGET]Teacher: How are you?[/TARGET] Teacher: So these are our [inaudible] and their names are- Student: Student K. Student: Student E.
Teacher: I don't want [pushing back my chairs from all the room.] Teacher: Student M, Student J, Student M, stand up front please. Teacher: Student L, Student A, Student B, sit up front please.  [TARGET]Teacher: You know what?[/TARGET] Teacher: Student B, sit down. Teacher: You know what? Teacher: Student [L], no, Student A, sit down.
Teacher: I don't want to hear any talking. Teacher: Come up here. Teacher: I don't want you to write anymore.  [TARGET]Teacher: Look up here.[/TARGET] Teacher: You should be looking here. Teacher: Have a seat. Teacher: Student D, look up here.
Teacher: I don't want to hear zero decimal point zero five. Teacher: You need to read it the way you would say it. Teacher: Okay.  [TARGET]Teacher: Stop it.[/TARGET] Teacher: Okay, 0.96 divided by 3. Teacher: Okay, one person talk me through it. Teacher: Student B, what am I going to do?
Teacher: I don't want to know just the answer. Teacher: I don't want you to write triangle if they want you to show the work. Teacher: So, you need to show the work completely.  [TARGET]Teacher: Who can read how we are going to do this?[/TARGET] Teacher: This is what we're going to do. Teacher: Who can read how we are going to do it? Teacher: Student S?
Teacher: I don't want you to write anymore. Teacher: Look up here. Teacher: You should be looking here.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Student D, look up here. Teacher: Student S, stop writing. Teacher: What are you doing first, Student A?
Teacher: I feel like people aren't listening. Student: I am. Student: She's throwing paper at us.  [TARGET]Teacher: What's going on Student A?[/TARGET] Student: She's throwing paper. Teacher: I know. Teacher: Student A, look at me.
Teacher: I forgot my sunglasses. Student: How could it be sunny out? Student: Yesterday it snowed.  [TARGET]Teacher: Mini golf courses are closed these days.[/TARGET] Teacher: It's not the weather for it. Teacher: And my last game, Student L. Student: 92.
Teacher: I forgot we got to working on backs of pages in this packet. Teacher: So on Page 3, oh, this is easy. Teacher: We got a triangle.  [TARGET]Teacher: I can handle that.[/TARGET] Teacher: Okay. Teacher: It's sort of an awkward triangle, but it's still a triangle. Teacher: Okay.
Teacher: I found my partner. Teacher: Give me 5. Teacher: I'll wait.  [TARGET]Teacher: Somebody standing back here does not have a partner.[/TARGET] Teacher: Turn around. Teacher: Okay. Teacher: So Student G, you have 4 faces.
Teacher: I gave it away, huh? Student: Remainder three? Student: Wait -  [TARGET]Teacher: Okay, we're not done.[/TARGET] Teacher: Thank you, Student E.  Student E is trying to tell us slow down, [Inaudible]. Teacher: We're gonna do it step by step. Teacher: 13 minus 10 is -
Teacher: I get her back. Teacher: So now look at that. Teacher: She's doing number two.  [TARGET]Teacher: But if you're doing number two, let me see, because we are about to finish and we did a set, we did a problem, and then we will continue doing those kind of problems, with 24 set.[/TARGET] Teacher: Good job. Teacher: We're doing the second one, number two. Student: Marbles.
Teacher: I got one and two up here. Teacher: Sh. Teacher: They're all addition.  [TARGET]Teacher: Sh.[/TARGET] Student: Can I look at the first one? Student: I'm talking about- Teacher: Student A, you should be working on this and not messing with those.
Teacher: I got you back? Student: You got me back. Teacher: I got you back.  [TARGET]Teacher: Yeah, I got you back.[/TARGET] Teacher: All right, listen - listen. Teacher: How many tenths are in here? Teacher: One.
Teacher: I had 92 in the middle. Teacher: Does anybody have a median that does not need to be averaged? Teacher: You all do, don't you?  [TARGET]Teacher: I was mean.[/TARGET] Teacher: Yes. Student: [Inaudible]. Teacher: You have a question.
Teacher: I had two people earlier today who were excellent examples of our class, Student S and Student D.  You are passing out markers, whiteboards, and [inaudible]. Teacher: 3, 2, 1. Teacher: These are all the people who are starting to ignore our 3, 2, 1 chant, and I'm very serious about the 3, 2, 1.  [TARGET]Teacher: We started to move away from all the other discipline things we've been working on, but this is our call to get back on track with everything right now.[/TARGET] Teacher: When I get to 1, that means you're focused up here and you're no longer moving your mouths. Teacher: Yes? Student: [Inaudible].
Teacher: I hate it when people aren't responsible. Teacher: Okay. Teacher: If you do not have a clock, and you do not know who your partner is, why is there so many people up here today?  [TARGET]Teacher: I'm not asking you.[/TARGET] Teacher: Do you have a clock? Student: Yes. Teacher: Then sit down.
Teacher: I hate to be ugly, but that's the last chance. Teacher: I'm excited that you're learning math and you're excited about it. Teacher: You need to get control.  [TARGET]Teacher: That's it.[/TARGET] Teacher: One more time. Teacher: We will not go over this, we will not do centers. Teacher: You will set at your desk and we will do book work and I will call people back there.
Teacher: I have 32 hundredths times 48. Teacher: Student G, what am I gonna do first? Student: Times -  [TARGET]Teacher: Student E, help him out.[/TARGET] Student: Multiply eight times two. Teacher: Okay. Teacher: Eight times two gives me 16.
Teacher: I have 400 and 500. Teacher: Then what's left? Teacher: I'll let you do the rest.  [TARGET]Teacher: Student D, and Student E, please go outside my door.[/TARGET] Teacher: Go outside. Teacher: You have plus 200. Teacher: Go out.
Teacher: I have 903 plus 102. Teacher: I add my numbers here. Teacher: For example, look here.  [TARGET]Teacher: Are you looking at me?[/TARGET] Teacher: I'm going to add my numbers here. Teacher: For example - so I have now 903 plus 102. Teacher: It's going to be 5010.
Teacher: I have an extra one for you on my desk. Teacher: Student N I have an extra strip. Teacher: I'm sorry - did I call you -?  [TARGET]Teacher: No.[/TARGET] Teacher: I called you Student N.  Student N I'm gonna have you use Student L's strip for now. Teacher: I also have an extra one for you too as well Student T.  You're gonna be using these as a reference. Teacher: Like always, we are going to be breaking up into groups, and you're going to be playing this game in groups.