stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: You're lucky. Teacher: You have two wild cards. Teacher: Student J, spread your cards.  [TARGET]Teacher: You're doing a good job.[/TARGET] Teacher: Spread your cards here. Teacher: You have to. Teacher: Just put your cards up here.
Teacher: You're multiplying three digit numbers by two digit numbers. Teacher: So when I call your name, the first division group, go to Ms. F.  Student M, stand, Student H, Student K, Student C, Student I, and Student A. Teacher: You're going to sit back here.  [TARGET]Teacher: My group so you'll stay here is Student A, Student T, Student A, Student M, and Student C.  If I didn't call your name, raise your hand.[/TARGET] Teacher: One group is going to go to group two, so if you already sit at group two, go ahead and go. Teacher: If you sit at group one and I didn't call your name, go to group two. Teacher: We'll stop then.
Teacher: You're not fighting with it. Teacher: Can you leave him alone and do your work? Teacher: We're not going to lunch until our math is done.  [TARGET]Teacher: After we complete our math as we do as a class - I'm listening to you.[/TARGET] Teacher: Write it here. Teacher: 1100 Teacher: I'm listening to you.
Teacher: You're not going hunting. Teacher: Well, you are going hunting. Student: We are?  [TARGET]Teacher: Sh.[/TARGET] Teacher: [Crosstalk] Teacher: Yep. Teacher: You should be copying.
Teacher: You're not going to 20 degrees. Teacher: It was 20 percent, but you need to go to 72 degrees. Teacher: Okay.  [TARGET]Teacher: While you're finishing that, I'm going to bring to you tonight's homework.[/TARGET] Teacher: There are questions about a pie graph. Teacher: They are shown in fractions, and since you know what those fractions are as far as halves and fourths, this should be pretty easy to figure out. Teacher: Yes?
Teacher: You're not going to go, "Ah, who cares." Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner.  [TARGET]Teacher: I'm going to count down by 1.[/TARGET] Teacher: You have to have a partner. Teacher: 10, 9, 8, 7, 6, 5, 4, 3 - you can work together - 2 - have a seat on a chair - and 1. Teacher: Thank you.
Teacher: You're not sorry to me. Teacher: You're sorry to the person you said it to. Teacher: I gave extra paper for everyone.  [TARGET]Teacher: I don't currently see your group talking to each other.[/TARGET] Teacher: I see you drawing coins on your table. Teacher: Don't start until you know what you need. Teacher: Have you figured out the answer yet, or are you just guessing?
Teacher: You're not trying hard. Teacher: She has a loopy loop. Teacher: Did he apologize?  [TARGET]Teacher: Did she ask him to apologize?[/TARGET] Teacher: I don't see loopy loops. Teacher: We're in a hurry. Teacher: 12, 3, 6, 9, 10, 11, 1, 2, 4, 5, 7, 8.
Teacher: You're not trying to be part of the group. Teacher: I need you to try. Teacher: If you have an idea that they're not using, you need to share that with the group.  [TARGET]Teacher: If they have an idea that you're not listening to, you need to listen.[/TARGET] Teacher: You're all part of the group. Teacher: You're going to have the same answer when we finish, because you are a team. Teacher: I need your elbows off the desk.
Teacher: You're not writing anything. Teacher: You're talking at your table, coming up with this statement. Teacher: You're not writing anything on your paper.  [TARGET]Teacher: Listen.[/TARGET] Teacher: You're coming up with a statement. Teacher: [Crosstalk] Teacher: What is your statement?
Teacher: You're on your way to five, six, seven, eight. Teacher: [Classroom noises and crosstalk] Teacher: The longer it takes people to get ready to share their work.  [TARGET]Teacher: Student S, we're over here.[/TARGET] Teacher: Okay. Teacher: We're done with that. Teacher: You didn't have permission to use this marker.
Teacher: You're right here. Student: [Inaudible]. Teacher: Right here.  [TARGET]Teacher: Stop fooling around please.[/TARGET] Teacher: I want you to sit here. Teacher: You can get that chair if you want to. Teacher: Let's go.
Teacher: You're smiling as you tell me that so I think you're going to be okay. Teacher: Have a seat. Teacher: Let me grab you a tissue.  [TARGET]Teacher: Sit down, Student A.[/TARGET] 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. Teacher: Take a seat.
Teacher: You're stuck? Teacher: Okay. Teacher: [Intercom]  [TARGET]Teacher: Wait.[/TARGET] Teacher: Do not move. Teacher: Student C, 14 times 5 is 70. Teacher: Why'd you stop there?
Teacher: You're using two numbers, so which one is this? Student: 61 plus 32. Teacher: No.  [TARGET]Teacher: We're using three numbers at a time.[/TARGET] Teacher: Do you want to use this? Teacher: We're looking at what number - you're using it. Teacher: I want you to arrange these in a way that's going to be - I can help you to add.
Teacher: You've already wasted enough time, haven't you? Student: [Inaudible] Teacher: Talk at your table.  [TARGET]Teacher: You're not talking to me.[/TARGET] Teacher: I know. Teacher: [Crosstalk] Teacher: What is your statement?
Teacher: You've been fooling around. Student: I need you to write me a pass. Student: I need to go see Mr. S.  [TARGET]Teacher: No.[/TARGET] Teacher: You need to do your math. Student: I need to. Teacher: No.
Teacher: You've got to wait a few minutes until everybody's got one. Teacher: You're going to interview somebody. Teacher: Don't look.  [TARGET]Teacher: If you're looking, you're cheating.[/TARGET] Teacher: It's no fun if you already know the answer. Teacher: Keep pressing it. Teacher: You know what?
Teacher: You've got to write it down. Teacher: You can't be stretching your hand from here to here. Teacher: Can you stop?  [TARGET]Teacher: I see what you're doing.[/TARGET] Teacher: Now it says here where does the 11 come from? Student: I really didn't know. Teacher: Look at the 11 here.
Teacher: You've got to write it. Teacher: Just write it. Teacher: You need to stop the problem and your remainder is 4.  [TARGET]Teacher: Bye, Student A.  Oh my goodness.[/TARGET] Teacher: Student C, did you remember to bring your folder to science? Student: That's what I'm looking for. Teacher: Hurry, because you need to go.
Teacher: Young girls. Teacher: Okay. Teacher: Excuse me.  [TARGET]Teacher: Are you listening?[/TARGET] Teacher: Student S, hand me the spray for my board. Teacher: Excuse me. Teacher: And that's not how you do it.
Teacher: Your  score is the number of cards you have left in your hand. Teacher: Everybody understand how to play? Teacher: If you did one round just go ahead.  [TARGET]Teacher: You're gonna [inaudible] Student T.  Student A you need to go right to her room.[/TARGET] Teacher: Don't stop to pick up other kids or anything. Teacher: Go right to her room. Teacher: Everybody pretty excited about playing?
Teacher: Your DMR.  [TARGET]Teacher: I asked you to have it.[/TARGET] Teacher: Have a seat. Teacher: Student A, I need you in your seat, now. Teacher: Let's look at number one.
Teacher: Your DMR. Teacher: I asked you to have it.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Student A, I need you in your seat, now. Teacher: Let's look at number one. Teacher: List the following numbers from greatest to least.
Teacher: Your DMR. Teacher: I asked you to have it. Teacher: Have a seat.  [TARGET]Teacher: Student A, I need you in your seat, now.[/TARGET] Teacher: Let's look at number one. Teacher: List the following numbers from greatest to least. Teacher: How do you do that?
Teacher: Your answer just like you did on your first papers okay? Teacher: Okay so who's explaining-sit down Student A. Who's explaining to Student I what's going on here because she still doesn't get it? Student: I'm trying to get us to all pitch in.  [TARGET]Teacher: Good, excellent Student M. Okay so you come over here and sit close to Student M, or just stand close to Student M. Hurry up.[/TARGET] Student: Does number two make five? Student: You picked five? Student: Five plus, five.
Teacher: Your data is not correct. Teacher: What are you doing? Teacher: One person is going to do it.  [TARGET]Teacher: That's where the crayons come in.[/TARGET] Teacher: Excuse me. Teacher: Excuse me. Teacher: Just stay focused.
Teacher: Your decimal. Teacher: Unless you've done a bam at the end of that problem, you know you haven't finished. Teacher: Thumbs up if you got the same answer as Student L.  Kiss your brains.  [TARGET]Teacher: Okay, don't over kiss your brain now.[/TARGET] Teacher: Okay? Teacher: Now, everybody to race Mrs. M? Multiple Students: Yeah.
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.  [TARGET]Teacher: Go stand in the hallway, please.[/TARGET] Teacher: Give me 5, 4, 3 - I still want you to do seven. Teacher: Add seven to that. Teacher: We're going to do seven, because we know the seven rules.
Teacher: Your eyes should be on me. Teacher: First of all, boys, put your shoes on. Teacher: Second, I got a question.  [TARGET]Teacher: Raise your hand if you can tell me what we were just doing in math.[/TARGET] Teacher: And, just listen, just listen. Teacher: First hand I saw was Will. Teacher: So, Will, what were we doing?
Teacher: Your favorite dessert. Teacher: It's 2:00. Teacher: [Inaudible] it go back.  [TARGET]Teacher: [Inaudible] your gloves.[/TARGET] Teacher: Listen. Teacher: What are you doing? Teacher: For what?
Teacher: Your final answer should be 1,936. Teacher: Student E, is there a problem? Student: No.  [TARGET]Teacher: You be sitting down.[/TARGET] Teacher: 1,936. Teacher: All right. Teacher: Our next one is 64 times 30.
Teacher: Your final answer? Teacher: Who said the answer? Teacher: I don't know why you have to talk in between each question.  [TARGET]Teacher: It's annoying.[/TARGET] Teacher: Okay. Teacher: Are you minusing points? Teacher: I didn't minus any.
Teacher: Your goal is to make your number as very close to 1,000. Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards.  [TARGET]Teacher: This is the first round.[/TARGET] Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6.
Teacher: Your instructions were to go back to your seat and write your math assignment down. Teacher: Just do it in your math journal. Teacher: That's what I asked you to do.  [TARGET]Teacher: Student J, sit down.[/TARGET] Teacher: Yes ma'am? Teacher: Why don't you get a piece of paper and when we come back from specials, I'll leave it up and you can come up here. Teacher: [Inaudible].
Teacher: Your note cards you made. Teacher: I like what I see you did. Teacher: You went ahead and added your what?  [TARGET]Teacher: Sit down.[/TARGET] Teacher: Have a seat. Teacher: Your whole numbers. Teacher: You added those whole numbers.
Teacher: Your papers that you were working on, put them in a stack in the center. Student: [Inaudible]. Teacher: We are - the videotape is on and this is how you're acting.  [TARGET]Teacher: Everything off your table.[/TARGET] Teacher: Go [inaudible] please. Teacher: Everything off your table. Teacher: This table is a big 'ol mess.
Teacher: Your partner. Teacher: That's what I said. Teacher: If you do not have a clock or a partner, you need to be up here.  [TARGET]Teacher: Student K, who's your partner?[/TARGET] Teacher: Go stand behind her chair. Teacher: Student D, Student C, where's your seat? Teacher: Sit in it.
Teacher: Your sternum is your chest bone right there. Teacher: You should actually be doing this with him. Teacher: To his knee.  [TARGET]Teacher: Stand up straight.[/TARGET] Teacher: Come down here. Teacher: Here's his knee. Teacher: Put your finger where his knee is.
Teacher: Your teacher's gonna look for you. Teacher: Student J, you're staying until yours is done. Student: Can I stay till mine is done?  [TARGET]Teacher: No, because Mr. J is going to come looking for you and he'll be mad at me.[/TARGET] Teacher: No you're not. Teacher: Finish it and show it to me later or show it to me tomorrow. Teacher: Go, go, go.
Teacher: Your time is up. Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit.  [TARGET]Teacher: So sad that you've lost your own learning time because you could not get it together.[/TARGET] Teacher: All right, so we have nine minus seven is what? Multiple Students: Two. Teacher: Two.
Teacher: Your time is up. Teacher: [Crosstalk] Teacher: Quickly.  [TARGET]Teacher: Your time is up.[/TARGET] Teacher: I'm very disappointed that you could not behave better, but I've given you enough chances. Teacher: Sit. Teacher: So sad that you've lost your own learning time because you could not get it together.
Teacher: Yours was lighter? Student: Mine was lighter. Teacher: Oh, look at this one.  [TARGET]Teacher: Come off the table, we don't want to jiggle it.[/TARGET] Student: Student K's is almost balanced. Teacher: What do you think? Student: It's a little bit heavier.
Teacher: You'd still get that right answer, but I don't want you to be confused. Teacher: Please understand your second grade teachers, your third grade teachers and myself for the past couple of months have made very sure that you understand place value. Teacher: Do not lose place value just because we've moved on to the traditional algorithm.  [TARGET]Teacher: Student R you've been waiting patiently.[/TARGET] Teacher: I appreciate it. Student: [inaudible] that like you have to read the second number like it's a two-digit number. Student: You always use the second number, which is the ones.
Teacher: You're a group. Teacher: What group are you? Teacher: Be with group one, these guys.  [TARGET]Teacher: Have a seat.[/TARGET] Teacher: Okay. Teacher: All right. Teacher: So you all should notice the pattern.
Teacher: You're about to shut the computer and go back and do some seat work. Teacher: If you're doing guided math, you're on a computer and you are quiet. Student: Do we have to do [inaudible]?  [TARGET]Teacher: That's what I said.[/TARGET] Student: I can't believe it. Student: It's only the second quarter. Teacher: All right, here we go.
Teacher: You're allowed to do this one it's the next problem. Teacher: We're not doing that, I'm not touching anybody. Teacher: I want you to finish your math.  [TARGET]Teacher: Get up from there.[/TARGET] Other Adult: [Inaudible] Student: [Inaudible] Teacher: Can you finish your work?
Teacher: You're answer should have been $3.44. Teacher: And I'm going to - ah, ah, ah - I know exactly who had that answer. Teacher: Stop please.  [TARGET]Teacher: It was Student C, Student L, Student J - I'll wait.[/TARGET] Teacher: I'll wait. Teacher: Student D - I think Student I had $4.44; am I correct? Student: No.
Teacher: You're doing A, B, and C, yes. Teacher: Move on. Teacher: If you have A done, move onto B.  [TARGET]Teacher: Did the timers give you a little warning, yet?[/TARGET] Student: Yes. Teacher: Your timer did? Teacher: Who was your timer?
Teacher: You're doing each group. Student: I did this one. Teacher: Now you have to do each group, so go to the next group.  [TARGET]Teacher: I don't want to hear anyone telling anyone what to do.[/TARGET] Student: [Inaudible]. Student: So what would I do? Teacher: What numbers do you see?
Teacher: You're doing it on the orange sticky and then you're going to stick it up. Teacher: Okay. Teacher: All right my babies.  [TARGET]Teacher: Okay, is there any talking while you're doing - this is independently.[/TARGET] Student: So do I take the 20 will go into 5? Teacher: I'm not telling you. Teacher: You've got to figure that out.
Teacher: You're doing math right now. Teacher: After all that work I want to see that you can do at least one. Teacher: You know what, boys?  [TARGET]Teacher: Sit up.[/TARGET] Teacher: Stop lying down. Teacher: Sit up on your bottom now. Teacher: [Crosstalk]
Teacher: You're drawing Pat with ice cream. Teacher: Can you elaborate some more - I don't understand, what do you mean, you're drawing Pat with ice cream? Student: Yep.  [TARGET]Teacher: Put it down.[/TARGET] Teacher: Right now we're listening. Teacher: Student J, so is that correct, should we draw a little boy Pat holding ice cream? Teacher: So what you just said, we're going to erase.
Teacher: You're folding it in half and then you're folding it in half again so you have four parts. Teacher: You need a new sheet of paper. Teacher: Let's get a new sheet of paper so you can start over.  [TARGET]Teacher: Okay, what do you need, Student A?[/TARGET] Teacher: What are you looking for? Student: [Inaudible]. Teacher: You're gonna have to - if you don't have them, borrow from people around you.
Teacher: You're four? Teacher: You're going to go over here to one. Teacher: You guys are going to come back to me.  [TARGET]Teacher: Are you paying attention, Student T?[/TARGET] Teacher: Really? Teacher: All right. Teacher: Go on the board.
Teacher: You're frozen like a statue. Teacher: That means the only thing you're allowed to do is breathe. Teacher: Here's what I need you to do.  [TARGET]Teacher: I need you to put all of your pattern blocks back in your bag, without making a sound, quiet as a mouse.[/TARGET] Teacher: One person brings the pattern blocks zipped back to the tub, and the other person, whoever brought the folder, take the folder with you. Teacher: Go back to the seat. Teacher: The ticket out the door is to answer the questions on the bottom.
Teacher: You're getting ready to make your graph. Teacher: One person. Teacher: Can I have the spray, Student S?  [TARGET]Teacher: Decide who's going to do it.[/TARGET] Teacher: You need your book. Teacher: Turn around. Teacher: Student L, your board fell apart.
Teacher: You're going to be in groups of 2. Teacher: And you're going to build a 10,000's Chart by Skittles - no, not by Skittles. Teacher: Let's see [inaudible] would not like me to give you these Skittles.  [TARGET]Teacher: You cannot have candy.[/TARGET] Teacher: However, you're going to be building this chart by how many Skittles are in this bucket. Teacher: How many Skittles do you estimate are probably in my jar here? Teacher: It is full to the top.
Teacher: You're going to do the exit slip. Teacher: Excuse me. Teacher: You're going to do your exit slip before you leave quietly, okay?  [TARGET]Teacher: There's no talking on the exit slip.[/TARGET] Teacher: There's no talking. Teacher: Excuse me. Teacher: Now turn it over on the back.
Teacher: You're going to do your exit slip before you leave quietly, okay? Teacher: There's no talking on the exit slip. Teacher: There's no talking.  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Now turn it over on the back. Teacher: You have two sides on the back. Teacher: Turn it over on the back.
Teacher: You're going to go back and sit where they are. Student: [Inaudible]. Teacher: You're going to find a quiet place to work in the room.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Not the hall. Teacher: All right. Teacher: I need group two.
Teacher: You're going to have to figure that out as part of the problem. Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. Teacher: Could the person whose desk I put it on take out the white envelope?  [TARGET]Teacher: So, the person whose desk I put it on, just take out just the white envelope.[/TARGET] Teacher: Could you please stop doing that? Teacher: Hold up the white envelope, so I know you have it out. Teacher: Okay.
Teacher: You're going to match the silhouettes and the solids. Teacher: So you look at each silhouette on page 5 and then identify the solids that you think would produce those silhouettes. Teacher: Now, the solids are all numbered.  [TARGET]Teacher: Can I finish talking?[/TARGET] Teacher: The solids are all numbered, 1 - 12. Teacher: You can have any of those that are in your bag. Teacher: Each bag contains six of the solids.
Teacher: You're going to match the solids and their silhouettes. Teacher: Anyone that has confusion, if you and your partner are arguing about if it's true or not, you come up to the overhead with your partner. Teacher: Put the solid on the overhead and then see the silhouette that is projected, then you will match it.  [TARGET]Teacher: I do not want people rushing to the overhead.[/TARGET] Teacher: You must try to identify it first. Teacher: When you don't agree, that is when the two of you will come. Teacher: I'm going to control how it's done so that you will not do your work and everybody is rushing to the projector.
Teacher: You're going to reset the array. Teacher: You have 30 seconds. Teacher: No mouths.  [TARGET]Teacher: I need you out of your chairs.[/TARGET] Teacher: I am very impressed with what I am seeing start at this end. Teacher: We need to scoot back. Teacher: Scoot way back, please.
Teacher: You're going to say, yeah, Student C, you proved it, or no, you didn't prove it. Teacher: You're going to have to tell him why or not it is. Teacher: Go ahead, Student T.  Go help.  [TARGET]Teacher: Student T, that was nice of you to see he was struggling and offer to assist him.[/TARGET] Teacher: Now Student C, take the eraser. Teacher: Student T, come sit. Teacher: No, listen to me, Student C.  Erase the red line.
Teacher: You're going to share with a partner near you, and you're going to work together. Teacher: I will tell you who your partner - who you're working with, or if you're by yourself. Teacher: When I say please stop playing with them, you're going to stop playing with them, all right?  [TARGET]Teacher: I want Student A to come help me.[/TARGET] Teacher: Student I. Teacher: Student J, and Student A, come help me. Teacher: Okay, count.
Teacher: You're going to solve the problem. Teacher: Show your work. Teacher: And label all your steps.  [TARGET]Teacher: I am going to give you - let's see.[/TARGET] Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today. Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself.
Teacher: You're going to step back and many of you are going to look at this. Teacher: You don't have to count anything. Teacher: You know the number.  [TARGET]Teacher: Step back, please.[/TARGET] Teacher: I want to know what you are seeing. Teacher: Student B, you're kind of in the way right now. Teacher: Student B.  I'm going to get about five people to tell me what they think it is, and then we're going to go from there.
Teacher: You're gonna [inaudible] this class on this graph what question might you ask? Student: How many more slaves did Alabama have then Tennessee? Teacher: How many more slaves, good I like that so what's your first question teacher that you're gonna ask about your graph?  [TARGET]Teacher: Write down your name, you're not talking to him now.[/TARGET] Teacher: So you're asking about the graph and you wanna test the class. Teacher: What question might you ask off of your graph and do the answer too of course. Teacher: I guess It'll be three questions to go with your graph.
Teacher: You're gonna be modeling these. Teacher: You have to make a model, find the product and then write it in its simplest form. Teacher: Number one is two thirds time one half.  [TARGET]Teacher: Everybody should be working on two thirds time one half.[/TARGET] Teacher: You can use the blank paper I put in the middle of your table. Teacher: You have to draw it. Teacher: You have to make a model.
Teacher: You're gonna be with a partner. Teacher: I will let you choose your partner today, as long as you choose wisely. Teacher: You're going to have dice with your partner and you're going to roll the dice.  [TARGET]Teacher: Student I, have a seat.[/TARGET] Teacher: Wait till I'm finished with directions. Teacher: You're gonna have dice. Teacher: You're gonna roll the dice, and when you roll the dice then you're going to fill in the blanks in the same order that you roll the dice.