stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: When I say go, if you think he did a really good job I want you to put both thumbs up in the air like this. Teacher: If you think he did a really bad job and there's a lot of mistakes, then I want you to go like this. Teacher: Are you ready?  [TARGET]Teacher: And - no, sir; I do not want you to do that.[/TARGET] Teacher: This is if it's a good job; this, if it's a bad job, okay? Teacher: These are the only two choices. Teacher: Get ready and go.
Teacher: When I say please stop playing with them, you're going to stop playing with them, all right? Teacher: I want Student A to come help me. Teacher: Student I.  [TARGET]Teacher: Student J, and Student A, come help me.[/TARGET] Teacher: Okay, count. Teacher: You should have about 36. Teacher: I want you to take your table and get two groups of 36 for your table.
Teacher: When Teacher C passes them out, and asks you not to take them out, this is why. Teacher: Because you're not putting it back in. Teacher: You're not paying attention to me.  [TARGET]Teacher: Put it back in.[/TARGET] Teacher: Take your hands off of it. Teacher: So I should not hear the sound of the bar [inaudible] back into it. Teacher: You don't need to remove the bar for what we're going to do, necessarily, although it might help.
Teacher: When both of them are done - raise your hands when both of them are done. Student: Oh, both of them. Multiple Students: [Crosstalk].  [TARGET]Teacher: Look at the chart.[/TARGET] Teacher: [Inaudible]. Teacher: [Inaudible] problem. Teacher: [Inaudible] problem.
Teacher: When do you say 1? Teacher: Once you make a move. Teacher: So why didn't I say - who is playing with their money still?  [TARGET]Teacher: Why?[/TARGET] Teacher: Where are your 10 groups? Teacher: You had money out. Teacher: I don't understand what the problem is.
Teacher: When it has the orange or when it doesn't? Student: When it has the green. Student: When it has the green on that little circle thing.  [TARGET]Teacher: Okay, shh.[/TARGET] Student: There's, like, a light coming right here. Teacher: Yeah, okay, sit, sit, sit. Student: It's red.
Teacher: When we finish this round one, round two you get your snack. Student: You just said when we finished round one. Student: You said when I finished this page I get to have a snack.  [TARGET]Teacher: You didn't finish it properly.[/TARGET] Student: Yes, I did. Teacher: No you didn't. Teacher: Look at how this game goes.
Teacher: When we multiply, don't we multiply top to bottom? Teacher: We don't go straight across, right? Student: No.  [TARGET]Teacher: Student K, help your friend.[/TARGET] Student: Two hundred times eight. Teacher: Eight. Teacher: [Teacher writing on board].
Teacher: When we play we cannot have - look at the game. Teacher: Can you go over there and get the pencil please? Teacher: Student J, can you go get a pencil?  [TARGET]Teacher: When we finish this round one, round two you get your snack.[/TARGET] Student: You just said when we finished round one. Student: You said when I finished this page I get to have a snack. Teacher: You didn't finish it properly.
Teacher: When you are done if you will just stay at your seat and turn it in, and just read a book until we are ready to move on, or you may work on your independent practice. Teacher: Seven eighths plus two and three fourths. Teacher: Good.  [TARGET]Teacher: Just take it out the door.[/TARGET] Teacher: You've got to pick, girl. Teacher: Ms. W is crazy. Teacher: That's fine.
Teacher: When you break the numbers up by breaking ones, then the tens - okay. Teacher: [Inaudible]. Teacher: Sit down, Student A.  [TARGET]Teacher: Come right here.[/TARGET] Teacher: Sit down. Teacher: Sit here with me. Teacher: Listen.
Teacher: When you do that, you're winning your opponent. Teacher: I'm going to pass the cards. Teacher: This is the first round.  [TARGET]Teacher: 1, 2, 3, 4, 5.[/TARGET] Teacher: 1, 2, 3, 4, 5. Teacher: 1, 2, 3, 3, 4, 4, 4, 5, 5, 6, 6, 6. Teacher: You can use your wild card and make any number.
Teacher: When you do the first one - come right here. Teacher: Everyone's playing. Teacher: Okay.  [TARGET]Teacher: Student T, move over here.[/TARGET] Teacher: Give me the whole card. Teacher: Stop whistling please. Teacher: You have used it two times.
Teacher: When you finish this, all the materials that you need for the division game are in the back. Teacher: [Crosstalk] Teacher: Excuse me.  [TARGET]Teacher: I am explaining directions.[/TARGET] Teacher: As well as if you have time you can do the science center with the different types of clouds. Teacher: The books are also on the back as well. Teacher: I do not have a lot of glue sticks, so you're gonna have to -
Teacher: When you finish. Teacher: Can you stop throwing that? Teacher: Give it to me.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: Do your math. Teacher: Let me have it. Teacher: Give it to me.
Teacher: When you first look at this, what do you think the answer is, automatically? Student: A whole. Teacher: A whole, or sixteen sixteenths.  [TARGET]Teacher: I said, "Student C, I didn't give you that."[/TARGET] Teacher: I don't know why anybody's playing with their board right now. Teacher: I specifically told you to get your hands off your cubes. Teacher: So I started thinking.
Teacher: When you get through with your five problems I want you to write to me what did you learn about multiplying fractions. Teacher: When you get through with your five problems, include a note to me about what you learned about multiplying fractions. Teacher: [Inaudible] see your answers.  [TARGET]Teacher: Do you have answers on there?[/TARGET] Teacher: Yes. Teacher: Wait. Teacher: One half.
Teacher: When you get to page 30 you will stop because we are going to play the game. Teacher: If you need any help, you raise up your hand and I will help you. Teacher: Look at the questions it's asking here.  [TARGET]Teacher: It says now look carefully at these different solutions.[/TARGET] Teacher: This one here - you look here. Teacher: If you look at this one, this is the one I did here, this one here, and it says answer the questions below. Teacher: This solution is this one here.
Teacher: When you have a seat I'll be giving you a ticket. Teacher: Thank you guys. Teacher: You guys did great.  [TARGET]Teacher: You can go back, Student D.  Beautiful.[/TARGET] Teacher: So we're waiting for Student T.  We're waiting for - Student H, are you done? Teacher: I see that. Teacher: I'm going to move it to the front.
Teacher: When you have written the date at the top of the page, don't close the book. Teacher: Put your pencil in it and then close it so you can find your place easily, then come to the floor. Teacher: I need everybody so you can all see me and I can see you except for the people that are going to stay.  [TARGET]Teacher: Student J, I want you to move up here so you can be closer.[/TARGET] Teacher: No, you're going to move there so you can see what we're doing. Teacher: Student B, you're going to move away from the table. Teacher: Okay.
Teacher: When you subtract your number should become smaller. Teacher: Subtraction and division means to make tiny. Teacher: Multiply, add; you make larger.  [TARGET]Teacher: Pay attention Student S.  I already know what your answer was, please don't do that.[/TARGET] Teacher: Pay - I need you to watch me, okay? Teacher: We cannot subtract six from zero, five from zero or six from zero again. Teacher: They're too big.
Teacher: When you're ready, show me a thumbs up. Teacher: I would like to give out bands for the groups that are ready first. Teacher: You did.  [TARGET]Teacher: I wasn't paying attention.[/TARGET] Teacher: He explained the difference. Teacher: There you go. Teacher: Okay.
Teacher: When you're done with it your thumbs are gonna be up. Teacher: I'll check it and I'll send you to special. Teacher: Put your name and the date on the graph paper.  [TARGET]Teacher: All right, here's your question.[/TARGET] Teacher: What percentage - don't say it out loud, you're gonna do it on your sheet - what percentage of students chose blue as their favorite color? Teacher: Show me the work. Student: On what?
Teacher: When you're done with that - Student: There's two - Teacher: Shh.  [TARGET]Teacher: Wait.[/TARGET] Teacher: I'm - people are not listening. Teacher: Student L? Teacher: When you're done writing your couple sentences, if you're done with all that, put it over on the back table to dry, and come and see me.
Teacher: When you're done, he's going to put that away. Teacher: Okay.  [TARGET]Teacher: You need to put this away.[/TARGET] Teacher: Hurry up. Teacher: Use the trash. Teacher: Are you done with this?
Teacher: When you're done, he's going to put that away. Teacher: Okay. Teacher: You need to put this away.  [TARGET]Teacher: Hurry up.[/TARGET] Teacher: Use the trash. Teacher: Are you done with this? Student: Yeah.
Teacher: When you're done, you're pencils are gonna be down, just so I know. Student: I don't got my own paper. Teacher: All right, you need to share with somebody.  [TARGET]Teacher: I didn't have enough.[/TARGET] Teacher: Share with Student M this time. Teacher: All right, okay, get your pinkie. Teacher: I mean, get your index fingers again.
Teacher: When you're finished measuring them, there's more to task one. Teacher: I'm not sure why you put this in here, it's got nothing to do with what you're doing for part one, for box one. Student: [Inaudible]  [TARGET]Teacher: You're not following directions.[/TARGET] Teacher: Reader, you're going to need to read the box one again because they're not all doing it. Teacher: You are, but read the rest of that out to them. Student: She said a glue stick, she didn't say a glue stick with something in it.
Teacher: When you're ready, just put your pencils down. Teacher: Because, you're not gonna need them in a second. Teacher: Thank you, Student J.  [TARGET]Teacher: Thank you, Student D.  Thank you, Student D and Student C.  [/TARGET] Student: I see what everybody else is doing. Teacher: Good thinking. Teacher: All right, now take your finger, okay?
Teacher: When you're working with your face partner there's two groups of three. Teacher: You guys will all be working together. Teacher: All three of you, okay?  [TARGET]Teacher: I'm going to pass the sort out, and I want you - Student D, you need to put that away.[/TARGET] Teacher: That's not helping you right now. Teacher: It's distracting you. Teacher: You're going to take these shapes, spread them all out, and then I want you to do an open sort.
Teacher: When? Student: Never. Teacher: Uh-huh, that's right.  [TARGET]Teacher: So there is no reason to be frightened, because you're not ever gonna get in trouble for not knowing in my class.[/TARGET] Teacher: Stop crying. Teacher: Okay. Teacher: All right, very good.
Teacher: Where are the things that were put on - Student C.  Please be quiet. Teacher: Did you put any on this table? Student: I thought you were [inaudible].  [TARGET]Teacher: I said - stop that, okay?[/TARGET] Teacher: I need to get - wait Student C.  What are you - they don't need three of them, honey. Teacher: [Inaudible]. Teacher: How many do you guys have?
Teacher: Where are we at? Teacher: You're close. Teacher: Okay.  [TARGET]Teacher: I'm going to stop asking.[/TARGET] Teacher: You figure it out, and we'll see how close we are. Teacher: Okay. Teacher: Show me your $5.98.
Teacher: Where are you from? Student: [Inaudible]. Teacher: We don't [talk] that way.  [TARGET]Teacher: You go to - then you go to math with science, you go to math with science and then you will see -[/TARGET] Student: Oh. Teacher: Oh. Teacher: So take your [yeahs] back.
Teacher: Where are you getting 20 from? Student: [Inaudible] Teacher: Shh.  [TARGET]Teacher: Student O, take a seat.[/TARGET] Student: No, Teacher, I changed my answer. Teacher: You changed your mind. Student: Yeah.
Teacher: Where are you going? Teacher: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: I have to ask the class not to be rude. Teacher: All right. Teacher: Go on.
Teacher: Where did I put the little basket? Teacher: Thank you. Teacher: Modeling is right here.  [TARGET]Teacher: Please just take these and go to your desk.[/TARGET] Teacher: My figurine factors, the game is back there. Teacher: I will put it up front. Teacher: You need to read the directions on that.
Teacher: Where did that 10 from the 13 go? Student: On top of the eight. Teacher: On top of the eight in the tens column.  [TARGET]Teacher: Student R is warning us not to switch those around.[/TARGET] Teacher: Student R is saying you'll be in a big heap of trouble if, instead of saying this is 13, if you put the one down there and the three. Teacher: Because if you screwed that up, what number did I really just add to the problem? Teacher: What's that new number that's there?
Teacher: Where did you get it from? Student: See this 27 times 5, right? Student: I put -  [TARGET]Teacher: All eyes look here and see what he did.[/TARGET] Student: I count two down. Student: So if put 25 it will be easier. Student: Then 3 times I'm supposed to have 27 so that's plus 2 is 6 so I'll have to plus six to a number that is close.
Teacher: Where do my numbers go? Student: [Inaudible]. Student: I can't see.  [TARGET]Teacher: Turn around.[/TARGET] Student: I am. Teacher: Push in your chair. Teacher: Student S, what's next?
Teacher: Where do those numbers come from? Teacher: Talk to the person beside you. Teacher: See if you can come up with an answer of where the numbers come from.  [TARGET]Teacher: You can sit in Student F's seat, Student C, if you want.[/TARGET] Teacher: Paper passes, where are you? Teacher: Student D, move your desk back. Teacher: Start passing out calculators.
Teacher: Where do you see seven on the X axis? Teacher: There you go. Teacher: Please have a seat.  [TARGET]Teacher: 5.[/TARGET] Teacher: Okay. Teacher: Then where do you see it on the Y axis? Teacher: That's what kind of 4?
Teacher: Where does 16 come from, and where does 11 come from? Teacher: Explain it here. Teacher: Write your name.  [TARGET]Teacher: Work with me.[/TARGET] Student: Is the camera there? Teacher: Work with me. Student: No.
Teacher: Where does 36-hundredths go? Teacher: Okay. Teacher: Now can you solve that on your own?  [TARGET]Teacher: Sit up for me, honey, so I can see your work.[/TARGET] Teacher: Thank you. Teacher: That's good. Teacher: Yes, ma'am?
Teacher: Where does the 60 come from? Teacher: What and what? Teacher: How did they get 60 here?  [TARGET]Teacher: Can you stop, Student A?[/TARGET] Teacher: How did I get 60 here? Teacher: What did I do? Student: Add it.
Teacher: Where does the 60 come from? Teacher: Where does the 11 come from? Teacher: Write it here.  [TARGET]Teacher: What are you doing, Student A?[/TARGET] Teacher: Okay. Teacher: Let's go. Teacher: Write it here.
Teacher: Where does the [inaudible] come from? Teacher: Continue. Teacher: Finish your work.  [TARGET]Teacher: Student A, I'm not playing now.[/TARGET] Teacher: Stop. Teacher: Turn around. Teacher: You can do it.
Teacher: Where does the [inaudible] here come from? Teacher: Get away from there. Teacher: Come right here.  [TARGET]Teacher: Your mom did not sign it.[/TARGET] Teacher: What is the problem with the camera? Teacher: You know how to do math. Teacher: Where does the [inaudible] come from?
Teacher: Where is it? Student: [Inaudible]. Teacher: On a piece of paper.  [TARGET]Teacher: You'll have to transfer.[/TARGET] Student: Teacher, do I work on it at recess? Teacher: No. Student: Okay.
Teacher: Where is it? Teacher: Get another chair. Teacher: That would be too much.  [TARGET]Teacher: Do this one.[/TARGET] Teacher: Hold on. Teacher: Do this to be 9. Teacher: Stop.
Teacher: Where is our $5.98? Student: We have $4.25. Teacher: I see separate things every time I come over.  [TARGET]Teacher: You're not working as a team.[/TARGET] Student: [Inaudible]. Teacher: How many coins is in $4.25? Student: 17.
Teacher: Where is question six? Teacher: Where is question seven? Teacher: What is your answer for question seven?  [TARGET]Teacher: Excuse me, please.[/TARGET] Teacher: This is you do time. Teacher: Bless you. Teacher: If you finish you don't go all the way, finish all the questions on that page and finish all the questions on subtraction.
Teacher: Where is that? Teacher: Take this crayon. Teacher: Student S, were you after school?  [TARGET]Teacher: You should have been here.[/TARGET] Teacher: That's three fourths. Teacher: Now you've got to show what? Teacher: Three eighths.
Teacher: Where is this? Teacher: He's doing this up there, and I don't see it. Teacher: And that needed to be corrected.  [TARGET]Teacher: [Why am I over here] picking on you?[/TARGET] Teacher: Shhh. Teacher: What's 9 times 8, Student L? Student: [81].
Teacher: Where is your work? Student: I did some right here and then I was doing some right here. Teacher: You're gonna have to transfer, sweetie.  [TARGET]Teacher: We have to follow directions, okay.[/TARGET] Student: All right. Teacher: Don't transfer it now, though. Teacher: I'm gonna change it over, sweetie.
Teacher: Where should you put the 18? Teacher: Right here. Teacher: If you would gain some confidence, you would see that you are perfectly capable - and let me tell you something.  [TARGET]Teacher: When was the last time I ever yelled at you for not knowing something?[/TARGET] Student: Never. Teacher: When? Student: Never.
Teacher: Where'd you get seven from? Student: Can I help you, bro? Teacher: No, sit down.  [TARGET]Teacher: He's trying.[/TARGET] Teacher: Sit down, thank you. Teacher: Is this answer right? Student: No.
Teacher: Where'd your paper go, darling? Teacher: I gave it to you. Student: No, I think it's [inaudible].  [TARGET]Teacher: Well go look for it.[/TARGET] Student: We have to do our own? Teacher: Yes. Teacher: Okay.
Teacher: Where's your pencil? Teacher: Thank you. Teacher: Okay, relax, relax.  [TARGET]Teacher: Relax.[/TARGET] Student: Yes. Student: I got the answer. Student: Me, me, me.
Teacher: Where, right now, you're going to be doing your thinking, and doing your work by yourself. Teacher: Then pair. Teacher: We're not going to do it with a pair, though.  [TARGET]Teacher: We're going to do it in our small group.[/TARGET] Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. Teacher: And then as a class, we're going to score them together, okay?
Teacher: Where, what students? Teacher: What students? Teacher: You have to start asking students what their favorite colors are.  [TARGET]Teacher: Student T, when you are done you've got to start asking students what their favorite colors are.[/TARGET] Teacher: So write, get a loose-leaf sheet of paper and start surveying people. Teacher: I'm gonna do H on the board. Student: H is hard.
Teacher: Where's your answer? Student: Right there. Teacher: Work it, again.  [TARGET]Teacher: I need it quiet in five, four - that includes my non-math students.[/TARGET] Teacher: Three. Teacher: Two. Teacher: All right, we need to be able to hear ourselves think here, so everybody who was coming in, you need to be working on something because we are not finished with math, here, okay?
Teacher: Where's your work? Teacher: Very good. Teacher: Nice job.  [TARGET]Teacher: Now if you get the yellow ticket, don't sit and do nothing.[/TARGET] Teacher: Tell me how the cashier is going to make that change. Teacher: How can you make that change in bills and coins? Teacher: Think about when you're subtracting.
Teacher: Where's - where's your book? Teacher: Turn around straight. Teacher: What are you doing, Student C?  [TARGET]Teacher: I didn't tell anybody what to do.[/TARGET] Student: [Inaudible]. Teacher: [Inaudible]. Teacher: All right.
Teacher: Whew. Teacher: All right, Student N, you have a parenthesis look today. Teacher: Please stand up.  [TARGET]Teacher: Come over here.[/TARGET] Teacher: Have you ever sung that song YMCA? Student: No. Multiple Students: YMCA.
Teacher: Which is the same as one, right? Teacher: Now you've got to pick up your marker, and we'll come back to that. Teacher: Go ahead.  [TARGET]Teacher: Don't look at me and say you don't understand.[/TARGET] Teacher: I want to see what you're doing. Teacher: [Inaudible]. Teacher: I don't want you touching it.
Teacher: Which one did you just ask her? Student: 4. Teacher: Uh-oh I see a problem I see a big problem.  [TARGET]Teacher: You guys have to stop.[/TARGET] Student: Why? Teacher: 8, 3 how do you find your ordered pair? Teacher: Can the man climb the ladder first and then go over?
Teacher: Which one is easier for you to figure out? Student: 50 Teacher: [Inaudible].  [TARGET]Teacher: You have plenty of space.[/TARGET] Teacher: You can do the back, that way you don't have to worry about - you can see the numbers. Teacher: Where's your pencil? Teacher: On your desk, or in your desk?
Teacher: Which one of those is it? Teacher: Student F? Student: D?  [TARGET]Teacher: Excuse me?[/TARGET] Student: D? Teacher: D? Teacher: D says, "A number divided by three equals 46."  Student E?
Teacher: Which one? Student: Number twelve. Teacher: Let me see.  [TARGET]Teacher: Student M, and Student W, no talking.[/TARGET] Teacher: Student U, I'm assuming you finished up the sixteen. Student: How many [inaudible]. Teacher: Ah, excuse me, Student U.
Teacher: Which one? Student: [Inaudible]. Teacher: Okay, what's the easy way?  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Student E, don't pack up. Student: Like I do ten times eight is 80, and then seven times twelve is 84, so that one's bigger. Student: Oh, he's cross-multiplying.
Teacher: Which one's bigger? Teacher: So. Teacher: Who's that, the girls?  [TARGET]Teacher: Okay, you're done.[/TARGET] Teacher: Do your [inaudible] exercise, read that. Student: I had the [inaudible] Teacher: What did I tell you to do for H?
Teacher: Which one's the divisor? Student: [inaudible] Teacher: I can't hear you.  [TARGET]Teacher: You have to say it, you can't point.[/TARGET] Teacher: You have to say it? Teacher: What? Student: 15
Teacher: Which other card do you have? Teacher: Pick up the cards you have on the floor. Student: I didn't do that.  [TARGET]Teacher: Pick it up for me.[/TARGET] Teacher: This is a 10. Student: You said 1. Teacher: 1 plus 9 is 8.
Teacher: Which shape, Student L, will be in the 99th position? Teacher: So [according to this] [inaudible], we can use math to solve it. Teacher: Shhh.  [TARGET]Teacher: Pay attention.[/TARGET] Teacher: So step one, what you're gonna do is identify one set. Teacher: That means identify one complete set. Teacher: One complete set is square, circle, triangle, diamond.
Teacher: While Student I is finishing up, up there, I want your first thoughts. Teacher: Before we take a look at whether these shapes are in the right place or not, I want your first thoughts about polygons. Teacher: Is there something that you notice about those first three polygons on top that they have in common that none of these other shapes have?  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: Yes. Student: That the green ones on the top are, like, regular shaped, like a square, a star. Student: And these -
Teacher: While we're waiting for everyone else to finish drawing this and turning them in, this is your time that everybody can share these, okay? Teacher: You can play - listen. Teacher: I'm not done talking.  [TARGET]Teacher: Play with these and get them out of your system.[/TARGET] Teacher: Once the lesson begins, you're not going to play with them anymore. Teacher: You play with them once the lesson begins, what's going to happen? Multiple Students: Take them away.
Teacher: While we're waiting, like I said, we have one and a half more minutes. Teacher: While we're waiting for everyone else to finish drawing this and turning them in, this is your time that everybody can share these, okay? Teacher: You can play - listen.  [TARGET]Teacher: I'm not done talking.[/TARGET] Teacher: Play with these and get them out of your system. Teacher: Once the lesson begins, you're not going to play with them anymore. Teacher: You play with them once the lesson begins, what's going to happen?