stanford-nlpxed/classroom_management_data huggingface dataset:
Student: [Inaudible]. Teacher: Okay. Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right?  [TARGET]Teacher: Is it daily?[/TARGET] Teacher: Does that say day? Teacher: What does that say? Teacher: Is it a survey, or what is it showing you each week?
Teacher: Okay. Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right? Teacher: Is it daily?  [TARGET]Teacher: Does that say day?[/TARGET] Teacher: What does that say? Teacher: Is it a survey, or what is it showing you each week? Student: [Inaudible].
Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right? Teacher: Is it daily? Teacher: Does that say day?  [TARGET]Teacher: What does that say?[/TARGET] Teacher: Is it a survey, or what is it showing you each week? Student: [Inaudible]. Teacher: What is it showing you each of the weeks?
Teacher: Is it daily? Teacher: Does that say day? Teacher: What does that say?  [TARGET]Teacher: Is it a survey, or what is it showing you each week?[/TARGET] Student: [Inaudible]. Teacher: What is it showing you each of the weeks? Teacher: Are they asking people if they like it?
Teacher: What does that say? Teacher: Is it a survey, or what is it showing you each week? Student: [Inaudible].  [TARGET]Teacher: What is it showing you each of the weeks?[/TARGET] Teacher: Are they asking people if they like it? Teacher: What does it say? Teacher: Hamburger what?
Teacher: Is it a survey, or what is it showing you each week? Student: [Inaudible]. Teacher: What is it showing you each of the weeks?  [TARGET]Teacher: Are they asking people if they like it?[/TARGET] Teacher: What does it say? Teacher: Hamburger what? Teacher: What's the next one?
Student: [Inaudible]. Teacher: What is it showing you each of the weeks? Teacher: Are they asking people if they like it?  [TARGET]Teacher: What does it say?[/TARGET] Teacher: Hamburger what? Teacher: What's the next one? Teacher: French fries sale.
Teacher: What is it showing you each of the weeks? Teacher: Are they asking people if they like it? Teacher: What does it say?  [TARGET]Teacher: Hamburger what?[/TARGET] Teacher: What's the next one? Teacher: French fries sale. Teacher: So what is the report showing?
Teacher: Are they asking people if they like it? Teacher: What does it say? Teacher: Hamburger what?  [TARGET]Teacher: What's the next one?[/TARGET] Teacher: French fries sale. Teacher: So what is the report showing? Teacher: Is it showing you a survey, or is it showing you the number of sales?
Teacher: What does it say? Teacher: Hamburger what? Teacher: What's the next one?  [TARGET]Teacher: French fries sale.[/TARGET] Teacher: So what is the report showing? Teacher: Is it showing you a survey, or is it showing you the number of sales? Student: The number of sales.
Teacher: Hamburger what? Teacher: What's the next one? Teacher: French fries sale.  [TARGET]Teacher: So what is the report showing?[/TARGET] Teacher: Is it showing you a survey, or is it showing you the number of sales? Student: The number of sales. Teacher: So what are you going to call it?
Teacher: What's the next one? Teacher: French fries sale. Teacher: So what is the report showing?  [TARGET]Teacher: Is it showing you a survey, or is it showing you the number of sales?[/TARGET] Student: The number of sales. Teacher: So what are you going to call it? Student: [Inaudible].
Teacher: So what is the report showing? Teacher: Is it showing you a survey, or is it showing you the number of sales? Student: The number of sales.  [TARGET]Teacher: So what are you going to call it?[/TARGET] Student: [Inaudible]. Teacher: Is it daily? Teacher: What are you going to call it?
Student: The number of sales. Teacher: So what are you going to call it? Student: [Inaudible].  [TARGET]Teacher: Is it daily?[/TARGET] Teacher: What are you going to call it? Teacher: Mc Donald's- Student: Weekly sales.
Teacher: So what are you going to call it? Student: [Inaudible]. Teacher: Is it daily?  [TARGET]Teacher: What are you going to call it?[/TARGET] Teacher: Mc Donald's- Student: Weekly sales. Teacher: Okay.
Student: [Inaudible]. Teacher: Is it daily? Teacher: What are you going to call it?  [TARGET]Teacher: Mc Donald's-[/TARGET] Student: Weekly sales. Teacher: Okay. Teacher: I would not color it in yet, because if you don't have enough space, you're not going to be able to erase it.
Teacher: Mc Donald's- Student: Weekly sales. Teacher: Okay.  [TARGET]Teacher: I would not color it in yet, because if you don't have enough space, you're not going to be able to erase it.[/TARGET] Student: How do you spell Mc Donald's? Teacher: You eat at Mc Donald's and you can't even spell it? Student: I just like the food.
Teacher: Okay. Teacher: I would not color it in yet, because if you don't have enough space, you're not going to be able to erase it. Student: How do you spell Mc Donald's?  [TARGET]Teacher: You eat at Mc Donald's and you can't even spell it?[/TARGET] Student: I just like the food. Teacher: Capital D - Student W, I think you're done. Teacher: Did you guys decide?
Teacher: You eat at Mc Donald's and you can't even spell it? Student: I just like the food. Teacher: Capital D - Student W, I think you're done.  [TARGET]Teacher: Did you guys decide?[/TARGET] Student: Yes. Teacher: You're going on 40? Teacher: I see a line graph.
Teacher: Capital D - Student W, I think you're done. Teacher: Did you guys decide? Student: Yes.  [TARGET]Teacher: You're going on 40?[/TARGET] Teacher: I see a line graph. Teacher: Why? Student: We're going to do bar graphs.
Teacher: Did you guys decide? Student: Yes. Teacher: You're going on 40?  [TARGET]Teacher: I see a line graph.[/TARGET] Teacher: Why? Student: We're going to do bar graphs. Teacher: Why are you going to do a bar graph?
Student: Yes. Teacher: You're going on 40? Teacher: I see a line graph.  [TARGET]Teacher: Why?[/TARGET] Student: We're going to do bar graphs. Teacher: Why are you going to do a bar graph? Student: Because you can't show a triple bar graph, I mean three different things on a line graph.
Teacher: I see a line graph. Teacher: Why? Student: We're going to do bar graphs.  [TARGET]Teacher: Why are you going to do a bar graph?[/TARGET] Student: Because you can't show a triple bar graph, I mean three different things on a line graph. Teacher: You could, but - what are you doing here? Teacher: What is a bar graph showing?
Student: We're going to do bar graphs. Teacher: Why are you going to do a bar graph? Student: Because you can't show a triple bar graph, I mean three different things on a line graph.  [TARGET]Teacher: You could, but - what are you doing here?[/TARGET] Teacher: What is a bar graph showing? Teacher: What would a line graph show? Student: A line graph would show [Inaudible].
Teacher: Why are you going to do a bar graph? Student: Because you can't show a triple bar graph, I mean three different things on a line graph. Teacher: You could, but - what are you doing here?  [TARGET]Teacher: What is a bar graph showing?[/TARGET] Teacher: What would a line graph show? Student: A line graph would show [Inaudible]. Teacher: I want to know what a bar graph would show you.
Student: Because you can't show a triple bar graph, I mean three different things on a line graph. Teacher: You could, but - what are you doing here? Teacher: What is a bar graph showing?  [TARGET]Teacher: What would a line graph show?[/TARGET] Student: A line graph would show [Inaudible]. Teacher: I want to know what a bar graph would show you. Teacher: We forgot.
Teacher: What is a bar graph showing? Teacher: What would a line graph show? Student: A line graph would show [Inaudible].  [TARGET]Teacher: I want to know what a bar graph would show you.[/TARGET] Teacher: We forgot. Teacher: Hamburgers, French fries, salad. Teacher: It's three different things.
Teacher: What would a line graph show? Student: A line graph would show [Inaudible]. Teacher: I want to know what a bar graph would show you.  [TARGET]Teacher: We forgot.[/TARGET] Teacher: Hamburgers, French fries, salad. Teacher: It's three different things. Teacher: So what does a bar graph do?
Student: A line graph would show [Inaudible]. Teacher: I want to know what a bar graph would show you. Teacher: We forgot.  [TARGET]Teacher: Hamburgers, French fries, salad.[/TARGET] Teacher: It's three different things. Teacher: So what does a bar graph do? Teacher: The word is compare.
Teacher: I want to know what a bar graph would show you. Teacher: We forgot. Teacher: Hamburgers, French fries, salad.  [TARGET]Teacher: It's three different things.[/TARGET] Teacher: So what does a bar graph do? Teacher: The word is compare. Teacher: It compares different things, right?
Teacher: We forgot. Teacher: Hamburgers, French fries, salad. Teacher: It's three different things.  [TARGET]Teacher: So what does a bar graph do?[/TARGET] Teacher: The word is compare. Teacher: It compares different things, right? Teacher: You're doing hamburgers, French fries, and salads.
Teacher: Hamburgers, French fries, salad. Teacher: It's three different things. Teacher: So what does a bar graph do?  [TARGET]Teacher: The word is compare.[/TARGET] Teacher: It compares different things, right? Teacher: You're doing hamburgers, French fries, and salads. Teacher: Those are three different things.
Teacher: It's three different things. Teacher: So what does a bar graph do? Teacher: The word is compare.  [TARGET]Teacher: It compares different things, right?[/TARGET] Teacher: You're doing hamburgers, French fries, and salads. Teacher: Those are three different things. Teacher: So a bar graph would show you that you're comparing the three different sales, right?
Teacher: So what does a bar graph do? Teacher: The word is compare. Teacher: It compares different things, right?  [TARGET]Teacher: You're doing hamburgers, French fries, and salads.[/TARGET] Teacher: Those are three different things. Teacher: So a bar graph would show you that you're comparing the three different sales, right? Teacher: It's not really showing growth or anything.
Teacher: The word is compare. Teacher: It compares different things, right? Teacher: You're doing hamburgers, French fries, and salads.  [TARGET]Teacher: Those are three different things.[/TARGET] Teacher: So a bar graph would show you that you're comparing the three different sales, right? Teacher: It's not really showing growth or anything. Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible].
Teacher: It compares different things, right? Teacher: You're doing hamburgers, French fries, and salads. Teacher: Those are three different things.  [TARGET]Teacher: So a bar graph would show you that you're comparing the three different sales, right?[/TARGET] Teacher: It's not really showing growth or anything. Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible]. Student: This is our title.
Teacher: You're doing hamburgers, French fries, and salads. Teacher: Those are three different things. Teacher: So a bar graph would show you that you're comparing the three different sales, right?  [TARGET]Teacher: It's not really showing growth or anything.[/TARGET] Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible]. Student: This is our title. Student: What are those numbers again?
Teacher: Those are three different things. Teacher: So a bar graph would show you that you're comparing the three different sales, right? Teacher: It's not really showing growth or anything.  [TARGET]Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible].[/TARGET] Student: This is our title. Student: What are those numbers again? Teacher: The numbers they sold, like how many hamburgers they sold in week one.
Teacher: You're comparing, but you're also showing if there's more sales or [Inaudible]. Student: This is our title. Student: What are those numbers again?  [TARGET]Teacher: The numbers they sold, like how many hamburgers they sold in week one.[/TARGET] Student: Number of food sold. Teacher: Okay. Teacher: Why don't you do this instead of just sitting there?
Student: Number of food sold. Teacher: Okay. Teacher: Why don't you do this instead of just sitting there?  [TARGET]Teacher: What's your interval that you chose again?[/TARGET] Teacher: Student T, by the time you're done drawing the line, it's time to go home. Teacher: Come on. Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can.
Teacher: What's your interval that you chose again? Teacher: Student T, by the time you're done drawing the line, it's time to go home. Teacher: Come on.  [TARGET]Teacher: Make sure the intervals are evenly spaced out, or at least try as much as you can.[/TARGET] Teacher: [Inaudible]. Teacher: This is your partner over here, right? Teacher: That's very smart.
Teacher: Use your ruler. Teacher: I see you made your plan. Student: We made it messy.  [TARGET]Teacher: That's okay.[/TARGET] Teacher: This is all I need to see. Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars.
Teacher: That's okay. Teacher: This is all I need to see. Teacher: Why don't you get another ruler and make the intervals while she does the week?  [TARGET]Teacher: You might want to space this out even more, because remember, you're doing three bars.[/TARGET] Teacher: You're going to need space, right? Teacher: Can you hold these? Student: Mm-hmm.
Teacher: This is all I need to see. Teacher: Why don't you get another ruler and make the intervals while she does the week? Teacher: You might want to space this out even more, because remember, you're doing three bars.  [TARGET]Teacher: You're going to need space, right?[/TARGET] Teacher: Can you hold these? Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler?
Student: Mm-hmm. Teacher: Why don't you get a regular ruler instead of an angled ruler? Teacher: I mean, why don't you try using a regular ruler?  [TARGET]Teacher: Thank you, Student K.  What is that?[/TARGET] Teacher: What are you using as your X axis? Teacher: Think about it. Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right?
Teacher: Why don't you get a regular ruler instead of an angled ruler? Teacher: I mean, why don't you try using a regular ruler? Teacher: Thank you, Student K.  What is that?  [TARGET]Teacher: What are you using as your X axis?[/TARGET] Teacher: Think about it. Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right? Teacher: How are you going to show the week?
Teacher: I mean, why don't you try using a regular ruler? Teacher: Thank you, Student K.  What is that? Teacher: What are you using as your X axis?  [TARGET]Teacher: Think about it.[/TARGET] Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right? Teacher: How are you going to show the week? Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right?
Teacher: Thank you, Student K.  What is that? Teacher: What are you using as your X axis? Teacher: Think about it.  [TARGET]Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right?[/TARGET] Teacher: How are you going to show the week? Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right? Teacher: There's six weeks, right?
Teacher: What are you using as your X axis? Teacher: Think about it. Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right?  [TARGET]Teacher: How are you going to show the week?[/TARGET] Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right? Teacher: There's six weeks, right? Teacher: How are you going to show the weeks?
Teacher: Think about it. Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right? Teacher: How are you going to show the week?  [TARGET]Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right?[/TARGET] Teacher: There's six weeks, right? Teacher: How are you going to show the weeks? Teacher: What should your X axis show?
Teacher: Look up there again, because I'm thinking you're doing hamburgers, French fries, and salad, right? Teacher: How are you going to show the week? Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right?  [TARGET]Teacher: There's six weeks, right?[/TARGET] Teacher: How are you going to show the weeks? Teacher: What should your X axis show? Student: The week.
Teacher: How are you going to show the week? Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right? Teacher: There's six weeks, right?  [TARGET]Teacher: How are you going to show the weeks?[/TARGET] Teacher: What should your X axis show? Student: The week. Teacher: Probably the week, right?
Teacher: You're going to six bar graphs, six for hamburgers, six for French fries, and six for salads, right? Teacher: There's six weeks, right? Teacher: How are you going to show the weeks?  [TARGET]Teacher: What should your X axis show?[/TARGET] Student: The week. Teacher: Probably the week, right? Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right?
Teacher: How are you going to show the weeks? Teacher: What should your X axis show? Student: The week.  [TARGET]Teacher: Probably the week, right?[/TARGET] Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right? Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week. Teacher: You're fine.
Teacher: What should your X axis show? Student: The week. Teacher: Probably the week, right?  [TARGET]Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right?[/TARGET] Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week. Teacher: You're fine. Teacher: Why are you erasing that?
Student: The week. Teacher: Probably the week, right? Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right?  [TARGET]Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week.[/TARGET] Teacher: You're fine. Teacher: Why are you erasing that? Student: [Inaudible].
Teacher: Probably the week, right? Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right? Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week.  [TARGET]Teacher: You're fine.[/TARGET] Teacher: Why are you erasing that? Student: [Inaudible]. Teacher: You need this.
Teacher: Then you can do the triple bar graph, the hamburger graph, the French fry graph, and the salad graph, right? Teacher: Since there's six weeks, you might want to spread it out a little bit, because you're going to be doing three graphs, three bars for each week. Teacher: You're fine.  [TARGET]Teacher: Why are you erasing that?[/TARGET] Student: [Inaudible]. Teacher: You need this. Teacher: This is your number of sales.
Teacher: You're fine. Teacher: Why are you erasing that? Student: [Inaudible].  [TARGET]Teacher: You need this.[/TARGET] Teacher: This is your number of sales. Teacher: This will be your weeks. Student: How do you spell Mc Donald's?
Teacher: Why are you erasing that? Student: [Inaudible]. Teacher: You need this.  [TARGET]Teacher: This is your number of sales.[/TARGET] Teacher: This will be your weeks. Student: How do you spell Mc Donald's? Teacher: It's on the board.
Student: [Inaudible]. Teacher: You need this. Teacher: This is your number of sales.  [TARGET]Teacher: This will be your weeks.[/TARGET] Student: How do you spell Mc Donald's? Teacher: It's on the board. Student: Why do they call them French fries?
Student: Why do they call them French fries? Student: They're not even French. Student: How did they come up with the name?  [TARGET]Teacher: Go find it on a search engine or encyclopedia.[/TARGET] Teacher: You might find it. Student: I don't have a computer at home. Student: What do I do?
Student: They're not even French. Student: How did they come up with the name? Teacher: Go find it on a search engine or encyclopedia.  [TARGET]Teacher: You might find it.[/TARGET] Student: I don't have a computer at home. Student: What do I do? Teacher: Good question to ask your mom.
Teacher: You might find it. Student: I don't have a computer at home. Student: What do I do?  [TARGET]Teacher: Good question to ask your mom.[/TARGET] Teacher: Improvement? Teacher: Why are you doing improvement? Teacher: What is your graph going to be showing?
Student: I don't have a computer at home. Student: What do I do? Teacher: Good question to ask your mom.  [TARGET]Teacher: Improvement?[/TARGET] Teacher: Why are you doing improvement? Teacher: What is your graph going to be showing? Teacher: Does it say hamburger improvement, French fries improvement, salad improvement?
Student: What do I do? Teacher: Good question to ask your mom. Teacher: Improvement?  [TARGET]Teacher: Why are you doing improvement?[/TARGET] Teacher: What is your graph going to be showing? Teacher: Does it say hamburger improvement, French fries improvement, salad improvement? Student: Sales, because only one is in those.
Teacher: Good question to ask your mom. Teacher: Improvement? Teacher: Why are you doing improvement?  [TARGET]Teacher: What is your graph going to be showing?[/TARGET] Teacher: Does it say hamburger improvement, French fries improvement, salad improvement? Student: Sales, because only one is in those. Student: Only salad sales go down.
Teacher: Improvement? Teacher: Why are you doing improvement? Teacher: What is your graph going to be showing?  [TARGET]Teacher: Does it say hamburger improvement, French fries improvement, salad improvement?[/TARGET] Student: Sales, because only one is in those. Student: Only salad sales go down. Student: The hamburger and French fries goes up.
Student: Sales, because only one is in those. Student: Only salad sales go down. Student: The hamburger and French fries goes up.  [TARGET]Teacher: What do you mean start from the bottom?[/TARGET] Student: If you start from week six in the salads sales, it goes down. Teacher: But when you're opening, it doesn't start at week six. Teacher: So what is that really showing you?
Student: The hamburger and French fries goes up. Teacher: What do you mean start from the bottom? Student: If you start from week six in the salads sales, it goes down.  [TARGET]Teacher: But when you're opening, it doesn't start at week six.[/TARGET] Teacher: So what is that really showing you? Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing.
Teacher: What do you mean start from the bottom? Student: If you start from week six in the salads sales, it goes down. Teacher: But when you're opening, it doesn't start at week six.  [TARGET]Teacher: So what is that really showing you?[/TARGET] Teacher: What does it show with the sales, the hamburger sales? Student: It's increasing. Teacher: Guys, we might not finish this today.
Student: If you start from week six in the salads sales, it goes down. Teacher: But when you're opening, it doesn't start at week six. Teacher: So what is that really showing you?  [TARGET]Teacher: What does it show with the sales, the hamburger sales?[/TARGET] Student: It's increasing. Teacher: Guys, we might not finish this today. Teacher: We might have some time tomorrow, but keep working.