stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible]. Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math. Teacher: Okay, so in the explanation, it says you must describe the steps.  [TARGET]Teacher: You must include math vocabulary.[/TARGET] Teacher: And you must include words from the question. Teacher: Okay? Teacher: What's the next big thing you have to do?
Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math. Teacher: Okay, so in the explanation, it says you must describe the steps. Teacher: You must include math vocabulary.  [TARGET]Teacher: And you must include words from the question.[/TARGET] Teacher: Okay? Teacher: What's the next big thing you have to do? Teacher: Student S?
Teacher: You must include math vocabulary. Teacher: And you must include words from the question. Teacher: Okay?  [TARGET]Teacher: What's the next big thing you have to do?[/TARGET] Teacher: Student S? Student: "Shows work through charts, diagrams, and/or computation." Teacher: Computation.
Teacher: And you must include words from the question. Teacher: Okay? Teacher: What's the next big thing you have to do?  [TARGET]Teacher: Student S?[/TARGET] Student: "Shows work through charts, diagrams, and/or computation." Teacher: Computation. Teacher: Very good.
Teacher: What's the next big thing you have to do? Teacher: Student S? Student: "Shows work through charts, diagrams, and/or computation."  [TARGET]Teacher: Computation.[/TARGET] Teacher: Very good. Teacher: So, you need to show your work. Teacher: You can't just write the answer is 12 elephants.
Teacher: Student S? Student: "Shows work through charts, diagrams, and/or computation." Teacher: Computation.  [TARGET]Teacher: Very good.[/TARGET] Teacher: So, you need to show your work. Teacher: You can't just write the answer is 12 elephants. Teacher: You can't just wildly put something down.
Student: "Shows work through charts, diagrams, and/or computation." Teacher: Computation. Teacher: Very good.  [TARGET]Teacher: So, you need to show your work.[/TARGET] Teacher: You can't just write the answer is 12 elephants. Teacher: You can't just wildly put something down. Teacher: You can't figure out in your head, and then write the answer down.
Teacher: Computation. Teacher: Very good. Teacher: So, you need to show your work.  [TARGET]Teacher: You can't just write the answer is 12 elephants.[/TARGET] Teacher: You can't just wildly put something down. Teacher: You can't figure out in your head, and then write the answer down. Teacher: You have to show it.
Teacher: Very good. Teacher: So, you need to show your work. Teacher: You can't just write the answer is 12 elephants.  [TARGET]Teacher: You can't just wildly put something down.[/TARGET] Teacher: You can't figure out in your head, and then write the answer down. Teacher: You have to show it. Teacher: If you did addition, show your addition work.
Teacher: So, you need to show your work. Teacher: You can't just write the answer is 12 elephants. Teacher: You can't just wildly put something down.  [TARGET]Teacher: You can't figure out in your head, and then write the answer down.[/TARGET] Teacher: You have to show it. Teacher: If you did addition, show your addition work. Teacher: If you did multiplication, show your multiplication work.
Teacher: You can't just write the answer is 12 elephants. Teacher: You can't just wildly put something down. Teacher: You can't figure out in your head, and then write the answer down.  [TARGET]Teacher: You have to show it.[/TARGET] Teacher: If you did addition, show your addition work. Teacher: If you did multiplication, show your multiplication work. Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six.
Teacher: You can't just wildly put something down. Teacher: You can't figure out in your head, and then write the answer down. Teacher: You have to show it.  [TARGET]Teacher: If you did addition, show your addition work.[/TARGET] Teacher: If you did multiplication, show your multiplication work. Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six. Teacher: You have to write down every single step that your brain took to figure out the answer.
Teacher: You can't figure out in your head, and then write the answer down. Teacher: You have to show it. Teacher: If you did addition, show your addition work.  [TARGET]Teacher: If you did multiplication, show your multiplication work.[/TARGET] Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six. Teacher: You have to write down every single step that your brain took to figure out the answer. Teacher: There is no mental math on this.
Teacher: You have to show it. Teacher: If you did addition, show your addition work. Teacher: If you did multiplication, show your multiplication work.  [TARGET]Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six.[/TARGET] Teacher: You have to write down every single step that your brain took to figure out the answer. Teacher: There is no mental math on this. Student: Can we use scrap paper?
Teacher: If you did addition, show your addition work. Teacher: If you did multiplication, show your multiplication work. Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six.  [TARGET]Teacher: You have to write down every single step that your brain took to figure out the answer.[/TARGET] Teacher: There is no mental math on this. Student: Can we use scrap paper? Teacher: We're going to talk about where we're going to write our answer in just a second, okay?
Teacher: If you did multiplication, show your multiplication work. Teacher: Even if it's something as simple as three plus three, but that helped you get to your answer, you have to write down three plus three equals six. Teacher: You have to write down every single step that your brain took to figure out the answer.  [TARGET]Teacher: There is no mental math on this.[/TARGET] Student: Can we use scrap paper? Teacher: We're going to talk about where we're going to write our answer in just a second, okay? Teacher: Student C?
Teacher: There is no mental math on this. Student: Can we use scrap paper? Teacher: We're going to talk about where we're going to write our answer in just a second, okay?  [TARGET]Teacher: Student C?[/TARGET] Teacher: Okay, go ahead. Teacher: You were going to ask me, what? Student: If I could read the -
Teacher: We're going to talk about where we're going to write our answer in just a second, okay? Teacher: Student C? Teacher: Okay, go ahead.  [TARGET]Teacher: You were going to ask me, what?[/TARGET] Student: If I could read the - Teacher: Yes, go ahead. Teacher: Read the third one, please.
Teacher: Yes, go ahead. Teacher: Read the third one, please. Student: "Labels part of answers A B."  [TARGET]Teacher: Very good.[/TARGET] Teacher: So, on your question, you might have a part A, and a part B.  on your answer, you need to label it, A, B. Teacher: That way, the person that's reading it won't get confused. Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, "Okay, where's part A?
Teacher: Read the third one, please. Student: "Labels part of answers A B." Teacher: Very good.  [TARGET]Teacher: So, on your question, you might have a part A, and a part B.  on your answer, you need to label it, A, B.[/TARGET] Teacher: That way, the person that's reading it won't get confused. Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, "Okay, where's part A? Teacher: Where's part B?
Student: "Labels part of answers A B." Teacher: Very good. Teacher: So, on your question, you might have a part A, and a part B.  on your answer, you need to label it, A, B.  [TARGET]Teacher: That way, the person that's reading it won't get confused.[/TARGET] Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, "Okay, where's part A? Teacher: Where's part B? Teacher: What's go on here?"  You're showing them all of my work for A is here.
Teacher: Very good. Teacher: So, on your question, you might have a part A, and a part B.  on your answer, you need to label it, A, B. Teacher: That way, the person that's reading it won't get confused.  [TARGET]Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, "Okay, where's part A?[/TARGET] Teacher: Where's part B? Teacher: What's go on here?"  You're showing them all of my work for A is here. Teacher: All of my work for B is here.
Teacher: So, on your question, you might have a part A, and a part B.  on your answer, you need to label it, A, B. Teacher: That way, the person that's reading it won't get confused. Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, "Okay, where's part A?  [TARGET]Teacher: Where's part B?[/TARGET] Teacher: What's go on here?"  You're showing them all of my work for A is here. Teacher: All of my work for B is here. Teacher: And what's the last thing that has to happen in order to get a four?
Teacher: That way, the person that's reading it won't get confused. Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, "Okay, where's part A? Teacher: Where's part B?  [TARGET]Teacher: What's go on here?"  You're showing them all of my work for A is here.[/TARGET] Teacher: All of my work for B is here. Teacher: And what's the last thing that has to happen in order to get a four? Student: Competition.
Teacher: You're organizing it perfectly, so that when they look at the test they don't have to say, "Okay, where's part A? Teacher: Where's part B? Teacher: What's go on here?"  You're showing them all of my work for A is here.  [TARGET]Teacher: All of my work for B is here.[/TARGET] Teacher: And what's the last thing that has to happen in order to get a four? Student: Competition. Teacher: No.
Teacher: Where's part B? Teacher: What's go on here?"  You're showing them all of my work for A is here. Teacher: All of my work for B is here.  [TARGET]Teacher: And what's the last thing that has to happen in order to get a four?[/TARGET] Student: Competition. Teacher: No. Teacher: Computation.
Teacher: All of my work for B is here. Teacher: And what's the last thing that has to happen in order to get a four? Student: Competition.  [TARGET]Teacher: No.[/TARGET] Teacher: Computation. Teacher: Everyone say computation. Multiple Students: Computation.
Teacher: And what's the last thing that has to happen in order to get a four? Student: Competition. Teacher: No.  [TARGET]Teacher: Computation.[/TARGET] Teacher: Everyone say computation. Multiple Students: Computation. Teacher: Thank you.
Student: Competition. Teacher: No. Teacher: Computation.  [TARGET]Teacher: Everyone say computation.[/TARGET] Multiple Students: Computation. Teacher: Thank you. Student: Computation answer is correct.
Teacher: Computation. Teacher: Everyone say computation. Multiple Students: Computation.  [TARGET]Teacher: Thank you.[/TARGET] Student: Computation answer is correct. Teacher: Very good. Teacher: Computation is your math work.
Multiple Students: Computation. Teacher: Thank you. Student: Computation answer is correct.  [TARGET]Teacher: Very good.[/TARGET] Teacher: Computation is your math work. Teacher: If you write five times five, what does your answer have to be? Multiple Students: Twenty-five.
Teacher: Thank you. Student: Computation answer is correct. Teacher: Very good.  [TARGET]Teacher: Computation is your math work.[/TARGET] Teacher: If you write five times five, what does your answer have to be? Multiple Students: Twenty-five. Teacher: Student C?
Student: Computation answer is correct. Teacher: Very good. Teacher: Computation is your math work.  [TARGET]Teacher: If you write five times five, what does your answer have to be?[/TARGET] Multiple Students: Twenty-five. Teacher: Student C? Student: Twenty-five.
Teacher: Computation is your math work. Teacher: If you write five times five, what does your answer have to be? Multiple Students: Twenty-five.  [TARGET]Teacher: Student C?[/TARGET] Student: Twenty-five. Teacher: Twenty-five. Teacher: It can't be twenty-four.
Multiple Students: Twenty-five. Teacher: Student C? Student: Twenty-five.  [TARGET]Teacher: Twenty-five.[/TARGET] Teacher: It can't be twenty-four. Teacher: Okay? Teacher: You have to get the right answer in order to get a four.
Teacher: Student C? Student: Twenty-five. Teacher: Twenty-five.  [TARGET]Teacher: It can't be twenty-four.[/TARGET] Teacher: Okay? Teacher: You have to get the right answer in order to get a four. Teacher: So, it's pretty tough to get a four, but it's definitely possible.
Teacher: Twenty-five. Teacher: It can't be twenty-four. Teacher: Okay?  [TARGET]Teacher: You have to get the right answer in order to get a four.[/TARGET] Teacher: So, it's pretty tough to get a four, but it's definitely possible. Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting].
Teacher: It can't be twenty-four. Teacher: Okay? Teacher: You have to get the right answer in order to get a four.  [TARGET]Teacher: So, it's pretty tough to get a four, but it's definitely possible.[/TARGET] Teacher: I know you guys can definitely do it. Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric.
Teacher: Okay? Teacher: You have to get the right answer in order to get a four. Teacher: So, it's pretty tough to get a four, but it's definitely possible.  [TARGET]Teacher: I know you guys can definitely do it.[/TARGET] Teacher: [Side comment about sitting]. Teacher: I need one person to pass out your rubric. Teacher: I have this whole thing copied out on a piece of paper for you to keep.
Teacher: I don't know why I'm hearing voices over here. Student: Teacher S? Student: Can the camera see us?  [TARGET]Teacher: Yes.[/TARGET] Student: Teacher, do we have [inaudible]. Teacher: Yes. Teacher: So, this is the rubric that we just talked about.
Student: Can the camera see us? Teacher: Yes. Student: Teacher, do we have [inaudible].  [TARGET]Teacher: Yes.[/TARGET] Teacher: So, this is the rubric that we just talked about. Teacher: Where do you think I want you to focus on this page? Teacher: Do you think I want you to focus on zero?
Teacher: Yes. Student: Teacher, do we have [inaudible]. Teacher: Yes.  [TARGET]Teacher: So, this is the rubric that we just talked about.[/TARGET] Teacher: Where do you think I want you to focus on this page? Teacher: Do you think I want you to focus on zero? Multiple Students: No.
Student: Teacher, do we have [inaudible]. Teacher: Yes. Teacher: So, this is the rubric that we just talked about.  [TARGET]Teacher: Where do you think I want you to focus on this page?[/TARGET] Teacher: Do you think I want you to focus on zero? Multiple Students: No. Teacher: No.
Teacher: Yes. Teacher: So, this is the rubric that we just talked about. Teacher: Where do you think I want you to focus on this page?  [TARGET]Teacher: Do you think I want you to focus on zero?[/TARGET] Multiple Students: No. Teacher: No. Teacher: Where do I want you to always be looking?
Teacher: Where do you think I want you to focus on this page? Teacher: Do you think I want you to focus on zero? Multiple Students: No.  [TARGET]Teacher: No.[/TARGET] Teacher: Where do I want you to always be looking? Multiple Students: Four. Teacher: At a four, okay?
Teacher: Do you think I want you to focus on zero? Multiple Students: No. Teacher: No.  [TARGET]Teacher: Where do I want you to always be looking?[/TARGET] Multiple Students: Four. Teacher: At a four, okay? Teacher: So, whenever we do our open responses, always go back to the four and say, "Did I do this?
Teacher: No. Teacher: Where do I want you to always be looking? Multiple Students: Four.  [TARGET]Teacher: At a four, okay?[/TARGET] Teacher: So, whenever we do our open responses, always go back to the four and say, "Did I do this? Teacher: Did I do this? Teacher: Did I do this?"  And if you can say, "Yes, I did all of these things perfectly, then you're probably going to get a four.
Teacher: Where do I want you to always be looking? Multiple Students: Four. Teacher: At a four, okay?  [TARGET]Teacher: So, whenever we do our open responses, always go back to the four and say, "Did I do this?[/TARGET] Teacher: Did I do this? Teacher: Did I do this?"  And if you can say, "Yes, I did all of these things perfectly, then you're probably going to get a four. Teacher: But they'll also show you, "Oh, I need to go back and do this."  Yes?
Multiple Students: Four. Teacher: At a four, okay? Teacher: So, whenever we do our open responses, always go back to the four and say, "Did I do this?  [TARGET]Teacher: Did I do this?[/TARGET] Teacher: Did I do this?"  And if you can say, "Yes, I did all of these things perfectly, then you're probably going to get a four. Teacher: But they'll also show you, "Oh, I need to go back and do this."  Yes? Student: [Inaudible].
Teacher: At a four, okay? Teacher: So, whenever we do our open responses, always go back to the four and say, "Did I do this? Teacher: Did I do this?  [TARGET]Teacher: Did I do this?"  And if you can say, "Yes, I did all of these things perfectly, then you're probably going to get a four.[/TARGET] Teacher: But they'll also show you, "Oh, I need to go back and do this."  Yes? Student: [Inaudible]. Teacher: You can use that.
Teacher: So, whenever we do our open responses, always go back to the four and say, "Did I do this? Teacher: Did I do this? Teacher: Did I do this?"  And if you can say, "Yes, I did all of these things perfectly, then you're probably going to get a four.  [TARGET]Teacher: But they'll also show you, "Oh, I need to go back and do this."  Yes?[/TARGET] Student: [Inaudible]. Teacher: You can use that. Teacher: That's a great question, Student M.  Student M asks can we use this rubric.
Teacher: But they'll also show you, "Oh, I need to go back and do this."  Yes? Student: [Inaudible]. Teacher: You can use that.  [TARGET]Teacher: That's a great question, Student M.  Student M asks can we use this rubric.[/TARGET] Teacher: It's called a rubric. Teacher: Everyone say rubric. Multiple Students: Rubric.
Student: [Inaudible]. Teacher: You can use that. Teacher: That's a great question, Student M.  Student M asks can we use this rubric.  [TARGET]Teacher: It's called a rubric.[/TARGET] Teacher: Everyone say rubric. Multiple Students: Rubric. Teacher: A rubric helps you score things.
Teacher: You can use that. Teacher: That's a great question, Student M.  Student M asks can we use this rubric. Teacher: It's called a rubric.  [TARGET]Teacher: Everyone say rubric.[/TARGET] Multiple Students: Rubric. Teacher: A rubric helps you score things. Teacher: This is what I will use to give you your score.
Teacher: It's called a rubric. Teacher: Everyone say rubric. Multiple Students: Rubric.  [TARGET]Teacher: A rubric helps you score things.[/TARGET] Teacher: This is what I will use to give you your score. Teacher: So, now you and I will use the same exact paper to give you a score. Teacher: So, there shouldn't be a surprise when I give your paper back.
Teacher: Everyone say rubric. Multiple Students: Rubric. Teacher: A rubric helps you score things.  [TARGET]Teacher: This is what I will use to give you your score.[/TARGET] Teacher: So, now you and I will use the same exact paper to give you a score. Teacher: So, there shouldn't be a surprise when I give your paper back. Teacher: If you have nothing on your paper, what would that score be?
Multiple Students: Rubric. Teacher: A rubric helps you score things. Teacher: This is what I will use to give you your score.  [TARGET]Teacher: So, now you and I will use the same exact paper to give you a score.[/TARGET] Teacher: So, there shouldn't be a surprise when I give your paper back. Teacher: If you have nothing on your paper, what would that score be? Multiple Students: Zero.
Teacher: A rubric helps you score things. Teacher: This is what I will use to give you your score. Teacher: So, now you and I will use the same exact paper to give you a score.  [TARGET]Teacher: So, there shouldn't be a surprise when I give your paper back.[/TARGET] Teacher: If you have nothing on your paper, what would that score be? Multiple Students: Zero. Teacher: Zero.
Teacher: This is what I will use to give you your score. Teacher: So, now you and I will use the same exact paper to give you a score. Teacher: So, there shouldn't be a surprise when I give your paper back.  [TARGET]Teacher: If you have nothing on your paper, what would that score be?[/TARGET] Multiple Students: Zero. Teacher: Zero. Teacher: You should know when you finish it, exactly what your score will be.
Teacher: So, there shouldn't be a surprise when I give your paper back. Teacher: If you have nothing on your paper, what would that score be? Multiple Students: Zero.  [TARGET]Teacher: Zero.[/TARGET] Teacher: You should know when you finish it, exactly what your score will be. Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised. Teacher: If I say there is no explanation, you should say, "Oh, yeah, I forgot.
Teacher: If you have nothing on your paper, what would that score be? Multiple Students: Zero. Teacher: Zero.  [TARGET]Teacher: You should know when you finish it, exactly what your score will be.[/TARGET] Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised. Teacher: If I say there is no explanation, you should say, "Oh, yeah, I forgot. Teacher: I didn't put an explanation."
Multiple Students: Zero. Teacher: Zero. Teacher: You should know when you finish it, exactly what your score will be.  [TARGET]Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised.[/TARGET] Teacher: If I say there is no explanation, you should say, "Oh, yeah, I forgot. Teacher: I didn't put an explanation." Student: So would three and four be a good score?
Teacher: Zero. Teacher: You should know when you finish it, exactly what your score will be. Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised.  [TARGET]Teacher: If I say there is no explanation, you should say, "Oh, yeah, I forgot.[/TARGET] Teacher: I didn't put an explanation." Student: So would three and four be a good score? Teacher: Three and four would be great.
Teacher: You should know when you finish it, exactly what your score will be. Teacher: So once I give you your score and your feedback on it, you shouldn't be surprised. Teacher: If I say there is no explanation, you should say, "Oh, yeah, I forgot.  [TARGET]Teacher: I didn't put an explanation."[/TARGET] Student: So would three and four be a good score? Teacher: Three and four would be great. Teacher: Four would be what I think everyone in here is definitely capable of.
Teacher: If I say there is no explanation, you should say, "Oh, yeah, I forgot. Teacher: I didn't put an explanation." Student: So would three and four be a good score?  [TARGET]Teacher: Three and four would be great.[/TARGET] Teacher: Four would be what I think everyone in here is definitely capable of. Teacher: Okay? Teacher: Now, there are some steps that we are going to start training ourselves to do.