stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Student T? Student: The amount needed to balance six balls. Teacher: Okay.  [TARGET]Teacher: I'm going to underline total number of blocks, and then six balls.[/TARGET] Teacher: Very good. Teacher: And balance. Teacher: That's an important word.
Student: The amount needed to balance six balls. Teacher: Okay. Teacher: I'm going to underline total number of blocks, and then six balls.  [TARGET]Teacher: Very good.[/TARGET] Teacher: And balance. Teacher: That's an important word. Teacher: Balance.
Teacher: Okay. Teacher: I'm going to underline total number of blocks, and then six balls. Teacher: Very good.  [TARGET]Teacher: And balance.[/TARGET] Teacher: That's an important word. Teacher: Balance. Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer.
Teacher: I'm going to underline total number of blocks, and then six balls. Teacher: Very good. Teacher: And balance.  [TARGET]Teacher: That's an important word.[/TARGET] Teacher: Balance. Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer. Teacher: Student R?
Teacher: Very good. Teacher: And balance. Teacher: That's an important word.  [TARGET]Teacher: Balance.[/TARGET] Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer. Teacher: Student R? Student: [Inaudible].
Teacher: And balance. Teacher: That's an important word. Teacher: Balance.  [TARGET]Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer.[/TARGET] Teacher: Student R? Student: [Inaudible]. Teacher: Yes.
Teacher: That's an important word. Teacher: Balance. Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer.  [TARGET]Teacher: Student R?[/TARGET] Student: [Inaudible]. Teacher: Yes. Teacher: Part C.  What is the total number of balls needed to balance ten cans?
Teacher: And again, just like Student A said before, I'm going to underline tell myself, show, or explain how you got that answer. Teacher: Student R? Student: [Inaudible].  [TARGET]Teacher: Yes.[/TARGET] Teacher: Part C.  What is the total number of balls needed to balance ten cans? Teacher: So, I'm going to underline total number of balls needed to balance ten cans. Teacher: That's important.
Teacher: Student R? Student: [Inaudible]. Teacher: Yes.  [TARGET]Teacher: Part C.  What is the total number of balls needed to balance ten cans?[/TARGET] Teacher: So, I'm going to underline total number of balls needed to balance ten cans. Teacher: That's important. Teacher: They want to know how many balls will equal ten cans.
Student: [Inaudible]. Teacher: Yes. Teacher: Part C.  What is the total number of balls needed to balance ten cans?  [TARGET]Teacher: So, I'm going to underline total number of balls needed to balance ten cans.[/TARGET] Teacher: That's important. Teacher: They want to know how many balls will equal ten cans. Teacher: And again, show or explain how you got your answer.
Teacher: Yes. Teacher: Part C.  What is the total number of balls needed to balance ten cans? Teacher: So, I'm going to underline total number of balls needed to balance ten cans.  [TARGET]Teacher: That's important.[/TARGET] Teacher: They want to know how many balls will equal ten cans. Teacher: And again, show or explain how you got your answer. Teacher: Now, we need to go back.
Teacher: Part C.  What is the total number of balls needed to balance ten cans? Teacher: So, I'm going to underline total number of balls needed to balance ten cans. Teacher: That's important.  [TARGET]Teacher: They want to know how many balls will equal ten cans.[/TARGET] Teacher: And again, show or explain how you got your answer. Teacher: Now, we need to go back. Teacher: What step three.
Teacher: So, I'm going to underline total number of balls needed to balance ten cans. Teacher: That's important. Teacher: They want to know how many balls will equal ten cans.  [TARGET]Teacher: And again, show or explain how you got your answer.[/TARGET] Teacher: Now, we need to go back. Teacher: What step three. Teacher: We did step two.
Teacher: That's important. Teacher: They want to know how many balls will equal ten cans. Teacher: And again, show or explain how you got your answer.  [TARGET]Teacher: Now, we need to go back.[/TARGET] Teacher: What step three. Teacher: We did step two. Teacher: That was just underline.
Teacher: They want to know how many balls will equal ten cans. Teacher: And again, show or explain how you got your answer. Teacher: Now, we need to go back.  [TARGET]Teacher: What step three.[/TARGET] Teacher: We did step two. Teacher: That was just underline. Teacher: What is step three?
Teacher: And again, show or explain how you got your answer. Teacher: Now, we need to go back. Teacher: What step three.  [TARGET]Teacher: We did step two.[/TARGET] Teacher: That was just underline. Teacher: What is step three? Teacher: Student B?
Teacher: Now, we need to go back. Teacher: What step three. Teacher: We did step two.  [TARGET]Teacher: That was just underline.[/TARGET] Teacher: What is step three? Teacher: Student B? Student: Circle the question what is being asked.
Teacher: What step three. Teacher: We did step two. Teacher: That was just underline.  [TARGET]Teacher: What is step three?[/TARGET] Teacher: Student B? Student: Circle the question what is being asked. Teacher: Very good.
Teacher: We did step two. Teacher: That was just underline. Teacher: What is step three?  [TARGET]Teacher: Student B?[/TARGET] Student: Circle the question what is being asked. Teacher: Very good. Teacher: Circle the question.
Teacher: What is step three? Teacher: Student B? Student: Circle the question what is being asked.  [TARGET]Teacher: Very good.[/TARGET] Teacher: Circle the question. Teacher: Look for your question mark. Teacher: Put your finger on it.
Teacher: Student B? Student: Circle the question what is being asked. Teacher: Very good.  [TARGET]Teacher: Circle the question.[/TARGET] Teacher: Look for your question mark. Teacher: Put your finger on it. Teacher: So, this whole first part is our question.
Student: Circle the question what is being asked. Teacher: Very good. Teacher: Circle the question.  [TARGET]Teacher: Look for your question mark.[/TARGET] Teacher: Put your finger on it. Teacher: So, this whole first part is our question. Teacher: We're going to circle it.
Teacher: Very good. Teacher: Circle the question. Teacher: Look for your question mark.  [TARGET]Teacher: Put your finger on it.[/TARGET] Teacher: So, this whole first part is our question. Teacher: We're going to circle it. Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball?
Teacher: Circle the question. Teacher: Look for your question mark. Teacher: Put your finger on it.  [TARGET]Teacher: So, this whole first part is our question.[/TARGET] Teacher: We're going to circle it. Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball? Teacher: That's what they're asking you to do.
Teacher: Look for your question mark. Teacher: Put your finger on it. Teacher: So, this whole first part is our question.  [TARGET]Teacher: We're going to circle it.[/TARGET] Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball? Teacher: That's what they're asking you to do. Teacher: That's the important thing.
Teacher: Put your finger on it. Teacher: So, this whole first part is our question. Teacher: We're going to circle it.  [TARGET]Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball?[/TARGET] Teacher: That's what they're asking you to do. Teacher: That's the important thing. Teacher: You have to answer that question.
Teacher: So, this whole first part is our question. Teacher: We're going to circle it. Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball?  [TARGET]Teacher: That's what they're asking you to do.[/TARGET] Teacher: That's the important thing. Teacher: You have to answer that question. Teacher: So, go ahead and circle that whole question.
Teacher: We're going to circle it. Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball? Teacher: That's what they're asking you to do.  [TARGET]Teacher: That's the important thing.[/TARGET] Teacher: You have to answer that question. Teacher: So, go ahead and circle that whole question. Teacher: Part B.
Teacher: If one block weighs ten pounds, what is the weight in pounds of one ball? Teacher: That's what they're asking you to do. Teacher: That's the important thing.  [TARGET]Teacher: You have to answer that question.[/TARGET] Teacher: So, go ahead and circle that whole question. Teacher: Part B. Teacher: Who can read the question?
Teacher: That's what they're asking you to do. Teacher: That's the important thing. Teacher: You have to answer that question.  [TARGET]Teacher: So, go ahead and circle that whole question.[/TARGET] Teacher: Part B. Teacher: Who can read the question? Teacher: Student C?
Teacher: That's the important thing. Teacher: You have to answer that question. Teacher: So, go ahead and circle that whole question.  [TARGET]Teacher: Part B.[/TARGET] Teacher: Who can read the question? Teacher: Student C? Student: What is the total number of blocks needed to balance six balls?
Teacher: So, go ahead and circle that whole question. Teacher: Part B. Teacher: Who can read the question?  [TARGET]Teacher: Student C?[/TARGET] Student: What is the total number of blocks needed to balance six balls? Teacher: Perfect. Teacher: Everyone circle that.
Teacher: Who can read the question? Teacher: Student C? Student: What is the total number of blocks needed to balance six balls?  [TARGET]Teacher: Perfect.[/TARGET] Teacher: Everyone circle that. Teacher: That's what they want to know. Teacher: That's what you have to answer.
Teacher: Student C? Student: What is the total number of blocks needed to balance six balls? Teacher: Perfect.  [TARGET]Teacher: Everyone circle that.[/TARGET] Teacher: That's what they want to know. Teacher: That's what you have to answer. Teacher: That's what you're going to turn around, eventually.
Student: What is the total number of blocks needed to balance six balls? Teacher: Perfect. Teacher: Everyone circle that.  [TARGET]Teacher: That's what they want to know.[/TARGET] Teacher: That's what you have to answer. Teacher: That's what you're going to turn around, eventually. Teacher: And part C?
Teacher: Perfect. Teacher: Everyone circle that. Teacher: That's what they want to know.  [TARGET]Teacher: That's what you have to answer.[/TARGET] Teacher: That's what you're going to turn around, eventually. Teacher: And part C? Teacher: What is the question they are asking you?
Teacher: Everyone circle that. Teacher: That's what they want to know. Teacher: That's what you have to answer.  [TARGET]Teacher: That's what you're going to turn around, eventually.[/TARGET] Teacher: And part C? Teacher: What is the question they are asking you? Teacher: Student K?
Teacher: That's what they want to know. Teacher: That's what you have to answer. Teacher: That's what you're going to turn around, eventually.  [TARGET]Teacher: And part C?[/TARGET] Teacher: What is the question they are asking you? Teacher: Student K? Student: What is the total number of [inaudible].
Teacher: That's what you have to answer. Teacher: That's what you're going to turn around, eventually. Teacher: And part C?  [TARGET]Teacher: What is the question they are asking you?[/TARGET] Teacher: Student K? Student: What is the total number of [inaudible]. Teacher: Perfect.
Teacher: That's what you're going to turn around, eventually. Teacher: And part C? Teacher: What is the question they are asking you?  [TARGET]Teacher: Student K?[/TARGET] Student: What is the total number of [inaudible]. Teacher: Perfect. Teacher: What is the total number of balls needed to balance ten cans?
Teacher: What is the question they are asking you? Teacher: Student K? Student: What is the total number of [inaudible].  [TARGET]Teacher: Perfect.[/TARGET] Teacher: What is the total number of balls needed to balance ten cans? Teacher: That is the question. Teacher: That is what you have to answer.
Teacher: Student K? Student: What is the total number of [inaudible]. Teacher: Perfect.  [TARGET]Teacher: What is the total number of balls needed to balance ten cans?[/TARGET] Teacher: That is the question. Teacher: That is what you have to answer. Teacher: Does everyone understand?
Student: What is the total number of [inaudible]. Teacher: Perfect. Teacher: What is the total number of balls needed to balance ten cans?  [TARGET]Teacher: That is the question.[/TARGET] Teacher: That is what you have to answer. Teacher: Does everyone understand? Multiple Students: Yes.
Teacher: Perfect. Teacher: What is the total number of balls needed to balance ten cans? Teacher: That is the question.  [TARGET]Teacher: That is what you have to answer.[/TARGET] Teacher: Does everyone understand? Multiple Students: Yes. Teacher: Okay.
Teacher: What is the total number of balls needed to balance ten cans? Teacher: That is the question. Teacher: That is what you have to answer.  [TARGET]Teacher: Does everyone understand?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: Who can tell us what part four is?
Teacher: Okay. Teacher: Who can tell us what part four is? Teacher: Nice and loud.  [TARGET]Teacher: Student R?[/TARGET] Student: [Inaudible]. Teacher: Very good. Teacher: And let's see if we can do that.
Teacher: Nice and loud. Teacher: Student R? Student: [Inaudible].  [TARGET]Teacher: Very good.[/TARGET] Teacher: And let's see if we can do that. Teacher: Part A says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  Who can turn that into an answer? Teacher: Without giving us the answer.
Teacher: Student R? Student: [Inaudible]. Teacher: Very good.  [TARGET]Teacher: And let's see if we can do that.[/TARGET] Teacher: Part A says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  Who can turn that into an answer? Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after.
Teacher: Very good. Teacher: And let's see if we can do that. Teacher: Part A says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  Who can turn that into an answer?  [TARGET]Teacher: Without giving us the answer.[/TARGET] Teacher: We'll just fill in the blank after. Teacher: Who can turn this around? Teacher: Student S?
Teacher: And let's see if we can do that. Teacher: Part A says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  Who can turn that into an answer? Teacher: Without giving us the answer.  [TARGET]Teacher: We'll just fill in the blank after.[/TARGET] Teacher: Who can turn this around? Teacher: Student S? Student: One ball weighs blank pounds.
Teacher: Without giving us the answer. Teacher: We'll just fill in the blank after. Teacher: Who can turn this around?  [TARGET]Teacher: Student S?[/TARGET] Student: One ball weighs blank pounds. Teacher: That would be great. Teacher: You could also say, "If one block weighs ten pounds, then one ball weighs blank pounds."  If you wanted to include the top part, okay?
Teacher: Who can turn this around? Teacher: Student S? Student: One ball weighs blank pounds.  [TARGET]Teacher: That would be great.[/TARGET] Teacher: You could also say, "If one block weighs ten pounds, then one ball weighs blank pounds."  If you wanted to include the top part, okay? Teacher: What is the total number of blocks needed to balance six balls? Teacher: Who can turn that part around?
Teacher: Student S? Student: One ball weighs blank pounds. Teacher: That would be great.  [TARGET]Teacher: You could also say, "If one block weighs ten pounds, then one ball weighs blank pounds."  If you wanted to include the top part, okay?[/TARGET] Teacher: What is the total number of blocks needed to balance six balls? Teacher: Who can turn that part around? Teacher: The question is, what is the total number of blocks needed to balance six balls?
Student: One ball weighs blank pounds. Teacher: That would be great. Teacher: You could also say, "If one block weighs ten pounds, then one ball weighs blank pounds."  If you wanted to include the top part, okay?  [TARGET]Teacher: What is the total number of blocks needed to balance six balls?[/TARGET] Teacher: Who can turn that part around? Teacher: The question is, what is the total number of blocks needed to balance six balls? Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer.
Teacher: You could also say, "If one block weighs ten pounds, then one ball weighs blank pounds."  If you wanted to include the top part, okay? Teacher: What is the total number of blocks needed to balance six balls? Teacher: Who can turn that part around?  [TARGET]Teacher: The question is, what is the total number of blocks needed to balance six balls?[/TARGET] Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer. Teacher: Student S? Student: The total number of blank blocks need to be equal to the balance of six balls.
Teacher: What is the total number of blocks needed to balance six balls? Teacher: Who can turn that part around? Teacher: The question is, what is the total number of blocks needed to balance six balls?  [TARGET]Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer.[/TARGET] Teacher: Student S? Student: The total number of blank blocks need to be equal to the balance of six balls. Teacher: That doesn't really make much sense.
Teacher: Who can turn that part around? Teacher: The question is, what is the total number of blocks needed to balance six balls? Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer.  [TARGET]Teacher: Student S?[/TARGET] Student: The total number of blank blocks need to be equal to the balance of six balls. Teacher: That doesn't really make much sense. Teacher: Can you re-word it for us?
Teacher: And remember, underlined words are going to give us bonus points if we have that in our answer. Teacher: Student S? Student: The total number of blank blocks need to be equal to the balance of six balls.  [TARGET]Teacher: That doesn't really make much sense.[/TARGET] Teacher: Can you re-word it for us? Student: The total number of blank blocks are equal to the balance of six balls. Teacher: Okay.
Teacher: Student S? Student: The total number of blank blocks need to be equal to the balance of six balls. Teacher: That doesn't really make much sense.  [TARGET]Teacher: Can you re-word it for us?[/TARGET] Student: The total number of blank blocks are equal to the balance of six balls. Teacher: Okay. Teacher: Or we could say something like, "To balance six balls, the total number of blocks is ...," and then fill in the blank.
Teacher: Can you re-word it for us? Student: The total number of blank blocks are equal to the balance of six balls. Teacher: Okay.  [TARGET]Teacher: Or we could say something like, "To balance six balls, the total number of blocks is ...," and then fill in the blank.[/TARGET] Teacher: Okay. Teacher: Student C, you have one for that one? Teacher: Go ahead.
Teacher: Okay. Teacher: Or we could say something like, "To balance six balls, the total number of blocks is ...," and then fill in the blank. Teacher: Okay.  [TARGET]Teacher: Student C, you have one for that one?[/TARGET] Teacher: Go ahead. Student: The total number of six blocks - Teacher: Not six, yet.
Teacher: Or we could say something like, "To balance six balls, the total number of blocks is ...," and then fill in the blank. Teacher: Okay. Teacher: Student C, you have one for that one?  [TARGET]Teacher: Go ahead.[/TARGET] Student: The total number of six blocks - Teacher: Not six, yet. Teacher: We're not there.
Teacher: Student C, you have one for that one? Teacher: Go ahead. Student: The total number of six blocks -  [TARGET]Teacher: Not six, yet.[/TARGET] Teacher: We're not there. Student: [Inaudible] blocks of blank balls. Teacher: No, that wouldn't be what they're asking you.
Teacher: Go ahead. Student: The total number of six blocks - Teacher: Not six, yet.  [TARGET]Teacher: We're not there.[/TARGET] Student: [Inaudible] blocks of blank balls. Teacher: No, that wouldn't be what they're asking you. Teacher: They're not asking you - they're asking you how many blocks.
Teacher: Not six, yet. Teacher: We're not there. Student: [Inaudible] blocks of blank balls.  [TARGET]Teacher: No, that wouldn't be what they're asking you.[/TARGET] Teacher: They're not asking you - they're asking you how many blocks. Student: You would use the blank balls to equal the six blocks. Teacher: Are they asking you how many balls?
Teacher: We're not there. Student: [Inaudible] blocks of blank balls. Teacher: No, that wouldn't be what they're asking you.  [TARGET]Teacher: They're not asking you - they're asking you how many blocks.[/TARGET] Student: You would use the blank balls to equal the six blocks. Teacher: Are they asking you how many balls? Student: No.
Teacher: No, that wouldn't be what they're asking you. Teacher: They're not asking you - they're asking you how many blocks. Student: You would use the blank balls to equal the six blocks.  [TARGET]Teacher: Are they asking you how many balls?[/TARGET] Student: No. Teacher: No. Teacher: So, we don't want to give them the amount of balls.
Student: You would use the blank balls to equal the six blocks. Teacher: Are they asking you how many balls? Student: No.  [TARGET]Teacher: No.[/TARGET] Teacher: So, we don't want to give them the amount of balls. Teacher: We want to give them the amount of what? Student: Blocks.
Teacher: Are they asking you how many balls? Student: No. Teacher: No.  [TARGET]Teacher: So, we don't want to give them the amount of balls.[/TARGET] Teacher: We want to give them the amount of what? Student: Blocks. Teacher: Blocks.
Student: No. Teacher: No. Teacher: So, we don't want to give them the amount of balls.  [TARGET]Teacher: We want to give them the amount of what?[/TARGET] Student: Blocks. Teacher: Blocks. Teacher: You might just write the total number of blocks needed to balance six balls is?
Teacher: So, we don't want to give them the amount of balls. Teacher: We want to give them the amount of what? Student: Blocks.  [TARGET]Teacher: Blocks.[/TARGET] Teacher: You might just write the total number of blocks needed to balance six balls is? Teacher: That would be a very easy way to do that one. Teacher: Part C.  "What is the total number of balls needed to balance ten cans?"  Same thing.
Teacher: We want to give them the amount of what? Student: Blocks. Teacher: Blocks.  [TARGET]Teacher: You might just write the total number of blocks needed to balance six balls is?[/TARGET] Teacher: That would be a very easy way to do that one. Teacher: Part C.  "What is the total number of balls needed to balance ten cans?"  Same thing. Teacher: "The total number of balls needed to balance ten cans is," okay?
Student: Blocks. Teacher: Blocks. Teacher: You might just write the total number of blocks needed to balance six balls is?  [TARGET]Teacher: That would be a very easy way to do that one.[/TARGET] Teacher: Part C.  "What is the total number of balls needed to balance ten cans?"  Same thing. Teacher: "The total number of balls needed to balance ten cans is," okay? Teacher: So, you need to have that - in order to get to the four it says, "Includes words in the question."  So, you turn the question around.