stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: A one. Teacher: And if you skip it, or if you don't really do anything, you'll get a zero. Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one.  [TARGET]Teacher: Our goal is definitely to get a four.[/TARGET] Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them. Teacher: They would never let us look at one, and then use it again. Teacher: So, you won't be having this one again on your real MCAS test.
Teacher: And if you skip it, or if you don't really do anything, you'll get a zero. Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one. Teacher: Our goal is definitely to get a four.  [TARGET]Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them.[/TARGET] Teacher: They would never let us look at one, and then use it again. Teacher: So, you won't be having this one again on your real MCAS test. Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay?
Teacher: So, I guess there are five things that you could get, but usually kids get four, three, two, or one. Teacher: Our goal is definitely to get a four. Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them.  [TARGET]Teacher: They would never let us look at one, and then use it again.[/TARGET] Teacher: So, you won't be having this one again on your real MCAS test. Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay? Teacher: It's usually something you have to think about.
Teacher: Our goal is definitely to get a four. Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them. Teacher: They would never let us look at one, and then use it again.  [TARGET]Teacher: So, you won't be having this one again on your real MCAS test.[/TARGET] Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay? Teacher: It's usually something you have to think about. Teacher: You have to go back in the question.
Teacher: Before we even start looking at our question for today, which I printed out a question from an old MCAS test, but it won't be used again - the company that makes the MCAS test has all of the questions, and they release, meaning they let you look at all of them. Teacher: They would never let us look at one, and then use it again. Teacher: So, you won't be having this one again on your real MCAS test.  [TARGET]Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay?[/TARGET] Teacher: It's usually something you have to think about. Teacher: You have to go back in the question. Teacher: Look at the wording.
Teacher: They would never let us look at one, and then use it again. Teacher: So, you won't be having this one again on your real MCAS test. Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay?  [TARGET]Teacher: It's usually something you have to think about.[/TARGET] Teacher: You have to go back in the question. Teacher: Look at the wording. Teacher: It's usually something that takes some thought.
Teacher: So, you won't be having this one again on your real MCAS test. Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay? Teacher: It's usually something you have to think about.  [TARGET]Teacher: You have to go back in the question.[/TARGET] Teacher: Look at the wording. Teacher: It's usually something that takes some thought. Teacher: It's not going to be a multiple choice, "What shape is this?"  Okay.
Teacher: But when we think about answering our open response question, it's usually a question that you just can't get a quick answer, okay? Teacher: It's usually something you have to think about. Teacher: You have to go back in the question.  [TARGET]Teacher: Look at the wording.[/TARGET] Teacher: It's usually something that takes some thought. Teacher: It's not going to be a multiple choice, "What shape is this?"  Okay. Teacher: It won't be anything like that.
Teacher: It's usually something you have to think about. Teacher: You have to go back in the question. Teacher: Look at the wording.  [TARGET]Teacher: It's usually something that takes some thought.[/TARGET] Teacher: It's not going to be a multiple choice, "What shape is this?"  Okay. Teacher: It won't be anything like that. Teacher: I want all eyes up here on our scoring rubric.
Teacher: You have to go back in the question. Teacher: Look at the wording. Teacher: It's usually something that takes some thought.  [TARGET]Teacher: It's not going to be a multiple choice, "What shape is this?"  Okay.[/TARGET] Teacher: It won't be anything like that. Teacher: I want all eyes up here on our scoring rubric. Teacher: Before we even look at our question, let's just see how we are going to get a four.
Teacher: Look at the wording. Teacher: It's usually something that takes some thought. Teacher: It's not going to be a multiple choice, "What shape is this?"  Okay.  [TARGET]Teacher: It won't be anything like that.[/TARGET] Teacher: I want all eyes up here on our scoring rubric. Teacher: Before we even look at our question, let's just see how we are going to get a four. Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions.
Teacher: It's not going to be a multiple choice, "What shape is this?"  Okay. Teacher: It won't be anything like that. Teacher: I want all eyes up here on our scoring rubric.  [TARGET]Teacher: Before we even look at our question, let's just see how we are going to get a four.[/TARGET] Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. Teacher: Let's look at four. Teacher: Actually, let's look at zero.
Teacher: It won't be anything like that. Teacher: I want all eyes up here on our scoring rubric. Teacher: Before we even look at our question, let's just see how we are going to get a four.  [TARGET]Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions.[/TARGET] Teacher: Let's look at four. Teacher: Actually, let's look at zero. Teacher: Down here at the bottom.
Teacher: I want all eyes up here on our scoring rubric. Teacher: Before we even look at our question, let's just see how we are going to get a four. Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions.  [TARGET]Teacher: Let's look at four.[/TARGET] Teacher: Actually, let's look at zero. Teacher: Down here at the bottom. Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero.
Teacher: Before we even look at our question, let's just see how we are going to get a four. Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. Teacher: Let's look at four.  [TARGET]Teacher: Actually, let's look at zero.[/TARGET] Teacher: Down here at the bottom. Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. Teacher: A zero says no explanation - I'll read it to you if you can't see it.
Teacher: Because our goal for everyone in here should be to receive a four when you actually go to answer these questions. Teacher: Let's look at four. Teacher: Actually, let's look at zero.  [TARGET]Teacher: Down here at the bottom.[/TARGET] Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. Teacher: A zero says no explanation - I'll read it to you if you can't see it. Teacher: "The answer is not related to the question, there is no work, or it's blank."  I don't think anyone in here would ever do that.
Teacher: Let's look at four. Teacher: Actually, let's look at zero. Teacher: Down here at the bottom.  [TARGET]Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero.[/TARGET] Teacher: A zero says no explanation - I'll read it to you if you can't see it. Teacher: "The answer is not related to the question, there is no work, or it's blank."  I don't think anyone in here would ever do that. Teacher: So, let's move up to number one.
Teacher: Down here at the bottom. Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. Teacher: A zero says no explanation - I'll read it to you if you can't see it.  [TARGET]Teacher: "The answer is not related to the question, there is no work, or it's blank."  I don't think anyone in here would ever do that.[/TARGET] Teacher: So, let's move up to number one. Teacher: Number one says, "There is no explanation of thinking."  Usually on all the questions it says explain how you got your answer. Teacher: So, they want you to explain your work.
Teacher: I'm probably going to cut it off, because I don't think anyone in here will be getting a zero. Teacher: A zero says no explanation - I'll read it to you if you can't see it. Teacher: "The answer is not related to the question, there is no work, or it's blank."  I don't think anyone in here would ever do that.  [TARGET]Teacher: So, let's move up to number one.[/TARGET] Teacher: Number one says, "There is no explanation of thinking."  Usually on all the questions it says explain how you got your answer. Teacher: So, they want you to explain your work. Teacher: Tell them how you figured it out.
Teacher: A zero says no explanation - I'll read it to you if you can't see it. Teacher: "The answer is not related to the question, there is no work, or it's blank."  I don't think anyone in here would ever do that. Teacher: So, let's move up to number one.  [TARGET]Teacher: Number one says, "There is no explanation of thinking."  Usually on all the questions it says explain how you got your answer.[/TARGET] Teacher: So, they want you to explain your work. Teacher: Tell them how you figured it out. Teacher: So, one, you didn't explain anything.
Teacher: "The answer is not related to the question, there is no work, or it's blank."  I don't think anyone in here would ever do that. Teacher: So, let's move up to number one. Teacher: Number one says, "There is no explanation of thinking."  Usually on all the questions it says explain how you got your answer.  [TARGET]Teacher: So, they want you to explain your work.[/TARGET] Teacher: Tell them how you figured it out. Teacher: So, one, you didn't explain anything. Teacher: "There is no math vocabulary used."  They want you to use words like addition.
Teacher: So, let's move up to number one. Teacher: Number one says, "There is no explanation of thinking."  Usually on all the questions it says explain how you got your answer. Teacher: So, they want you to explain your work.  [TARGET]Teacher: Tell them how you figured it out.[/TARGET] Teacher: So, one, you didn't explain anything. Teacher: "There is no math vocabulary used."  They want you to use words like addition. Teacher: Subtraction.
Teacher: Number one says, "There is no explanation of thinking."  Usually on all the questions it says explain how you got your answer. Teacher: So, they want you to explain your work. Teacher: Tell them how you figured it out.  [TARGET]Teacher: So, one, you didn't explain anything.[/TARGET] Teacher: "There is no math vocabulary used."  They want you to use words like addition. Teacher: Subtraction. Teacher: Multiplication.
Teacher: So, they want you to explain your work. Teacher: Tell them how you figured it out. Teacher: So, one, you didn't explain anything.  [TARGET]Teacher: "There is no math vocabulary used."  They want you to use words like addition.[/TARGET] Teacher: Subtraction. Teacher: Multiplication. Teacher: Division.
Teacher: Tell them how you figured it out. Teacher: So, one, you didn't explain anything. Teacher: "There is no math vocabulary used."  They want you to use words like addition.  [TARGET]Teacher: Subtraction.[/TARGET] Teacher: Multiplication. Teacher: Division. Teacher: They want to hear that you know what you're talking about.
Teacher: So, one, you didn't explain anything. Teacher: "There is no math vocabulary used."  They want you to use words like addition. Teacher: Subtraction.  [TARGET]Teacher: Multiplication.[/TARGET] Teacher: Division. Teacher: They want to hear that you know what you're talking about. Teacher: "Does not follow directions.
Teacher: "There is no math vocabulary used."  They want you to use words like addition. Teacher: Subtraction. Teacher: Multiplication.  [TARGET]Teacher: Division.[/TARGET] Teacher: They want to hear that you know what you're talking about. Teacher: "Does not follow directions. Teacher: And the computation or the answer is incorrect."  Okay?
Teacher: Subtraction. Teacher: Multiplication. Teacher: Division.  [TARGET]Teacher: They want to hear that you know what you're talking about.[/TARGET] Teacher: "Does not follow directions. Teacher: And the computation or the answer is incorrect."  Okay? Teacher: I don't think anyone in here will get a one, but I guess it could happen.
Teacher: Multiplication. Teacher: Division. Teacher: They want to hear that you know what you're talking about.  [TARGET]Teacher: "Does not follow directions.[/TARGET] Teacher: And the computation or the answer is incorrect."  Okay? Teacher: I don't think anyone in here will get a one, but I guess it could happen. Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay?
Teacher: Division. Teacher: They want to hear that you know what you're talking about. Teacher: "Does not follow directions.  [TARGET]Teacher: And the computation or the answer is incorrect."  Okay?[/TARGET] Teacher: I don't think anyone in here will get a one, but I guess it could happen. Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay? Teacher: So, it won't be a surprise once the real one comes.
Teacher: They want to hear that you know what you're talking about. Teacher: "Does not follow directions. Teacher: And the computation or the answer is incorrect."  Okay?  [TARGET]Teacher: I don't think anyone in here will get a one, but I guess it could happen.[/TARGET] Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay? Teacher: So, it won't be a surprise once the real one comes. Teacher: Number two.
Teacher: "Does not follow directions. Teacher: And the computation or the answer is incorrect."  Okay? Teacher: I don't think anyone in here will get a one, but I guess it could happen.  [TARGET]Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay?[/TARGET] Teacher: So, it won't be a surprise once the real one comes. Teacher: Number two. Teacher: In order to score a two, the explanation is not clear, or there is little writing.
Teacher: And the computation or the answer is incorrect."  Okay? Teacher: I don't think anyone in here will get a one, but I guess it could happen. Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay?  [TARGET]Teacher: So, it won't be a surprise once the real one comes.[/TARGET] Teacher: Number two. Teacher: In order to score a two, the explanation is not clear, or there is little writing. Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted.
Teacher: I don't think anyone in here will get a one, but I guess it could happen. Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay? Teacher: So, it won't be a surprise once the real one comes.  [TARGET]Teacher: Number two.[/TARGET] Teacher: In order to score a two, the explanation is not clear, or there is little writing. Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. Teacher: We'll wait for you to be ready.
Teacher: But our goal in practicing these over and over and over again will be if you're getting a one today, that by the time the real MCAS comes, after all our practicing, you'll be up to a four, okay? Teacher: So, it won't be a surprise once the real one comes. Teacher: Number two.  [TARGET]Teacher: In order to score a two, the explanation is not clear, or there is little writing.[/TARGET] Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. Teacher: We'll wait for you to be ready. Teacher: There is no math vocabulary for a two.
Teacher: So, it won't be a surprise once the real one comes. Teacher: Number two. Teacher: In order to score a two, the explanation is not clear, or there is little writing.  [TARGET]Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted.[/TARGET] Teacher: We'll wait for you to be ready. Teacher: There is no math vocabulary for a two. Teacher: "Does not show work, or the work is difficult to follow."  Meaning, you didn't show how you figured it out.
Teacher: In order to score a two, the explanation is not clear, or there is little writing. Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. Teacher: We'll wait for you to be ready.  [TARGET]Teacher: There is no math vocabulary for a two.[/TARGET] Teacher: "Does not show work, or the work is difficult to follow."  Meaning, you didn't show how you figured it out. Teacher: Or, all of your work might be there, but it doesn't really make sense. Teacher: It's kind of jumbled, and all over the place.
Teacher: Meaning, you explained it a little bit, but not as much as they would have wanted. Teacher: We'll wait for you to be ready. Teacher: There is no math vocabulary for a two.  [TARGET]Teacher: "Does not show work, or the work is difficult to follow."  Meaning, you didn't show how you figured it out.[/TARGET] Teacher: Or, all of your work might be there, but it doesn't really make sense. Teacher: It's kind of jumbled, and all over the place. Teacher: "The answer is not labeled A, or B."  A lot of times when you have an open response question, there'll be two parts.
Teacher: We'll wait for you to be ready. Teacher: There is no math vocabulary for a two. Teacher: "Does not show work, or the work is difficult to follow."  Meaning, you didn't show how you figured it out.  [TARGET]Teacher: Or, all of your work might be there, but it doesn't really make sense.[/TARGET] Teacher: It's kind of jumbled, and all over the place. Teacher: "The answer is not labeled A, or B."  A lot of times when you have an open response question, there'll be two parts. Teacher: Sometimes there'll even be three parts.
Teacher: There is no math vocabulary for a two. Teacher: "Does not show work, or the work is difficult to follow."  Meaning, you didn't show how you figured it out. Teacher: Or, all of your work might be there, but it doesn't really make sense.  [TARGET]Teacher: It's kind of jumbled, and all over the place.[/TARGET] Teacher: "The answer is not labeled A, or B."  A lot of times when you have an open response question, there'll be two parts. Teacher: Sometimes there'll even be three parts. Teacher: Meaning, it will say, "Part A, do this, this, and this.
Teacher: "Does not show work, or the work is difficult to follow."  Meaning, you didn't show how you figured it out. Teacher: Or, all of your work might be there, but it doesn't really make sense. Teacher: It's kind of jumbled, and all over the place.  [TARGET]Teacher: "The answer is not labeled A, or B."  A lot of times when you have an open response question, there'll be two parts.[/TARGET] Teacher: Sometimes there'll even be three parts. Teacher: Meaning, it will say, "Part A, do this, this, and this. Teacher: Part B, do this, this, and this.
Teacher: Or, all of your work might be there, but it doesn't really make sense. Teacher: It's kind of jumbled, and all over the place. Teacher: "The answer is not labeled A, or B."  A lot of times when you have an open response question, there'll be two parts.  [TARGET]Teacher: Sometimes there'll even be three parts.[/TARGET] Teacher: Meaning, it will say, "Part A, do this, this, and this. Teacher: Part B, do this, this, and this. Teacher: Part C.  Do this, this, and this."  And what they want you to do on your paper is label, "A.
Teacher: It's kind of jumbled, and all over the place. Teacher: "The answer is not labeled A, or B."  A lot of times when you have an open response question, there'll be two parts. Teacher: Sometimes there'll even be three parts.  [TARGET]Teacher: Meaning, it will say, "Part A, do this, this, and this.[/TARGET] Teacher: Part B, do this, this, and this. Teacher: Part C.  Do this, this, and this."  And what they want you to do on your paper is label, "A. Teacher: Here is my work and my explanation.
Teacher: "The answer is not labeled A, or B."  A lot of times when you have an open response question, there'll be two parts. Teacher: Sometimes there'll even be three parts. Teacher: Meaning, it will say, "Part A, do this, this, and this.  [TARGET]Teacher: Part B, do this, this, and this.[/TARGET] Teacher: Part C.  Do this, this, and this."  And what they want you to do on your paper is label, "A. Teacher: Here is my work and my explanation. Teacher: B.
Teacher: Sometimes there'll even be three parts. Teacher: Meaning, it will say, "Part A, do this, this, and this. Teacher: Part B, do this, this, and this.  [TARGET]Teacher: Part C.  Do this, this, and this."  And what they want you to do on your paper is label, "A.[/TARGET] Teacher: Here is my work and my explanation. Teacher: B. Teacher: Here is my work and my explanation.
Teacher: Meaning, it will say, "Part A, do this, this, and this. Teacher: Part B, do this, this, and this. Teacher: Part C.  Do this, this, and this."  And what they want you to do on your paper is label, "A.  [TARGET]Teacher: Here is my work and my explanation.[/TARGET] Teacher: B. Teacher: Here is my work and my explanation. Teacher: C.  Here is my work and my explanation."
Teacher: Part B, do this, this, and this. Teacher: Part C.  Do this, this, and this."  And what they want you to do on your paper is label, "A. Teacher: Here is my work and my explanation.  [TARGET]Teacher: B.[/TARGET] Teacher: Here is my work and my explanation. Teacher: C.  Here is my work and my explanation." Teacher: Did not answer all parts of the question.