stanford-nlpxed/classroom_management_data huggingface dataset:
Student: Yes. Teacher: Are we looking? Teacher: Okay.  [TARGET]Teacher: So you draw a line.[/TARGET] Student: That's what I did. Student: But I just did [inaudible]. Teacher: Put the numbers from one to 28 going down the sides.
Teacher: So you draw a line. Student: That's what I did. Student: But I just did [inaudible].  [TARGET]Teacher: Put the numbers from one to 28 going down the sides.[/TARGET] Student: Oh. Student: So one, two, three four [inaudible]. Student: [Students talking with each other].
Teacher: [Teacher yelling]. Teacher: Didn't I say [inaudible]? Teacher: You don't know [inaudible] and you move it.  [TARGET]Teacher: You're going to make it into one.[/TARGET] Teacher: After you - over here. Teacher: After you get the information - Student J. Teacher: [Teacher with calmer voice].
Teacher: After you - over here. Teacher: After you get the information - Student J. Teacher: [Teacher with calmer voice].  [TARGET]Teacher: After you get the information, then you got to get it into your graph.[/TARGET] Student: It was. Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening. Teacher: After you get ... after you gather the information, you have to turn it into a graph.
Teacher: After you get the information, then you got to get it into your graph. Student: It was. Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening.  [TARGET]Teacher: After you get ... after you gather the information, you have to turn it into a graph.[/TARGET] Teacher: You walk around. Teacher: You ask people, quietly, how many people like - you all have favorite foods. Teacher: How many people like chicken?
Student: It was. Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening. Teacher: After you get ... after you gather the information, you have to turn it into a graph.  [TARGET]Teacher: You walk around.[/TARGET] Teacher: You ask people, quietly, how many people like - you all have favorite foods. Teacher: How many people like chicken? Teacher: How many people like -
Teacher: After you gather the information, Student K, Student S - because if I ask you what to do, you're not even listening. Teacher: After you get ... after you gather the information, you have to turn it into a graph. Teacher: You walk around.  [TARGET]Teacher: You ask people, quietly, how many people like - you all have favorite foods.[/TARGET] Teacher: How many people like chicken? Teacher: How many people like - Student: Shrimp.
Teacher: After you get ... after you gather the information, you have to turn it into a graph. Teacher: You walk around. Teacher: You ask people, quietly, how many people like - you all have favorite foods.  [TARGET]Teacher: How many people like chicken?[/TARGET] Teacher: How many people like - Student: Shrimp. Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here.
Teacher: You walk around. Teacher: You ask people, quietly, how many people like - you all have favorite foods. Teacher: How many people like chicken?  [TARGET]Teacher: How many people like -[/TARGET] Student: Shrimp. Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here. Teacher: Only the people that's in class.
Teacher: How many people like chicken? Teacher: How many people like - Student: Shrimp.  [TARGET]Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here.[/TARGET] Teacher: Only the people that's in class. Student: [Inaudible]. Teacher: But you have to turn it into a graph.
Teacher: How many people like - Student: Shrimp. Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here.  [TARGET]Teacher: Only the people that's in class.[/TARGET] Student: [Inaudible]. Teacher: But you have to turn it into a graph. Teacher: It's 18 people.
Teacher: But you're only doing it with this group, so your answer is not going to be one through 28, it's going to be only the people that's here. Teacher: Only the people that's in class. Student: [Inaudible].  [TARGET]Teacher: But you have to turn it into a graph.[/TARGET] Teacher: It's 18 people. Teacher: So now you may get up, and move, and gather information quietly. Teacher: [Students talking with each other].
Teacher: Only the people that's in class. Student: [Inaudible]. Teacher: But you have to turn it into a graph.  [TARGET]Teacher: It's 18 people.[/TARGET] Teacher: So now you may get up, and move, and gather information quietly. Teacher: [Students talking with each other]. Teacher: [Inaudible].
Teacher: Okay. Teacher: Let's do it [inaudible]. Teacher: Shh.  [TARGET]Teacher: They're asking you.[/TARGET] Teacher: Okay. Teacher: Excuse me. Teacher: Excuse me.
Teacher: And that's not how you do it. Teacher: Now part two. Teacher: Only one person's going to help write it.  [TARGET]Teacher: You give them information, and you're going to start making your data.[/TARGET] Teacher: You're getting ready to make your graph. Teacher: One person. Teacher: Can I have the spray, Student S?
Teacher: Now part two. Teacher: Only one person's going to help write it. Teacher: You give them information, and you're going to start making your data.  [TARGET]Teacher: You're getting ready to make your graph.[/TARGET] Teacher: One person. Teacher: Can I have the spray, Student S? Teacher: Decide who's going to do it.
Teacher: [Inaudible]. Student: [Inaudible]. Teacher: [Inaudible].  [TARGET]Teacher: Now ... [Students talking quietly].[/TARGET] Teacher: Excuse me. Teacher: We're gathering information. Teacher: Now before - we're going to gather information.
Teacher: [Inaudible]. Teacher: Now ... [Students talking quietly]. Teacher: Excuse me.  [TARGET]Teacher: We're gathering information.[/TARGET] Teacher: Now before - we're going to gather information. Teacher: How to make your data. Teacher: You have a book.
Teacher: Now ... [Students talking quietly]. Teacher: Excuse me. Teacher: We're gathering information.  [TARGET]Teacher: Now before - we're going to gather information.[/TARGET] Teacher: How to make your data. Teacher: You have a book. Teacher: Sit down.
Teacher: Excuse me. Teacher: We're gathering information. Teacher: Now before - we're going to gather information.  [TARGET]Teacher: How to make your data.[/TARGET] Teacher: You have a book. Teacher: Sit down. Teacher: One person.
Teacher: One person. Teacher: Give me a paper towel. Teacher: One person is going - excuse me.  [TARGET]Teacher: Your data is not correct.[/TARGET] Teacher: What are you doing? Teacher: One person is going to do it. Teacher: That's where the crayons come in.
Teacher: Excuse me. Teacher: Excuse me. Teacher: Just stay focused.  [TARGET]Teacher: Now what kind of - look through your book.[/TARGET] Teacher: What kind of graph should we do? Student: What kind of graph should we do [inaudible]? Teacher: We could do a line plot.
Teacher: Excuse me. Teacher: Just stay focused. Teacher: Now what kind of - look through your book.  [TARGET]Teacher: What kind of graph should we do?[/TARGET] Student: What kind of graph should we do [inaudible]? Teacher: We could do a line plot. Teacher: I did not ask you that.
Teacher: Now what kind of - look through your book. Teacher: What kind of graph should we do? Student: What kind of graph should we do [inaudible]?  [TARGET]Teacher: We could do a line plot.[/TARGET] Teacher: I did not ask you that. Teacher: What kind - you have to tell me what kind. Student: [Inaudible].
Teacher: What kind of graph should we do? Student: What kind of graph should we do [inaudible]? Teacher: We could do a line plot.  [TARGET]Teacher: I did not ask you that.[/TARGET] Teacher: What kind - you have to tell me what kind. Student: [Inaudible]. Teacher: We can do a bar graph.
Student: What kind of graph should we do [inaudible]? Teacher: We could do a line plot. Teacher: I did not ask you that.  [TARGET]Teacher: What kind - you have to tell me what kind.[/TARGET] Student: [Inaudible]. Teacher: We can do a bar graph. Student: I like bar graphs.
Teacher: I did not ask you that. Teacher: What kind - you have to tell me what kind. Student: [Inaudible].  [TARGET]Teacher: We can do a bar graph.[/TARGET] Student: I like bar graphs. Student: [Inaudible]. Student: [Inaudible] bar graph.
Student: [Inaudible]. Student: [Inaudible] bar graph. Student: Or we could to a line [inaudible].  [TARGET]Teacher: Or you could do a line plot.[/TARGET] Student: A bar graph. Student: A pictograph. Student: Yeah.
Student: A pictograph. Student: Yeah. Student: You could do a pictograph.  [TARGET]Teacher: No, we're not doing a -[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: So you decide.
Teacher: So you decide. Teacher: One person. Teacher: Student C, stay focused.  [TARGET]Teacher: Now you decide what type of graph you're going to do.[/TARGET] Teacher: Decide what type of graph you're going to do. Teacher: Make your graph [inaudible]. Teacher: Interesting.
Teacher: One person. Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do.  [TARGET]Teacher: Decide what type of graph you're going to do.[/TARGET] Teacher: Make your graph [inaudible]. Teacher: Interesting. Teacher: And after you do a graph I want a constructive response.
Teacher: Student C, stay focused. Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do.  [TARGET]Teacher: Make your graph [inaudible].[/TARGET] Teacher: Interesting. Teacher: And after you do a graph I want a constructive response. Teacher: Excuse me.
Teacher: Now you decide what type of graph you're going to do. Teacher: Decide what type of graph you're going to do. Teacher: Make your graph [inaudible].  [TARGET]Teacher: Interesting.[/TARGET] Teacher: And after you do a graph I want a constructive response. Teacher: Excuse me. Teacher: What [beep] does this graph - right - show you?
Teacher: Decide what type of graph you're going to do. Teacher: Make your graph [inaudible]. Teacher: Interesting.  [TARGET]Teacher: And after you do a graph I want a constructive response.[/TARGET] Teacher: Excuse me. Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk?
Teacher: Interesting. Teacher: And after you do a graph I want a constructive response. Teacher: Excuse me.  [TARGET]Teacher: What [beep] does this graph - right - show you?[/TARGET] Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you? Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write.
Teacher: Excuse me. Teacher: What [beep] does this graph - right - show you? Teacher: What does this graph ... you all ready to explain, since you like to talk?  [TARGET]Teacher: What does this graph show you?[/TARGET] Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write. Teacher: You're going to present your graph. Teacher: You're going to give me a constructive response and tell me what does this graph show you?
Teacher: What does this graph ... you all ready to explain, since you like to talk? Teacher: What does this graph show you? Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write.  [TARGET]Teacher: You're going to present your graph.[/TARGET] Teacher: You're going to give me a constructive response and tell me what does this graph show you? Teacher: [Ring]. Teacher: [Announcement over speaker].
Teacher: What does this graph show you? Teacher: After you do your graph, you're going to present - one person, Student G, you weren't here - is going to write. Teacher: You're going to present your graph.  [TARGET]Teacher: You're going to give me a constructive response and tell me what does this graph show you?[/TARGET] Teacher: [Ring]. Teacher: [Announcement over speaker]. Teacher: What does it - what does - what does it tell?
Teacher: You're going to give me a constructive response and tell me what does this graph show you? Teacher: [Ring]. Teacher: [Announcement over speaker].  [TARGET]Teacher: What does it - what does - what does it tell?[/TARGET] Teacher: What does it tell you? Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here.
Teacher: [Ring]. Teacher: [Announcement over speaker]. Teacher: What does it - what does - what does it tell?  [TARGET]Teacher: What does it tell you?[/TARGET] Teacher: Write the story of your graph. Teacher: So in a constructive response, how would you - you're over here. Teacher: In a constructive - move your chair, please.
Teacher: [Announcement over speaker]. Teacher: What does it - what does - what does it tell? Teacher: What does it tell you?  [TARGET]Teacher: Write the story of your graph.[/TARGET] Teacher: So in a constructive response, how would you - you're over here. Teacher: In a constructive - move your chair, please. Teacher: Student L, you too.
Teacher: So in a constructive response, how would you - you're over here. Teacher: In a constructive - move your chair, please. Teacher: Student L, you too.  [TARGET]Teacher: In a constructive response how would you start out telling me about your graph.[/TARGET] Teacher: In a constructive response - nobody knows? Teacher: You don't know either? Teacher: Nobody knows how to write a constructive response.
Teacher: In a constructive - move your chair, please. Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph.  [TARGET]Teacher: In a constructive response - nobody knows?[/TARGET] Teacher: You don't know either? Teacher: Nobody knows how to write a constructive response. Teacher: In a constructive response you have to tell me what your graph shows you.
Teacher: Student L, you too. Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows?  [TARGET]Teacher: You don't know either?[/TARGET] Teacher: Nobody knows how to write a constructive response. Teacher: In a constructive response you have to tell me what your graph shows you. Teacher: What does it tell you?
Teacher: In a constructive response how would you start out telling me about your graph. Teacher: In a constructive response - nobody knows? Teacher: You don't know either?  [TARGET]Teacher: Nobody knows how to write a constructive response.[/TARGET] Teacher: In a constructive response you have to tell me what your graph shows you. Teacher: What does it tell you? Teacher: Write the story of your graph.
Teacher: In a constructive response - nobody knows? Teacher: You don't know either? Teacher: Nobody knows how to write a constructive response.  [TARGET]Teacher: In a constructive response you have to tell me what your graph shows you.[/TARGET] Teacher: What does it tell you? Teacher: Write the story of your graph. Teacher: How would you start out writing about the graph?
Teacher: You don't know either? Teacher: Nobody knows how to write a constructive response. Teacher: In a constructive response you have to tell me what your graph shows you.  [TARGET]Teacher: What does it tell you?[/TARGET] Teacher: Write the story of your graph. Teacher: How would you start out writing about the graph? Student: My graph shows me -
Teacher: Nobody knows how to write a constructive response. Teacher: In a constructive response you have to tell me what your graph shows you. Teacher: What does it tell you?  [TARGET]Teacher: Write the story of your graph.[/TARGET] Teacher: How would you start out writing about the graph? Student: My graph shows me - Teacher: No I showed you.
Teacher: In a constructive response you have to tell me what your graph shows you. Teacher: What does it tell you? Teacher: Write the story of your graph.  [TARGET]Teacher: How would you start out writing about the graph?[/TARGET] Student: My graph shows me - Teacher: No I showed you. Teacher: It's just a constructive response.
Teacher: Write the story of your graph. Teacher: How would you start out writing about the graph? Student: My graph shows me -  [TARGET]Teacher: No I showed you.[/TARGET] Teacher: It's just a constructive response. Teacher: Yes? Student: First, my graph - first I will show you my graph is a bar graph.
Teacher: How would you start out writing about the graph? Student: My graph shows me - Teacher: No I showed you.  [TARGET]Teacher: It's just a constructive response.[/TARGET] Teacher: Yes? Student: First, my graph - first I will show you my graph is a bar graph. Teacher: No.
Student: My graph shows me - Teacher: No I showed you. Teacher: It's just a constructive response.  [TARGET]Teacher: Yes?[/TARGET] Student: First, my graph - first I will show you my graph is a bar graph. Teacher: No. Teacher: Not first.
Teacher: It's just a constructive response. Teacher: Yes? Student: First, my graph - first I will show you my graph is a bar graph.  [TARGET]Teacher: No.[/TARGET] Teacher: Not first. Student: The name of my graph is, "My favorite ice cream." Teacher: Exactly.
Teacher: Yes? Student: First, my graph - first I will show you my graph is a bar graph. Teacher: No.  [TARGET]Teacher: Not first.[/TARGET] Student: The name of my graph is, "My favorite ice cream." Teacher: Exactly. Teacher: And?
Teacher: No. Teacher: Not first. Student: The name of my graph is, "My favorite ice cream."  [TARGET]Teacher: Exactly.[/TARGET] Teacher: And? Student: And. Teacher: What else?
Teacher: Not first. Student: The name of my graph is, "My favorite ice cream." Teacher: Exactly.  [TARGET]Teacher: And?[/TARGET] Student: And. Teacher: What else? Student: [Inaudible].
Teacher: Exactly. Teacher: And? Student: And.  [TARGET]Teacher: What else?[/TARGET] Student: [Inaudible]. Teacher: Right. Teacher: You write what does this graph show you?
Student: And. Teacher: What else? Student: [Inaudible].  [TARGET]Teacher: Right.[/TARGET] Teacher: You write what does this graph show you? Teacher: You have to know. Teacher: It shows you the name of it.
Teacher: What else? Student: [Inaudible]. Teacher: Right.  [TARGET]Teacher: You write what does this graph show you?[/TARGET] Teacher: You have to know. Teacher: It shows you the name of it. Teacher: The name of your graph is what?
Student: [Inaudible]. Teacher: Right. Teacher: You write what does this graph show you?  [TARGET]Teacher: You have to know.[/TARGET] Teacher: It shows you the name of it. Teacher: The name of your graph is what? Student: A bar graph?
Teacher: Right. Teacher: You write what does this graph show you? Teacher: You have to know.  [TARGET]Teacher: It shows you the name of it.[/TARGET] Teacher: The name of your graph is what? Student: A bar graph? Teacher: The name of your graph is your favorite -
Teacher: You write what does this graph show you? Teacher: You have to know. Teacher: It shows you the name of it.  [TARGET]Teacher: The name of your graph is what?[/TARGET] Student: A bar graph? Teacher: The name of your graph is your favorite - Student: Food.
Teacher: It shows you the name of it. Teacher: The name of your graph is what? Student: A bar graph?  [TARGET]Teacher: The name of your graph is your favorite -[/TARGET] Student: Food. Teacher: Ice cream. Teacher: Food.
Student: A bar graph? Teacher: The name of your graph is your favorite - Student: Food.  [TARGET]Teacher: Ice cream.[/TARGET] Teacher: Food. Teacher: What desserts. Teacher: Fruit.
Teacher: The name of your graph is your favorite - Student: Food. Teacher: Ice cream.  [TARGET]Teacher: Food.[/TARGET] Teacher: What desserts. Teacher: Fruit. Teacher: Right?
Student: Food. Teacher: Ice cream. Teacher: Food.  [TARGET]Teacher: What desserts.[/TARGET] Teacher: Fruit. Teacher: Right? Student: Yes.
Teacher: Ice cream. Teacher: Food. Teacher: What desserts.  [TARGET]Teacher: Fruit.[/TARGET] Teacher: Right? Student: Yes. Teacher: You write down your constructive response.
Teacher: Food. Teacher: What desserts. Teacher: Fruit.  [TARGET]Teacher: Right?[/TARGET] Student: Yes. Teacher: You write down your constructive response. Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what?
Teacher: Fruit. Teacher: Right? Student: Yes.  [TARGET]Teacher: You write down your constructive response.[/TARGET] Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what? Student: Fact. Teacher: Fact.
Teacher: Right? Student: Yes. Teacher: You write down your constructive response.  [TARGET]Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what?[/TARGET] Student: Fact. Teacher: Fact. Teacher: What's a fact.
Teacher: You write down your constructive response. Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what? Student: Fact.  [TARGET]Teacher: Fact.[/TARGET] Teacher: What's a fact. Student: It's something that [inaudible]. Teacher: Something that's true.
Teacher: It is in my opinion as it's stated on the graph - it's not an opinion, because it's going to be a true what? Student: Fact. Teacher: Fact.  [TARGET]Teacher: What's a fact.[/TARGET] Student: It's something that [inaudible]. Teacher: Something that's true. Teacher: You got up.
Teacher: Fact. Teacher: What's a fact. Student: It's something that [inaudible].  [TARGET]Teacher: Something that's true.[/TARGET] Teacher: You got up. Teacher: You gathered your information. Teacher: Correct?
Teacher: What's a fact. Student: It's something that [inaudible]. Teacher: Something that's true.  [TARGET]Teacher: You got up.[/TARGET] Teacher: You gathered your information. Teacher: Correct? Multiple Students: Yes.
Student: It's something that [inaudible]. Teacher: Something that's true. Teacher: You got up.  [TARGET]Teacher: You gathered your information.[/TARGET] Teacher: Correct? Multiple Students: Yes. Teacher: Did you get up to gather your information?
Teacher: Something that's true. Teacher: You got up. Teacher: You gathered your information.  [TARGET]Teacher: Correct?[/TARGET] Multiple Students: Yes. Teacher: Did you get up to gather your information? Multiple Students: Yes.
Teacher: You gathered your information. Teacher: Correct? Multiple Students: Yes.  [TARGET]Teacher: Did you get up to gather your information?[/TARGET] Multiple Students: Yes. Teacher: Yes. Teacher: What are you talking about?
Multiple Students: Yes. Teacher: Did you get up to gather your information? Multiple Students: Yes.  [TARGET]Teacher: Yes.[/TARGET] Teacher: What are you talking about? Teacher: So you know what it is, correct? Multiple Students: Yes.
Teacher: Did you get up to gather your information? Multiple Students: Yes. Teacher: Yes.  [TARGET]Teacher: What are you talking about?[/TARGET] Teacher: So you know what it is, correct? Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive.
Multiple Students: Yes. Teacher: Yes. Teacher: What are you talking about?  [TARGET]Teacher: So you know what it is, correct?[/TARGET] Multiple Students: Yes. Teacher: So now you going to write - make your graph attractive. Teacher: One person does the graph.
Teacher: What are you talking about? Teacher: So you know what it is, correct? Multiple Students: Yes.  [TARGET]Teacher: So now you going to write - make your graph attractive.[/TARGET] Teacher: One person does the graph. Teacher: One person. Teacher: [Side comment about crayons].
Teacher: Now you didn't - you all are keep showing me, "I did it. Teacher: I did it."  I don't see anything. Teacher: I don't need six graphs.  [TARGET]Teacher: One graph and write down your constructive response underneath it as it's stated in the graph.[/TARGET] Teacher: As it's stated in the graph. Student: I don't know what you're talking about because [inaudible]. Teacher: Who is doing your graph, here?