stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: 15 is the smallest number, right? Teacher: What's the highest number I should choose to go up to? Teacher: Maybe 40?  [TARGET]Teacher: So my scale could start at 10, right?[/TARGET] Teacher: I can end with 40. Teacher: Now the intervals are the number that you choose to make each mark. Teacher: Your interval can be going by 2.
Teacher: What's the highest number I should choose to go up to? Teacher: Maybe 40? Teacher: So my scale could start at 10, right?  [TARGET]Teacher: I can end with 40.[/TARGET] Teacher: Now the intervals are the number that you choose to make each mark. Teacher: Your interval can be going by 2. Teacher: Your interval can be going by 1, or by 5.
Teacher: Maybe 40? Teacher: So my scale could start at 10, right? Teacher: I can end with 40.  [TARGET]Teacher: Now the intervals are the number that you choose to make each mark.[/TARGET] Teacher: Your interval can be going by 2. Teacher: Your interval can be going by 1, or by 5. Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard?
Teacher: So my scale could start at 10, right? Teacher: I can end with 40. Teacher: Now the intervals are the number that you choose to make each mark.  [TARGET]Teacher: Your interval can be going by 2.[/TARGET] Teacher: Your interval can be going by 1, or by 5. Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard? Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use?
Teacher: I can end with 40. Teacher: Now the intervals are the number that you choose to make each mark. Teacher: Your interval can be going by 2.  [TARGET]Teacher: Your interval can be going by 1, or by 5.[/TARGET] Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard? Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use? Teacher: What's the best interval?
Teacher: Now the intervals are the number that you choose to make each mark. Teacher: Your interval can be going by 2. Teacher: Your interval can be going by 1, or by 5.  [TARGET]Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard?[/TARGET] Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use? Teacher: What's the best interval? Teacher: Should we use ones, twos, fives, tens?
Teacher: Your interval can be going by 2. Teacher: Your interval can be going by 1, or by 5. Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard?  [TARGET]Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use?[/TARGET] Teacher: What's the best interval? Teacher: Should we use ones, twos, fives, tens? Teacher: Should I go by 20?
Teacher: Your interval can be going by 1, or by 5. Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard? Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use?  [TARGET]Teacher: What's the best interval?[/TARGET] Teacher: Should we use ones, twos, fives, tens? Teacher: Should I go by 20? Teacher: Let me see your boards.
Teacher: Based on these numbers what's the best interval we can use, right on your whiteboard? Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use? Teacher: What's the best interval?  [TARGET]Teacher: Should we use ones, twos, fives, tens?[/TARGET] Teacher: Should I go by 20? Teacher: Let me see your boards. Teacher: I see some fives.
Teacher: Based on the number 15, and 26, and 38, tell me what's the intervals we should use? Teacher: What's the best interval? Teacher: Should we use ones, twos, fives, tens?  [TARGET]Teacher: Should I go by 20?[/TARGET] Teacher: Let me see your boards. Teacher: I see some fives. Teacher: I see some tens.
Teacher: Should we use ones, twos, fives, tens? Teacher: Should I go by 20? Teacher: Let me see your boards.  [TARGET]Teacher: I see some fives.[/TARGET] Teacher: I see some tens. Teacher: Okay. Teacher: Those are all pretty reasonable.
Teacher: Should I go by 20? Teacher: Let me see your boards. Teacher: I see some fives.  [TARGET]Teacher: I see some tens.[/TARGET] Teacher: Okay. Teacher: Those are all pretty reasonable. Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30.
Teacher: I see some fives. Teacher: I see some tens. Teacher: Okay.  [TARGET]Teacher: Those are all pretty reasonable.[/TARGET] Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30. Teacher: You could use tens. Teacher: I would - let's see.
Teacher: I see some tens. Teacher: Okay. Teacher: Those are all pretty reasonable.  [TARGET]Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30.[/TARGET] Teacher: You could use tens. Teacher: I would - let's see. Teacher: How would that change my graph if I decide to use tens as intervals?
Teacher: Okay. Teacher: Those are all pretty reasonable. Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30.  [TARGET]Teacher: You could use tens.[/TARGET] Teacher: I would - let's see. Teacher: How would that change my graph if I decide to use tens as intervals? Teacher: Student S?
Teacher: Those are all pretty reasonable. Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30. Teacher: You could use tens.  [TARGET]Teacher: I would - let's see.[/TARGET] Teacher: How would that change my graph if I decide to use tens as intervals? Teacher: Student S? Student: The bars would be short.
Teacher: That's because these numbers, when you round them up, they're kind of close to the tens, right, like 38 is close to 40, 26 if you round it up is close to 30. Teacher: You could use tens. Teacher: I would - let's see.  [TARGET]Teacher: How would that change my graph if I decide to use tens as intervals?[/TARGET] Teacher: Student S? Student: The bars would be short. Teacher: Shorter.
Teacher: You could use tens. Teacher: I would - let's see. Teacher: How would that change my graph if I decide to use tens as intervals?  [TARGET]Teacher: Student S?[/TARGET] Student: The bars would be short. Teacher: Shorter. Teacher: What about if I decide to use fives as my intervals?
Teacher: How would that change my graph if I decide to use tens as intervals? Teacher: Student S? Student: The bars would be short.  [TARGET]Teacher: Shorter.[/TARGET] Teacher: What about if I decide to use fives as my intervals? Teacher: What will happen to the bars? Student: The bars would be long.
Teacher: Student S? Student: The bars would be short. Teacher: Shorter.  [TARGET]Teacher: What about if I decide to use fives as my intervals?[/TARGET] Teacher: What will happen to the bars? Student: The bars would be long. Teacher: They would be longer.
Student: The bars would be short. Teacher: Shorter. Teacher: What about if I decide to use fives as my intervals?  [TARGET]Teacher: What will happen to the bars?[/TARGET] Student: The bars would be long. Teacher: They would be longer. Teacher: The smaller the intervals that you use, the higher the bars.
Teacher: What about if I decide to use fives as my intervals? Teacher: What will happen to the bars? Student: The bars would be long.  [TARGET]Teacher: They would be longer.[/TARGET] Teacher: The smaller the intervals that you use, the higher the bars. Teacher: Now here we're talking about a dog and its weight as it changes through the weeks. Teacher: What kind of graph would you use, on your whiteboard?
Teacher: What will happen to the bars? Student: The bars would be long. Teacher: They would be longer.  [TARGET]Teacher: The smaller the intervals that you use, the higher the bars.[/TARGET] Teacher: Now here we're talking about a dog and its weight as it changes through the weeks. Teacher: What kind of graph would you use, on your whiteboard? Teacher: Tell me what kind of graph I could use and then tell me why.
Student: The bars would be long. Teacher: They would be longer. Teacher: The smaller the intervals that you use, the higher the bars.  [TARGET]Teacher: Now here we're talking about a dog and its weight as it changes through the weeks.[/TARGET] Teacher: What kind of graph would you use, on your whiteboard? Teacher: Tell me what kind of graph I could use and then tell me why. Teacher: Think about what you're writing.
Teacher: They would be longer. Teacher: The smaller the intervals that you use, the higher the bars. Teacher: Now here we're talking about a dog and its weight as it changes through the weeks.  [TARGET]Teacher: What kind of graph would you use, on your whiteboard?[/TARGET] Teacher: Tell me what kind of graph I could use and then tell me why. Teacher: Think about what you're writing. Teacher: I'm talking about how a dog is growing, so what kind of graph would I use?
Teacher: The smaller the intervals that you use, the higher the bars. Teacher: Now here we're talking about a dog and its weight as it changes through the weeks. Teacher: What kind of graph would you use, on your whiteboard?  [TARGET]Teacher: Tell me what kind of graph I could use and then tell me why.[/TARGET] Teacher: Think about what you're writing. Teacher: I'm talking about how a dog is growing, so what kind of graph would I use? Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing?
Teacher: Now here we're talking about a dog and its weight as it changes through the weeks. Teacher: What kind of graph would you use, on your whiteboard? Teacher: Tell me what kind of graph I could use and then tell me why.  [TARGET]Teacher: Think about what you're writing.[/TARGET] Teacher: I'm talking about how a dog is growing, so what kind of graph would I use? Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing? Teacher: You're not showing two things.
Teacher: What kind of graph would you use, on your whiteboard? Teacher: Tell me what kind of graph I could use and then tell me why. Teacher: Think about what you're writing.  [TARGET]Teacher: I'm talking about how a dog is growing, so what kind of graph would I use?[/TARGET] Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing? Teacher: You're not showing two things. Teacher: You're showing one thing.
Teacher: Tell me what kind of graph I could use and then tell me why. Teacher: Think about what you're writing. Teacher: I'm talking about how a dog is growing, so what kind of graph would I use?  [TARGET]Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing?[/TARGET] Teacher: You're not showing two things. Teacher: You're showing one thing. Teacher: You're only showing one animal.
Teacher: Think about what you're writing. Teacher: I'm talking about how a dog is growing, so what kind of graph would I use? Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing?  [TARGET]Teacher: You're not showing two things.[/TARGET] Teacher: You're showing one thing. Teacher: You're only showing one animal. Teacher: Student M, you said a line graph because it shows growth over time, okay?
Teacher: I'm talking about how a dog is growing, so what kind of graph would I use? Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing? Teacher: You're not showing two things.  [TARGET]Teacher: You're showing one thing.[/TARGET] Teacher: You're only showing one animal. Teacher: Student M, you said a line graph because it shows growth over time, okay? Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time.
Teacher: Which graph would you be more likely to use when you're showing the growth of something, of one thing? Teacher: You're not showing two things. Teacher: You're showing one thing.  [TARGET]Teacher: You're only showing one animal.[/TARGET] Teacher: Student M, you said a line graph because it shows growth over time, okay? Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time. Teacher: If I use my tens as intervals, what am I doing down here?
Teacher: You're not showing two things. Teacher: You're showing one thing. Teacher: You're only showing one animal.  [TARGET]Teacher: Student M, you said a line graph because it shows growth over time, okay?[/TARGET] Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time. Teacher: If I use my tens as intervals, what am I doing down here? Teacher: 1, 2, and 3.
Teacher: You're showing one thing. Teacher: You're only showing one animal. Teacher: Student M, you said a line graph because it shows growth over time, okay?  [TARGET]Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time.[/TARGET] Teacher: If I use my tens as intervals, what am I doing down here? Teacher: 1, 2, and 3. Teacher: Give me the title.
Teacher: You're only showing one animal. Teacher: Student M, you said a line graph because it shows growth over time, okay? Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time.  [TARGET]Teacher: If I use my tens as intervals, what am I doing down here?[/TARGET] Teacher: 1, 2, and 3. Teacher: Give me the title. Teacher: You don't have to write it on your board.
Teacher: Student M, you said a line graph because it shows growth over time, okay? Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time. Teacher: If I use my tens as intervals, what am I doing down here?  [TARGET]Teacher: 1, 2, and 3.[/TARGET] Teacher: Give me the title. Teacher: You don't have to write it on your board. Teacher: Just give me a title, Student M.
Teacher: You could probably use a bar graph, but if it's just one animal, it's better to just use a line graph to show how it's grown over time. Teacher: If I use my tens as intervals, what am I doing down here? Teacher: 1, 2, and 3.  [TARGET]Teacher: Give me the title.[/TARGET] Teacher: You don't have to write it on your board. Teacher: Just give me a title, Student M. Student: Dogs growth.
Teacher: You don't have to write it on your board. Teacher: Just give me a title, Student M. Student: Dogs growth.  [TARGET]Teacher: Dogs - how about weekly growth?[/TARGET] Student: Weight. Teacher: Or weight. Teacher: Weight makes more sense, right?
Student: Dogs growth. Teacher: Dogs - how about weekly growth? Student: Weight.  [TARGET]Teacher: Or weight.[/TARGET] Teacher: Weight makes more sense, right? Teacher: So are these my labels? Teacher: Is that enough?
Teacher: Dogs - how about weekly growth? Student: Weight. Teacher: Or weight.  [TARGET]Teacher: Weight makes more sense, right?[/TARGET] Teacher: So are these my labels? Teacher: Is that enough? Teacher: What am I putting on my Y axis, Student A?
Student: Weight. Teacher: Or weight. Teacher: Weight makes more sense, right?  [TARGET]Teacher: So are these my labels?[/TARGET] Teacher: Is that enough? Teacher: What am I putting on my Y axis, Student A? Teacher: What would be the Y axis?
Teacher: Or weight. Teacher: Weight makes more sense, right? Teacher: So are these my labels?  [TARGET]Teacher: Is that enough?[/TARGET] Teacher: What am I putting on my Y axis, Student A? Teacher: What would be the Y axis? Teacher: Am I putting the week or am I putting the pounds?
Teacher: Weight makes more sense, right? Teacher: So are these my labels? Teacher: Is that enough?  [TARGET]Teacher: What am I putting on my Y axis, Student A?[/TARGET] Teacher: What would be the Y axis? Teacher: Am I putting the week or am I putting the pounds? Teacher: I would say pounds, and what am I putting down here then, Student A?
Teacher: So are these my labels? Teacher: Is that enough? Teacher: What am I putting on my Y axis, Student A?  [TARGET]Teacher: What would be the Y axis?[/TARGET] Teacher: Am I putting the week or am I putting the pounds? Teacher: I would say pounds, and what am I putting down here then, Student A? Teacher: The weeks.
Teacher: Is that enough? Teacher: What am I putting on my Y axis, Student A? Teacher: What would be the Y axis?  [TARGET]Teacher: Am I putting the week or am I putting the pounds?[/TARGET] Teacher: I would say pounds, and what am I putting down here then, Student A? Teacher: The weeks. Teacher: So in three weeks I'm going to see how it grows.
Teacher: What am I putting on my Y axis, Student A? Teacher: What would be the Y axis? Teacher: Am I putting the week or am I putting the pounds?  [TARGET]Teacher: I would say pounds, and what am I putting down here then, Student A?[/TARGET] Teacher: The weeks. Teacher: So in three weeks I'm going to see how it grows. Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20.
Teacher: What would be the Y axis? Teacher: Am I putting the week or am I putting the pounds? Teacher: I would say pounds, and what am I putting down here then, Student A?  [TARGET]Teacher: The weeks.[/TARGET] Teacher: So in three weeks I'm going to see how it grows. Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20. Teacher: Correct?
Teacher: Am I putting the week or am I putting the pounds? Teacher: I would say pounds, and what am I putting down here then, Student A? Teacher: The weeks.  [TARGET]Teacher: So in three weeks I'm going to see how it grows.[/TARGET] Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20. Teacher: Correct? Teacher: At two, a little bit above the middle, and then 38.
Teacher: I would say pounds, and what am I putting down here then, Student A? Teacher: The weeks. Teacher: So in three weeks I'm going to see how it grows.  [TARGET]Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20.[/TARGET] Teacher: Correct? Teacher: At two, a little bit above the middle, and then 38. Teacher: Okay.
Teacher: The weeks. Teacher: So in three weeks I'm going to see how it grows. Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20.  [TARGET]Teacher: Correct?[/TARGET] Teacher: At two, a little bit above the middle, and then 38. Teacher: Okay. Teacher: So here's the question.
Teacher: So in three weeks I'm going to see how it grows. Teacher: Week one, at 15, I'm going to estimate and think it's between 10 and 20. Teacher: Correct?  [TARGET]Teacher: At two, a little bit above the middle, and then 38.[/TARGET] Teacher: Okay. Teacher: So here's the question. Teacher: What's the trend in this graph?
Teacher: Correct? Teacher: At two, a little bit above the middle, and then 38. Teacher: Okay.  [TARGET]Teacher: So here's the question.[/TARGET] Teacher: What's the trend in this graph? Teacher: What does this graph show you, basically? Teacher: What's the trend?
Teacher: At two, a little bit above the middle, and then 38. Teacher: Okay. Teacher: So here's the question.  [TARGET]Teacher: What's the trend in this graph?[/TARGET] Teacher: What does this graph show you, basically? Teacher: What's the trend? Teacher: Student T?
Teacher: Okay. Teacher: So here's the question. Teacher: What's the trend in this graph?  [TARGET]Teacher: What does this graph show you, basically?[/TARGET] Teacher: What's the trend? Teacher: Student T? Student: The growth of a dog.
Teacher: So here's the question. Teacher: What's the trend in this graph? Teacher: What does this graph show you, basically?  [TARGET]Teacher: What's the trend?[/TARGET] Teacher: Student T? Student: The growth of a dog. Teacher: If it went down like this, what can you tell me about the trend?
Teacher: What's the trend in this graph? Teacher: What does this graph show you, basically? Teacher: What's the trend?  [TARGET]Teacher: Student T?[/TARGET] Student: The growth of a dog. Teacher: If it went down like this, what can you tell me about the trend? Teacher: If it just - what can we say about the trend?
Teacher: What's the trend? Teacher: Student T? Student: The growth of a dog.  [TARGET]Teacher: If it went down like this, what can you tell me about the trend?[/TARGET] Teacher: If it just - what can we say about the trend? Teacher: See, you got it. Teacher: It d - you said it.
Teacher: Student T? Student: The growth of a dog. Teacher: If it went down like this, what can you tell me about the trend?  [TARGET]Teacher: If it just - what can we say about the trend?[/TARGET] Teacher: See, you got it. Teacher: It d - you said it. Teacher: Decreased, right?
Student: The growth of a dog. Teacher: If it went down like this, what can you tell me about the trend? Teacher: If it just - what can we say about the trend?  [TARGET]Teacher: See, you got it.[/TARGET] Teacher: It d - you said it. Teacher: Decreased, right? Teacher: His weight decreased.
Teacher: If it went down like this, what can you tell me about the trend? Teacher: If it just - what can we say about the trend? Teacher: See, you got it.  [TARGET]Teacher: It d - you said it.[/TARGET] Teacher: Decreased, right? Teacher: His weight decreased. Teacher: So based on that, what general observation can we make?
Teacher: If it just - what can we say about the trend? Teacher: See, you got it. Teacher: It d - you said it.  [TARGET]Teacher: Decreased, right?[/TARGET] Teacher: His weight decreased. Teacher: So based on that, what general observation can we make? Teacher: Maybe the dog got sick.
Teacher: See, you got it. Teacher: It d - you said it. Teacher: Decreased, right?  [TARGET]Teacher: His weight decreased.[/TARGET] Teacher: So based on that, what general observation can we make? Teacher: Maybe the dog got sick. Teacher: Then can we say the dog got lost?
Teacher: It d - you said it. Teacher: Decreased, right? Teacher: His weight decreased.  [TARGET]Teacher: So based on that, what general observation can we make?[/TARGET] Teacher: Maybe the dog got sick. Teacher: Then can we say the dog got lost? Multiple Students: No.
Teacher: Decreased, right? Teacher: His weight decreased. Teacher: So based on that, what general observation can we make?  [TARGET]Teacher: Maybe the dog got sick.[/TARGET] Teacher: Then can we say the dog got lost? Multiple Students: No. Teacher: You don't just make a random assumption.
Teacher: His weight decreased. Teacher: So based on that, what general observation can we make? Teacher: Maybe the dog got sick.  [TARGET]Teacher: Then can we say the dog got lost?[/TARGET] Multiple Students: No. Teacher: You don't just make a random assumption. Teacher: You have to make sure it makes sense.
Teacher: Maybe the dog got sick. Teacher: Then can we say the dog got lost? Multiple Students: No.  [TARGET]Teacher: You don't just make a random assumption.[/TARGET] Teacher: You have to make sure it makes sense. Teacher: Yes ma'am? Student: Maybe he doesn't like his food.
Teacher: Then can we say the dog got lost? Multiple Students: No. Teacher: You don't just make a random assumption.  [TARGET]Teacher: You have to make sure it makes sense.[/TARGET] Teacher: Yes ma'am? Student: Maybe he doesn't like his food. Teacher: Maybe he doesn't like the dog food.
Multiple Students: No. Teacher: You don't just make a random assumption. Teacher: You have to make sure it makes sense.  [TARGET]Teacher: Yes ma'am?[/TARGET] Student: Maybe he doesn't like his food. Teacher: Maybe he doesn't like the dog food. Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight?