stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: [Inaudible]. Teacher: You need to solve the problem. Teacher: So, figure it out.  [TARGET]Teacher: She went to bed at 5:00.[/TARGET] Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps. Teacher: This is step A, and this is part B, okay? Teacher: Make sure that your answer includes the words from the question.
Teacher: You need to solve the problem. Teacher: So, figure it out. Teacher: She went to bed at 5:00.  [TARGET]Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps.[/TARGET] Teacher: This is step A, and this is part B, okay? Teacher: Make sure that your answer includes the words from the question. Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay?
Teacher: So, figure it out. Teacher: She went to bed at 5:00. Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps.  [TARGET]Teacher: This is step A, and this is part B, okay?[/TARGET] Teacher: Make sure that your answer includes the words from the question. Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay? Teacher: We've talked about that when we were talking about our rubric.
Teacher: She went to bed at 5:00. Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps. Teacher: This is step A, and this is part B, okay?  [TARGET]Teacher: Make sure that your answer includes the words from the question.[/TARGET] Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay? Teacher: We've talked about that when we were talking about our rubric. Teacher: Including words from the question.
Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps. Teacher: This is step A, and this is part B, okay? Teacher: Make sure that your answer includes the words from the question.  [TARGET]Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay?[/TARGET] Teacher: We've talked about that when we were talking about our rubric. Teacher: Including words from the question. Teacher: That's doing the TTQA.
Teacher: This is step A, and this is part B, okay? Teacher: Make sure that your answer includes the words from the question. Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay?  [TARGET]Teacher: We've talked about that when we were talking about our rubric.[/TARGET] Teacher: Including words from the question. Teacher: That's doing the TTQA. Teacher: That Will use the words from the question.
Teacher: Make sure that your answer includes the words from the question. Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay? Teacher: We've talked about that when we were talking about our rubric.  [TARGET]Teacher: Including words from the question.[/TARGET] Teacher: That's doing the TTQA. Teacher: That Will use the words from the question. Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today.
Teacher: If they said time, bed, Suzie, you need to use those words in your answer, okay? Teacher: We've talked about that when we were talking about our rubric. Teacher: Including words from the question.  [TARGET]Teacher: That's doing the TTQA.[/TARGET] Teacher: That Will use the words from the question. Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today. Teacher: Are we ready to continue?
Teacher: We've talked about that when we were talking about our rubric. Teacher: Including words from the question. Teacher: That's doing the TTQA.  [TARGET]Teacher: That Will use the words from the question.[/TARGET] Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today. Teacher: Are we ready to continue? Multiple Students: Yes.
Teacher: Including words from the question. Teacher: That's doing the TTQA. Teacher: That Will use the words from the question.  [TARGET]Teacher: So, you are going to keep both of these papers on your desk, today, when we go to do our open response question for today.[/TARGET] Teacher: Are we ready to continue? Multiple Students: Yes. Teacher: Okay.
Multiple Students: Yes. Teacher: Okay. Teacher: Before we move on let's look at our objectives for today.  [TARGET]Teacher: Our content objective.[/TARGET] Teacher: Who can read what we are doing today? Teacher: Nice and loud. Teacher: Student S?
Teacher: Our content objective. Teacher: Who can read what we are doing today? Teacher: Nice and loud.  [TARGET]Teacher: Student S?[/TARGET] Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. Teacher: Perfect. Teacher: Important words.
Teacher: Nice and loud. Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely.  [TARGET]Teacher: Perfect.[/TARGET] Teacher: Important words. Teacher: Correctly, and completely. Teacher: I don't want to know just the answer.
Teacher: Student S? Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. Teacher: Perfect.  [TARGET]Teacher: Important words.[/TARGET] Teacher: Correctly, and completely. Teacher: I don't want to know just the answer. Teacher: I don't want you to write triangle if they want you to show the work.
Student: I will [inaudible] an open response to the math problem [inaudible] correctly and completely. Teacher: Perfect. Teacher: Important words.  [TARGET]Teacher: Correctly, and completely.[/TARGET] Teacher: I don't want to know just the answer. Teacher: I don't want you to write triangle if they want you to show the work. Teacher: So, you need to show the work completely.
Teacher: Perfect. Teacher: Important words. Teacher: Correctly, and completely.  [TARGET]Teacher: I don't want to know just the answer.[/TARGET] Teacher: I don't want you to write triangle if they want you to show the work. Teacher: So, you need to show the work completely. Teacher: Who can read how we are going to do this?
Teacher: Important words. Teacher: Correctly, and completely. Teacher: I don't want to know just the answer.  [TARGET]Teacher: I don't want you to write triangle if they want you to show the work.[/TARGET] Teacher: So, you need to show the work completely. Teacher: Who can read how we are going to do this? Teacher: This is what we're going to do.
Teacher: Correctly, and completely. Teacher: I don't want to know just the answer. Teacher: I don't want you to write triangle if they want you to show the work.  [TARGET]Teacher: So, you need to show the work completely.[/TARGET] Teacher: Who can read how we are going to do this? Teacher: This is what we're going to do. Teacher: Who can read how we are going to do it?
Teacher: I don't want you to write triangle if they want you to show the work. Teacher: So, you need to show the work completely. Teacher: Who can read how we are going to do this?  [TARGET]Teacher: This is what we're going to do.[/TARGET] Teacher: Who can read how we are going to do it? Teacher: Student S? Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric.
Teacher: Who can read how we are going to do this? Teacher: This is what we're going to do. Teacher: Who can read how we are going to do it?  [TARGET]Teacher: Student S?[/TARGET] Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric. Teacher: Rubric Student: Rubric.
Teacher: Who can read how we are going to do it? Teacher: Student S? Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric.  [TARGET]Teacher: Rubric[/TARGET] Student: Rubric. Teacher: So I will apply the five-step strategy. Teacher: That's this page.
Student: I will apply five-step strategy to help solve the math open response question correctly and completely to score a four, according to the rubric. Teacher: Rubric Student: Rubric.  [TARGET]Teacher: So I will apply the five-step strategy.[/TARGET] Teacher: That's this page. Teacher: You're going to use this in order to score a four, okay? Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this.
Teacher: Rubric Student: Rubric. Teacher: So I will apply the five-step strategy.  [TARGET]Teacher: That's this page.[/TARGET] Teacher: You're going to use this in order to score a four, okay? Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this. Teacher: They give you a paper similar to this.
Student: Rubric. Teacher: So I will apply the five-step strategy. Teacher: That's this page.  [TARGET]Teacher: You're going to use this in order to score a four, okay?[/TARGET] Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this. Teacher: They give you a paper similar to this. Teacher: Now, there is a spot down here that looks like a graph.
Teacher: So I will apply the five-step strategy. Teacher: That's this page. Teacher: You're going to use this in order to score a four, okay?  [TARGET]Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this.[/TARGET] Teacher: They give you a paper similar to this. Teacher: Now, there is a spot down here that looks like a graph. Teacher: Some of you will have open responses where it says create a graph on the grid.
Teacher: That's this page. Teacher: You're going to use this in order to score a four, okay? Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this.  [TARGET]Teacher: They give you a paper similar to this.[/TARGET] Teacher: Now, there is a spot down here that looks like a graph. Teacher: Some of you will have open responses where it says create a graph on the grid. Teacher: Some of you will not.
Teacher: You're going to use this in order to score a four, okay? Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this. Teacher: They give you a paper similar to this.  [TARGET]Teacher: Now, there is a spot down here that looks like a graph.[/TARGET] Teacher: Some of you will have open responses where it says create a graph on the grid. Teacher: Some of you will not. Teacher: If you do not need the graph, you can write right over it.
Teacher: Now, the way an open response works is kind of like in reading when they give you a large space to write a paragraph, you're not going to be writing paragraphs on your math test, but they give you a paper that looks similar to this - not exactly like this. Teacher: They give you a paper similar to this. Teacher: Now, there is a spot down here that looks like a graph.  [TARGET]Teacher: Some of you will have open responses where it says create a graph on the grid.[/TARGET] Teacher: Some of you will not. Teacher: If you do not need the graph, you can write right over it. Teacher: You can do your math work over here.
Teacher: They give you a paper similar to this. Teacher: Now, there is a spot down here that looks like a graph. Teacher: Some of you will have open responses where it says create a graph on the grid.  [TARGET]Teacher: Some of you will not.[/TARGET] Teacher: If you do not need the graph, you can write right over it. Teacher: You can do your math work over here. Teacher: You can use this however you want, okay?
Teacher: Now, there is a spot down here that looks like a graph. Teacher: Some of you will have open responses where it says create a graph on the grid. Teacher: Some of you will not.  [TARGET]Teacher: If you do not need the graph, you can write right over it.[/TARGET] Teacher: You can do your math work over here. Teacher: You can use this however you want, okay? Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation.
Teacher: Some of you will have open responses where it says create a graph on the grid. Teacher: Some of you will not. Teacher: If you do not need the graph, you can write right over it.  [TARGET]Teacher: You can do your math work over here.[/TARGET] Teacher: You can use this however you want, okay? Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation. Teacher: B.
Teacher: Some of you will not. Teacher: If you do not need the graph, you can write right over it. Teacher: You can do your math work over here.  [TARGET]Teacher: You can use this however you want, okay?[/TARGET] Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation. Teacher: B. Teacher: My work and my explanation.
Teacher: If you do not need the graph, you can write right over it. Teacher: You can do your math work over here. Teacher: You can use this however you want, okay?  [TARGET]Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation.[/TARGET] Teacher: B. Teacher: My work and my explanation. Teacher: C.  If there is one.
Teacher: You can do your math work over here. Teacher: You can use this however you want, okay? Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation.  [TARGET]Teacher: B.[/TARGET] Teacher: My work and my explanation. Teacher: C.  If there is one. Teacher: My work and my explanation, okay?
Teacher: You can use this however you want, okay? Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation. Teacher: B.  [TARGET]Teacher: My work and my explanation.[/TARGET] Teacher: C.  If there is one. Teacher: My work and my explanation, okay? Teacher: That's what they mean when they say label each part.
Teacher: When they were talking about labeling things A, B, C, I would put right here, A, and then do all my work and my explanation. Teacher: B. Teacher: My work and my explanation.  [TARGET]Teacher: C.  If there is one.[/TARGET] Teacher: My work and my explanation, okay? Teacher: That's what they mean when they say label each part. Teacher: Does everyone understand?
Teacher: B. Teacher: My work and my explanation. Teacher: C.  If there is one.  [TARGET]Teacher: My work and my explanation, okay?[/TARGET] Teacher: That's what they mean when they say label each part. Teacher: Does everyone understand? Multiple Students: Yes.
Teacher: My work and my explanation. Teacher: C.  If there is one. Teacher: My work and my explanation, okay?  [TARGET]Teacher: That's what they mean when they say label each part.[/TARGET] Teacher: Does everyone understand? Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric.
Teacher: C.  If there is one. Teacher: My work and my explanation, okay? Teacher: That's what they mean when they say label each part.  [TARGET]Teacher: Does everyone understand?[/TARGET] Multiple Students: Yes. Teacher: So, this is what your answer sheet looks like when you do your open response rubric. Teacher: I think we are ready to look at our question.
Teacher: That's what they mean when they say label each part. Teacher: Does everyone understand? Multiple Students: Yes.  [TARGET]Teacher: So, this is what your answer sheet looks like when you do your open response rubric.[/TARGET] Teacher: I think we are ready to look at our question. Teacher: Here's our question that we are all going to work on today. Teacher: The top part is just telling the teacher who printed this out where this came from.
Teacher: So, this is what your answer sheet looks like when you do your open response rubric. Teacher: I think we are ready to look at our question. Teacher: Here's our question that we are all going to work on today.  [TARGET]Teacher: The top part is just telling the teacher who printed this out where this came from.[/TARGET] Teacher: So, this came from the 1006 Math MCAS, okay? Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now.
Teacher: I think we are ready to look at our question. Teacher: Here's our question that we are all going to work on today. Teacher: The top part is just telling the teacher who printed this out where this came from.  [TARGET]Teacher: So, this came from the 1006 Math MCAS, okay?[/TARGET] Teacher: So, from a few years ago. Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now.
Teacher: Here's our question that we are all going to work on today. Teacher: The top part is just telling the teacher who printed this out where this came from. Teacher: So, this came from the 1006 Math MCAS, okay?  [TARGET]Teacher: So, from a few years ago.[/TARGET] Teacher: So, let's just do the reading and re-reading right now. Teacher: We'll actually do the first readings right now. Teacher: Here it is.
Teacher: Here it is. Teacher: I'll read it to you. Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on.  [TARGET]Teacher: "The pictures below show how two different groups of shapes balance a scale."  So what is this called?[/TARGET] Multiple Students: A scale. Teacher: A scale. Teacher: And there are two different groups.
Teacher: Just follow along up here, and then you'll get your own copy to do your re-reading on. Teacher: "The pictures below show how two different groups of shapes balance a scale."  So what is this called? Multiple Students: A scale.  [TARGET]Teacher: A scale.[/TARGET] Teacher: And there are two different groups. Teacher: "If a block," now let's look at this one, "One block balances two balls."  So, one block is what to two balls? Student: Balances two balls?
Teacher: "The pictures below show how two different groups of shapes balance a scale."  So what is this called? Multiple Students: A scale. Teacher: A scale.  [TARGET]Teacher: And there are two different groups.[/TARGET] Teacher: "If a block," now let's look at this one, "One block balances two balls."  So, one block is what to two balls? Student: Balances two balls? Student: Equal?
Multiple Students: A scale. Teacher: A scale. Teacher: And there are two different groups.  [TARGET]Teacher: "If a block," now let's look at this one, "One block balances two balls."  So, one block is what to two balls?[/TARGET] Student: Balances two balls? Student: Equal? Teacher: Equal.
Teacher: "If a block," now let's look at this one, "One block balances two balls."  So, one block is what to two balls? Student: Balances two balls? Student: Equal?  [TARGET]Teacher: Equal.[/TARGET] Teacher: Great job, Student K.  Move your clothespin up. Teacher: She's thinking. Teacher: She knows that if these two are the same, they must be?
Student: Equal? Teacher: Equal. Teacher: Great job, Student K.  Move your clothespin up.  [TARGET]Teacher: She's thinking.[/TARGET] Teacher: She knows that if these two are the same, they must be? Multiple Students: Equal. Teacher: Equal.
Teacher: Equal. Teacher: Great job, Student K.  Move your clothespin up. Teacher: She's thinking.  [TARGET]Teacher: She knows that if these two are the same, they must be?[/TARGET] Multiple Students: Equal. Teacher: Equal. Teacher: That's a great math word to use.
Teacher: She's thinking. Teacher: She knows that if these two are the same, they must be? Multiple Students: Equal.  [TARGET]Teacher: Equal.[/TARGET] Teacher: That's a great math word to use. Teacher: Nice vocabulary Student E.  Let's look at this one. Teacher: "Two blocks balance ten cans."  So, we know that two blocks must be what to ten cans?
Teacher: She knows that if these two are the same, they must be? Multiple Students: Equal. Teacher: Equal.  [TARGET]Teacher: That's a great math word to use.[/TARGET] Teacher: Nice vocabulary Student E.  Let's look at this one. Teacher: "Two blocks balance ten cans."  So, we know that two blocks must be what to ten cans? Teacher: Student R?
Teacher: Equal. Teacher: That's a great math word to use. Teacher: Nice vocabulary Student E.  Let's look at this one.  [TARGET]Teacher: "Two blocks balance ten cans."  So, we know that two blocks must be what to ten cans?[/TARGET] Teacher: Student R? Student: Equals. Teacher: Equals.
Teacher: That's a great math word to use. Teacher: Nice vocabulary Student E.  Let's look at this one. Teacher: "Two blocks balance ten cans."  So, we know that two blocks must be what to ten cans?  [TARGET]Teacher: Student R?[/TARGET] Student: Equals. Teacher: Equals. Teacher: Very good.
Teacher: "Two blocks balance ten cans."  So, we know that two blocks must be what to ten cans? Teacher: Student R? Student: Equals.  [TARGET]Teacher: Equals.[/TARGET] Teacher: Very good. Teacher: Let's move on. Teacher: Have we even gotten to the question, yet?
Teacher: Student R? Student: Equals. Teacher: Equals.  [TARGET]Teacher: Very good.[/TARGET] Teacher: Let's move on. Teacher: Have we even gotten to the question, yet? Student: No.
Teacher: Equals. Teacher: Very good. Teacher: Let's move on.  [TARGET]Teacher: Have we even gotten to the question, yet?[/TARGET] Student: No. Teacher: No. Teacher: This is just information that they're giving you.
Teacher: Let's move on. Teacher: Have we even gotten to the question, yet? Student: No.  [TARGET]Teacher: No.[/TARGET] Teacher: This is just information that they're giving you. Teacher: You have to read all of the information, and then we're going to go to our questioning. Teacher: How many parts are in this question?
Teacher: Have we even gotten to the question, yet? Student: No. Teacher: No.  [TARGET]Teacher: This is just information that they're giving you.[/TARGET] Teacher: You have to read all of the information, and then we're going to go to our questioning. Teacher: How many parts are in this question? Teacher: I see the same hands.
Student: No. Teacher: No. Teacher: This is just information that they're giving you.  [TARGET]Teacher: You have to read all of the information, and then we're going to go to our questioning.[/TARGET] Teacher: How many parts are in this question? Teacher: I see the same hands. Teacher: Let's see some new hands.
Teacher: No. Teacher: This is just information that they're giving you. Teacher: You have to read all of the information, and then we're going to go to our questioning.  [TARGET]Teacher: How many parts are in this question?[/TARGET] Teacher: I see the same hands. Teacher: Let's see some new hands. Teacher: How many parts are in this question?
Teacher: How many parts are in this question? Teacher: I see the same hands. Teacher: Let's see some new hands.  [TARGET]Teacher: How many parts are in this question?[/TARGET] Teacher: Remember, it said label part A, part B, part C? Teacher: How many parts do we have this time? Teacher: Student J?