stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: If you missed zero to six, raise your hand. Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk]  [TARGET]Teacher: Oh, we [haven't got under 13].[/TARGET] Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know.
Teacher: So that would be one, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13. Teacher: [Crosstalk] Teacher: Oh, we [haven't got under 13].  [TARGET]Teacher: One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13.[/TARGET] Teacher: Those people put an A on your paper, on the back. Teacher: Put an A on the back by your name so I'll know. Teacher: Just put A.
Teacher: Just put A. Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand.  [TARGET]Teacher: Oh, Student J.  That's awesome.[/TARGET] Teacher: One, two, three, four. Teacher: Okay, those people please put a B on the back of your paper for [inaudible]. Teacher: [Crosstalk]
Teacher: If you missed seven to 12 - Student K, I'm so proud of you. Teacher: Raise your hand. Teacher: Oh, Student J.  That's awesome.  [TARGET]Teacher: One, two, three, four.[/TARGET] Teacher: Okay, those people please put a B on the back of your paper for [inaudible]. Teacher: [Crosstalk] Teacher: D to a C to a B.
Teacher: One, two, three, four. Teacher: Okay, those people please put a B on the back of your paper for [inaudible]. Teacher: [Crosstalk]  [TARGET]Teacher: D to a C to a B.[/TARGET] Teacher: What about 13 through 15? Teacher: You're getting better. Teacher: What about 16 through 18?
Teacher: Okay, those people please put a B on the back of your paper for [inaudible]. Teacher: [Crosstalk] Teacher: D to a C to a B.  [TARGET]Teacher: What about 13 through 15?[/TARGET] Teacher: You're getting better. Teacher: What about 16 through 18? Teacher: Yes, nobody down here?
Teacher: [Crosstalk] Teacher: D to a C to a B. Teacher: What about 13 through 15?  [TARGET]Teacher: You're getting better.[/TARGET] Teacher: What about 16 through 18? Teacher: Yes, nobody down here? Teacher: Nope.
Teacher: D to a C to a B. Teacher: What about 13 through 15? Teacher: You're getting better.  [TARGET]Teacher: What about 16 through 18?[/TARGET] Teacher: Yes, nobody down here? Teacher: Nope. Teacher: [Crosstalk]
Teacher: What about 13 through 15? Teacher: You're getting better. Teacher: What about 16 through 18?  [TARGET]Teacher: Yes, nobody down here?[/TARGET] Teacher: Nope. Teacher: [Crosstalk] Teacher: All right, so make sure you have your grade.
Teacher: You're getting better. Teacher: What about 16 through 18? Teacher: Yes, nobody down here?  [TARGET]Teacher: Nope.[/TARGET] Teacher: [Crosstalk] Teacher: All right, so make sure you have your grade. Teacher: Go ahead and keep - bring me your tests right now.
Teacher: All right, so make sure you have your grade. Teacher: Go ahead and keep - bring me your tests right now. Teacher: [Crosstalk]  [TARGET]Teacher: What I'm gonna do next week is I'm gonna start decreasing the time.[/TARGET] Teacher: Three minutes to two. Teacher: [Crosstalk] Teacher: [End of Audio]
Teacher: Go ahead and keep - bring me your tests right now. Teacher: [Crosstalk] Teacher: What I'm gonna do next week is I'm gonna start decreasing the time.  [TARGET]Teacher: Three minutes to two.[/TARGET] Teacher: [Crosstalk] Teacher: [End of Audio]
[TARGET]Teacher: Boys and girls, today we're going to take information we have been studying with percentages, and we are going to show you how to use that in a graph.[/TARGET] Teacher: I have a protractor for each one of you. Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side?
Teacher: I have a protractor for each one of you. Teacher: 2, 4, 6, 8, 10. Teacher: Is that right for your side?  [TARGET]Teacher: I want you to take a look at the protractor.[/TARGET] Teacher: I have given you one sheet of white paper. Teacher: I just want you to figure out how you should draw a circle using a protractor. Teacher: How would you draw a circle using a protractor?
Teacher: Is that right for your side? Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper.  [TARGET]Teacher: I just want you to figure out how you should draw a circle using a protractor.[/TARGET] Teacher: How would you draw a circle using a protractor? Teacher: How would you do it? Teacher: You would actually have a flip, wouldn't you?
Teacher: I want you to take a look at the protractor. Teacher: I have given you one sheet of white paper. Teacher: I just want you to figure out how you should draw a circle using a protractor.  [TARGET]Teacher: How would you draw a circle using a protractor?[/TARGET] Teacher: How would you do it? Teacher: You would actually have a flip, wouldn't you? Teacher: I would like for you to take just a moment to practice drawing a circle.
Teacher: I have given you one sheet of white paper. Teacher: I just want you to figure out how you should draw a circle using a protractor. Teacher: How would you draw a circle using a protractor?  [TARGET]Teacher: How would you do it?[/TARGET] Teacher: You would actually have a flip, wouldn't you? Teacher: I would like for you to take just a moment to practice drawing a circle. Teacher: Thank you.
Teacher: I just want you to figure out how you should draw a circle using a protractor. Teacher: How would you draw a circle using a protractor? Teacher: How would you do it?  [TARGET]Teacher: You would actually have a flip, wouldn't you?[/TARGET] Teacher: I would like for you to take just a moment to practice drawing a circle. Teacher: Thank you. Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle.
Teacher: How would you draw a circle using a protractor? Teacher: How would you do it? Teacher: You would actually have a flip, wouldn't you?  [TARGET]Teacher: I would like for you to take just a moment to practice drawing a circle.[/TARGET] Teacher: Thank you. Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. Teacher: Give it a try.
Teacher: How would you do it? Teacher: You would actually have a flip, wouldn't you? Teacher: I would like for you to take just a moment to practice drawing a circle.  [TARGET]Teacher: Thank you.[/TARGET] Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. Teacher: Give it a try. Teacher: Good.
Teacher: You would actually have a flip, wouldn't you? Teacher: I would like for you to take just a moment to practice drawing a circle. Teacher: Thank you.  [TARGET]Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle.[/TARGET] Teacher: Give it a try. Teacher: Good. Teacher: Yeah.
Teacher: Thank you. Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. Teacher: Give it a try.  [TARGET]Teacher: Good.[/TARGET] Teacher: Yeah. Teacher: Go ahead and try drawing a circle. Teacher: That's the very first thing.
Teacher: If you placed it this way with a semi-circle facing up, and you held it really carefully, then you flipped it down this way, and lined it back up, you would probably get a full circle. Teacher: Give it a try. Teacher: Good.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Go ahead and try drawing a circle. Teacher: That's the very first thing. Teacher: Just like that.
Teacher: Good. Teacher: Yeah. Teacher: Go ahead and try drawing a circle.  [TARGET]Teacher: That's the very first thing.[/TARGET] Teacher: Just like that. Teacher: Good. Teacher: Do you need a pencil?
Teacher: Yeah. Teacher: Go ahead and try drawing a circle. Teacher: That's the very first thing.  [TARGET]Teacher: Just like that.[/TARGET] Teacher: Good. Teacher: Do you need a pencil? Teacher: Okay.
Teacher: Go ahead and try drawing a circle. Teacher: That's the very first thing. Teacher: Just like that.  [TARGET]Teacher: Good.[/TARGET] Teacher: Do you need a pencil? Teacher: Okay. Teacher: Now this is a mathematical tool.
Teacher: It's not a toy. Teacher: It's a tool. Teacher: Be very careful with it.  [TARGET]Teacher: I want you to draw all the way around.[/TARGET] Teacher: Here's what I'd like for you to do next. Teacher: Where you have drawn, I'm just going to use the semi-circle part. Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it?
Teacher: Be very careful with it. Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next.  [TARGET]Teacher: Where you have drawn, I'm just going to use the semi-circle part.[/TARGET] Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? Teacher: I want you to put the dot right underneath it. Teacher: This is probably going to smear when I move it.
Teacher: I want you to draw all the way around. Teacher: Here's what I'd like for you to do next. Teacher: Where you have drawn, I'm just going to use the semi-circle part.  [TARGET]Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it?[/TARGET] Teacher: I want you to put the dot right underneath it. Teacher: This is probably going to smear when I move it. Teacher: Right in the middle I would like you to make a dot.
Teacher: Here's what I'd like for you to do next. Teacher: Where you have drawn, I'm just going to use the semi-circle part. Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it?  [TARGET]Teacher: I want you to put the dot right underneath it.[/TARGET] Teacher: This is probably going to smear when I move it. Teacher: Right in the middle I would like you to make a dot. Teacher: That's going to be our point where we connect.
Teacher: Where you have drawn, I'm just going to use the semi-circle part. Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? Teacher: I want you to put the dot right underneath it.  [TARGET]Teacher: This is probably going to smear when I move it.[/TARGET] Teacher: Right in the middle I would like you to make a dot. Teacher: That's going to be our point where we connect. Teacher: Right there in the middle, that's perfect.
Teacher: I would like for you to very lightly draw through the middle, and you see where there's that cross right there where the dot it? Teacher: I want you to put the dot right underneath it. Teacher: This is probably going to smear when I move it.  [TARGET]Teacher: Right in the middle I would like you to make a dot.[/TARGET] Teacher: That's going to be our point where we connect. Teacher: Right there in the middle, that's perfect. Teacher: Right in the middle.
Teacher: I want you to put the dot right underneath it. Teacher: This is probably going to smear when I move it. Teacher: Right in the middle I would like you to make a dot.  [TARGET]Teacher: That's going to be our point where we connect.[/TARGET] Teacher: Right there in the middle, that's perfect. Teacher: Right in the middle. Teacher: Do you see that dot right in the middle?
Teacher: This is probably going to smear when I move it. Teacher: Right in the middle I would like you to make a dot. Teacher: That's going to be our point where we connect.  [TARGET]Teacher: Right there in the middle, that's perfect.[/TARGET] Teacher: Right in the middle. Teacher: Do you see that dot right in the middle? Teacher: That's where we're going to base - it's okay.
Teacher: Right in the middle I would like you to make a dot. Teacher: That's going to be our point where we connect. Teacher: Right there in the middle, that's perfect.  [TARGET]Teacher: Right in the middle.[/TARGET] Teacher: Do you see that dot right in the middle? Teacher: That's where we're going to base - it's okay. Teacher: Did you use the middle?
Teacher: That's going to be our point where we connect. Teacher: Right there in the middle, that's perfect. Teacher: Right in the middle.  [TARGET]Teacher: Do you see that dot right in the middle?[/TARGET] Teacher: That's where we're going to base - it's okay. Teacher: Did you use the middle? Teacher: Don't use the middle of the protractor.
Teacher: Right there in the middle, that's perfect. Teacher: Right in the middle. Teacher: Do you see that dot right in the middle?  [TARGET]Teacher: That's where we're going to base - it's okay.[/TARGET] Teacher: Did you use the middle? Teacher: Don't use the middle of the protractor. Teacher: Let me get you another sheet of paper.
Teacher: Right in the middle. Teacher: Do you see that dot right in the middle? Teacher: That's where we're going to base - it's okay.  [TARGET]Teacher: Did you use the middle?[/TARGET] Teacher: Don't use the middle of the protractor. Teacher: Let me get you another sheet of paper. Teacher: Use the outside of the protractor, yes.
Teacher: Do you see that dot right in the middle? Teacher: That's where we're going to base - it's okay. Teacher: Did you use the middle?  [TARGET]Teacher: Don't use the middle of the protractor.[/TARGET] Teacher: Let me get you another sheet of paper. Teacher: Use the outside of the protractor, yes. Teacher: That's why we experiment.
Teacher: Did you use the middle? Teacher: Don't use the middle of the protractor. Teacher: Let me get you another sheet of paper.  [TARGET]Teacher: Use the outside of the protractor, yes.[/TARGET] Teacher: That's why we experiment. Teacher: Here we go. Teacher: Go all the way around.
Teacher: Don't use the middle of the protractor. Teacher: Let me get you another sheet of paper. Teacher: Use the outside of the protractor, yes.  [TARGET]Teacher: That's why we experiment.[/TARGET] Teacher: Here we go. Teacher: Go all the way around. Teacher: Look it over and draw the rest of your circle.
Teacher: Let me get you another sheet of paper. Teacher: Use the outside of the protractor, yes. Teacher: That's why we experiment.  [TARGET]Teacher: Here we go.[/TARGET] Teacher: Go all the way around. Teacher: Look it over and draw the rest of your circle. Teacher: Once you've done that, if you'll take a look back at the board.
Teacher: Use the outside of the protractor, yes. Teacher: That's why we experiment. Teacher: Here we go.  [TARGET]Teacher: Go all the way around.[/TARGET] Teacher: Look it over and draw the rest of your circle. Teacher: Once you've done that, if you'll take a look back at the board. Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph.
Teacher: That's why we experiment. Teacher: Here we go. Teacher: Go all the way around.  [TARGET]Teacher: Look it over and draw the rest of your circle.[/TARGET] Teacher: Once you've done that, if you'll take a look back at the board. Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right?
Teacher: Go all the way around. Teacher: Look it over and draw the rest of your circle. Teacher: Once you've done that, if you'll take a look back at the board.  [TARGET]Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph.[/TARGET] Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? Teacher: When you are there, please put your protractor down to the side and take a look at page 276. Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia.
Teacher: Look it over and draw the rest of your circle. Teacher: Once you've done that, if you'll take a look back at the board. Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph.  [TARGET]Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right?[/TARGET] Teacher: When you are there, please put your protractor down to the side and take a look at page 276. Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia. Teacher: That family is very conscientious about the money that they spend.
Teacher: When I look at the protractor this way, and I have it lined up properly, and I've made a really nice circle, we can take information from graphs and we can fill in to make what's called a circle or a pie graph. Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? Teacher: When you are there, please put your protractor down to the side and take a look at page 276.  [TARGET]Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia.[/TARGET] Teacher: That family is very conscientious about the money that they spend. Teacher: Is that a situation that can be real to our lives? Multiple Students: Yes.
Teacher: I want you to draw a line across, then put a dot in the middle so we have a point of reference for when we actually need to draw our angles, all right? Teacher: When you are there, please put your protractor down to the side and take a look at page 276. Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia.  [TARGET]Teacher: That family is very conscientious about the money that they spend.[/TARGET] Teacher: Is that a situation that can be real to our lives? Multiple Students: Yes. Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent.
Teacher: When you are there, please put your protractor down to the side and take a look at page 276. Teacher: This particular page, we're given information about a family that's planning on taking a trip up to Gainesville, Georgia. Teacher: That family is very conscientious about the money that they spend.  [TARGET]Teacher: Is that a situation that can be real to our lives?[/TARGET] Multiple Students: Yes. Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent. Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that.
Teacher: That family is very conscientious about the money that they spend. Teacher: Is that a situation that can be real to our lives? Multiple Students: Yes.  [TARGET]Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent.[/TARGET] Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that. Teacher: So let's look. Teacher: Up at the top it says the family is planning a trip to Gainesville.
Teacher: Is that a situation that can be real to our lives? Multiple Students: Yes. Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent.  [TARGET]Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that.[/TARGET] Teacher: So let's look. Teacher: Up at the top it says the family is planning a trip to Gainesville. Teacher: They planned this at the Northeast Georgia History Center.
Teacher: Yes, which means a circle or pie graph can actually be important in our own lives, and we use this kind of graph, boys and girls, so as soon as we look at it, we can see very quickly, if you're looking on page 276, it's step four, you can just eyeball and see where a good portions of their money was spent. Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that. Teacher: So let's look.  [TARGET]Teacher: Up at the top it says the family is planning a trip to Gainesville.[/TARGET] Teacher: They planned this at the Northeast Georgia History Center. Teacher: The table shows the budget they made for their expenses. Teacher: So before they ever left, they planned out how they wanted to spend their money.
Teacher: So a pie graph or a circle graph is a very useful graph for us to use to look at lots of different data at one point and be able to make determinations from that. Teacher: So let's look. Teacher: Up at the top it says the family is planning a trip to Gainesville.  [TARGET]Teacher: They planned this at the Northeast Georgia History Center.[/TARGET] Teacher: The table shows the budget they made for their expenses. Teacher: So before they ever left, they planned out how they wanted to spend their money. Teacher: Take a look where it says expense.
Teacher: So let's look. Teacher: Up at the top it says the family is planning a trip to Gainesville. Teacher: They planned this at the Northeast Georgia History Center.  [TARGET]Teacher: The table shows the budget they made for their expenses.[/TARGET] Teacher: So before they ever left, they planned out how they wanted to spend their money. Teacher: Take a look where it says expense. Teacher: One of the things that they have to allot their money to is gasoline.
Teacher: Up at the top it says the family is planning a trip to Gainesville. Teacher: They planned this at the Northeast Georgia History Center. Teacher: The table shows the budget they made for their expenses.  [TARGET]Teacher: So before they ever left, they planned out how they wanted to spend their money.[/TARGET] Teacher: Take a look where it says expense. Teacher: One of the things that they have to allot their money to is gasoline. Teacher: How much money have they budgeted to spend on gas?