stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: You show me what you guys decide. Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph?  [TARGET]Teacher: Have you discussed the chart and what you see?[/TARGET] Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. Teacher: Let's get to work. Teacher: I'm going to give you 15 minutes, so you need to hurry up.
Teacher: Like I said, you might want to do a plan before you start doing anything. Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see?  [TARGET]Teacher: I want to know the trends that you see, or what your decisions will be based on that trend.[/TARGET] Teacher: Let's get to work. Teacher: I'm going to give you 15 minutes, so you need to hurry up. Teacher: Based on the numbers, what will your interval be?
Teacher: I want to know the trends that you see, or what your decisions will be based on that trend. Teacher: Let's get to work. Teacher: I'm going to give you 15 minutes, so you need to hurry up.  [TARGET]Teacher: Based on the numbers, what will your interval be?[/TARGET] Teacher: All right. Teacher: One, two, three, eyes on me. Student: One, two, eyes on you.
Teacher: All right. Teacher: One, two, three, eyes on me. Student: One, two, eyes on you.  [TARGET]Teacher: You do not need to draft a graph here.[/TARGET] Teacher: What you need to do here is you make a plan. Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report? Teacher: Okay.
Teacher: One, two, three, eyes on me. Student: One, two, eyes on you. Teacher: You do not need to draft a graph here.  [TARGET]Teacher: What you need to do here is you make a plan.[/TARGET] Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report? Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here.
Student: One, two, eyes on you. Teacher: You do not need to draft a graph here. Teacher: What you need to do here is you make a plan.  [TARGET]Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report?[/TARGET] Teacher: Okay. Teacher: So don't waste your time making a graph here and then making a graph here. Teacher: I don't think Student S is by herself, is she?
Teacher: What you need to do here is you make a plan. Teacher: You're going to decide what's the interval you're going to use, the scale that you would use, what kind of graph you would use, and what do you notice about that chart or that report? Teacher: Okay.  [TARGET]Teacher: So don't waste your time making a graph here and then making a graph here.[/TARGET] Teacher: I don't think Student S is by herself, is she? Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now.
Teacher: You have 15 minutes. Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here.  [TARGET]Teacher: You might want to look up there first, right?[/TARGET] Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6?
Teacher: I don't think we should be wasting time right now. Teacher: Your plan should be here. Teacher: You might want to look up there first, right?  [TARGET]Teacher: What do you notice?[/TARGET] Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use? Teacher: Should you go by 1, 2, 3, 4, 5, 6? Teacher: Talk about it.
Teacher: Your plan should be here. Teacher: You might want to look up there first, right? Teacher: What do you notice?  [TARGET]Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use?[/TARGET] Teacher: Should you go by 1, 2, 3, 4, 5, 6? Teacher: Talk about it. Teacher: You two talk about it.
Teacher: You might want to look up there first, right? Teacher: What do you notice? Teacher: Just based on the sales, the number, do you have an idea of what kind of scale interval you would use?  [TARGET]Teacher: Should you go by 1, 2, 3, 4, 5, 6?[/TARGET] Teacher: Talk about it. Teacher: You two talk about it. Teacher: What would be the best choice for you?
Teacher: Should you go by 1, 2, 3, 4, 5, 6? Teacher: Talk about it. Teacher: You two talk about it.  [TARGET]Teacher: What would be the best choice for you?[/TARGET] Teacher: Let's just look. Teacher: What's the highest number? Teacher: What's the lowest number?
Teacher: Talk about it. Teacher: You two talk about it. Teacher: What would be the best choice for you?  [TARGET]Teacher: Let's just look.[/TARGET] Teacher: What's the highest number? Teacher: What's the lowest number? Student: It's at 50, and then it's going to go to 300.
Teacher: You two talk about it. Teacher: What would be the best choice for you? Teacher: Let's just look.  [TARGET]Teacher: What's the highest number?[/TARGET] Teacher: What's the lowest number? Student: It's at 50, and then it's going to go to 300. Student: The most is 280.
Teacher: What would be the best choice for you? Teacher: Let's just look. Teacher: What's the highest number?  [TARGET]Teacher: What's the lowest number?[/TARGET] Student: It's at 50, and then it's going to go to 300. Student: The most is 280. Teacher: What are you starting at though?
Teacher: What's the lowest number? Student: It's at 50, and then it's going to go to 300. Student: The most is 280.  [TARGET]Teacher: What are you starting at though?[/TARGET] Teacher: Your scale would be from what to what? Teacher: 50 to 300? Teacher: Okay.
Student: It's at 50, and then it's going to go to 300. Student: The most is 280. Teacher: What are you starting at though?  [TARGET]Teacher: Your scale would be from what to what?[/TARGET] Teacher: 50 to 300? Teacher: Okay. Student: Because we don't want it to be [Inaudible].
Student: The most is 280. Teacher: What are you starting at though? Teacher: Your scale would be from what to what?  [TARGET]Teacher: 50 to 300?[/TARGET] Teacher: Okay. Student: Because we don't want it to be [Inaudible]. Teacher: Don't forget you need a key for your graph too.
Teacher: 50 to 300? Teacher: Okay. Student: Because we don't want it to be [Inaudible].  [TARGET]Teacher: Don't forget you need a key for your graph too.[/TARGET] Teacher: D-a-l.  A-l.  What are you going by, 40? Teacher: 4 times 5 is- Student: 20
Teacher: Okay. Student: Because we don't want it to be [Inaudible]. Teacher: Don't forget you need a key for your graph too.  [TARGET]Teacher: D-a-l.  A-l.  What are you going by, 40?[/TARGET] Teacher: 4 times 5 is- Student: 20 Teacher: Add a 0 and it would be?
Student: Because we don't want it to be [Inaudible]. Teacher: Don't forget you need a key for your graph too. Teacher: D-a-l.  A-l.  What are you going by, 40?  [TARGET]Teacher: 4 times 5 is-[/TARGET] Student: 20 Teacher: Add a 0 and it would be? Student: 200
Teacher: D-a-l.  A-l.  What are you going by, 40? Teacher: 4 times 5 is- Student: 20  [TARGET]Teacher: Add a 0 and it would be?[/TARGET] Student: 200 Teacher: Just pretend it's going by fours. Teacher: 4, 8, 12, 16, 20, up to 200.
Student: 20 Teacher: Add a 0 and it would be? Student: 200  [TARGET]Teacher: Just pretend it's going by fours.[/TARGET] Teacher: 4, 8, 12, 16, 20, up to 200. Teacher: Yes sir? Teacher: What are you going to do?
Teacher: Add a 0 and it would be? Student: 200 Teacher: Just pretend it's going by fours.  [TARGET]Teacher: 4, 8, 12, 16, 20, up to 200.[/TARGET] Teacher: Yes sir? Teacher: What are you going to do? Teacher: You are the managers.
Student: 200 Teacher: Just pretend it's going by fours. Teacher: 4, 8, 12, 16, 20, up to 200.  [TARGET]Teacher: Yes sir?[/TARGET] Teacher: What are you going to do? Teacher: You are the managers. Teacher: Let me see.
Teacher: Just pretend it's going by fours. Teacher: 4, 8, 12, 16, 20, up to 200. Teacher: Yes sir?  [TARGET]Teacher: What are you going to do?[/TARGET] Teacher: You are the managers. Teacher: Let me see. Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at.
Teacher: What are you going to do? Teacher: You are the managers. Teacher: Let me see.  [TARGET]Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at.[/TARGET] Teacher: Okay. Teacher: What number are you going to start at? Student: 50
Teacher: Let me see. Teacher: So your scale, the scale is the number you're starting at, and the number you're going to end at. Teacher: Okay.  [TARGET]Teacher: What number are you going to start at?[/TARGET] Student: 50 Teacher: But what are you going to end at? Teacher: You didn't tell me what you're ending at.
Teacher: Okay. Teacher: What number are you going to start at? Student: 50  [TARGET]Teacher: But what are you going to end at?[/TARGET] Teacher: You didn't tell me what you're ending at. Student: 300 Teacher: Why?
Teacher: What number are you going to start at? Student: 50 Teacher: But what are you going to end at?  [TARGET]Teacher: You didn't tell me what you're ending at.[/TARGET] Student: 300 Teacher: Why? Student: Because if you do it like to 250, it's not going to be enough, so you have to go to 300.
Teacher: But what are you going to end at? Teacher: You didn't tell me what you're ending at. Student: 300  [TARGET]Teacher: Why?[/TARGET] Student: Because if you do it like to 250, it's not going to be enough, so you have to go to 300. Teacher: Why 300? Teacher: What made you decide that you're going to go up to 300?
Student: 300 Teacher: Why? Student: Because if you do it like to 250, it's not going to be enough, so you have to go to 300.  [TARGET]Teacher: Why 300?[/TARGET] Teacher: What made you decide that you're going to go up to 300? Student: Because 280 is close to 300. Teacher: Okay.
Teacher: Why? Student: Because if you do it like to 250, it's not going to be enough, so you have to go to 300. Teacher: Why 300?  [TARGET]Teacher: What made you decide that you're going to go up to 300?[/TARGET] Student: Because 280 is close to 300. Teacher: Okay. Teacher: That's your highest.
Teacher: What made you decide that you're going to go up to 300? Student: Because 280 is close to 300. Teacher: Okay.  [TARGET]Teacher: That's your highest.[/TARGET] Teacher: Okay. Teacher: You're going to go by 10? Teacher: What are you going to go by with interval?
Teacher: Okay. Teacher: That's your highest. Teacher: Okay.  [TARGET]Teacher: You're going to go by 10?[/TARGET] Teacher: What are you going to go by with interval? Teacher: You've got to look at the numbers, right? Teacher: What would be a good or close interval you could use?
Teacher: That's your highest. Teacher: Okay. Teacher: You're going to go by 10?  [TARGET]Teacher: What are you going to go by with interval?[/TARGET] Teacher: You've got to look at the numbers, right? Teacher: What would be a good or close interval you could use? Student: 50
Teacher: Okay. Teacher: You're going to go by 10? Teacher: What are you going to go by with interval?  [TARGET]Teacher: You've got to look at the numbers, right?[/TARGET] Teacher: What would be a good or close interval you could use? Student: 50 Teacher: Maybe 50?
Teacher: You're going to go by 10? Teacher: What are you going to go by with interval? Teacher: You've got to look at the numbers, right?  [TARGET]Teacher: What would be a good or close interval you could use?[/TARGET] Student: 50 Teacher: Maybe 50? Teacher: Why?
Teacher: You've got to look at the numbers, right? Teacher: What would be a good or close interval you could use? Student: 50  [TARGET]Teacher: Maybe 50?[/TARGET] Teacher: Why? Student: Because they are close to the tens. Teacher: They are close to the tens, but are they going 10, 20, 30, 40?
Teacher: What would be a good or close interval you could use? Student: 50 Teacher: Maybe 50?  [TARGET]Teacher: Why?[/TARGET] Student: Because they are close to the tens. Teacher: They are close to the tens, but are they going 10, 20, 30, 40? Student: No.
Teacher: Maybe 50? Teacher: Why? Student: Because they are close to the tens.  [TARGET]Teacher: They are close to the tens, but are they going 10, 20, 30, 40?[/TARGET] Student: No. Teacher: 50 would be good. Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale.
Student: Because they are close to the tens. Teacher: They are close to the tens, but are they going 10, 20, 30, 40? Student: No.  [TARGET]Teacher: 50 would be good.[/TARGET] Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale. Teacher: 10 would be okay, but that means your graph would be what? Student: Taller.
Teacher: They are close to the tens, but are they going 10, 20, 30, 40? Student: No. Teacher: 50 would be good.  [TARGET]Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale.[/TARGET] Teacher: 10 would be okay, but that means your graph would be what? Student: Taller. Teacher: Longer or something.
Student: No. Teacher: 50 would be good. Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale.  [TARGET]Teacher: 10 would be okay, but that means your graph would be what?[/TARGET] Student: Taller. Teacher: Longer or something. Teacher: Have you decided what kind of graph you're graphing?
Teacher: I think 10 would be okay too, but you would probably start at maybe 70 would be your scale. Teacher: 10 would be okay, but that means your graph would be what? Student: Taller.  [TARGET]Teacher: Longer or something.[/TARGET] Teacher: Have you decided what kind of graph you're graphing? Student: Line graph. Teacher: Does it show growth over time?
Teacher: 10 would be okay, but that means your graph would be what? Student: Taller. Teacher: Longer or something.  [TARGET]Teacher: Have you decided what kind of graph you're graphing?[/TARGET] Student: Line graph. Teacher: Does it show growth over time? Student: No.
Teacher: Longer or something. Teacher: Have you decided what kind of graph you're graphing? Student: Line graph.  [TARGET]Teacher: Does it show growth over time?[/TARGET] Student: No. Teacher: It's showing hamburgers, French fries, and salads. Teacher: So that's three different things.
Student: Line graph. Teacher: Does it show growth over time? Student: No.  [TARGET]Teacher: It's showing hamburgers, French fries, and salads.[/TARGET] Teacher: So that's three different things. Teacher: What kind of graph? Student: Bar graph.
Teacher: Does it show growth over time? Student: No. Teacher: It's showing hamburgers, French fries, and salads.  [TARGET]Teacher: So that's three different things.[/TARGET] Teacher: What kind of graph? Student: Bar graph. Student: Double.
Student: No. Teacher: It's showing hamburgers, French fries, and salads. Teacher: So that's three different things.  [TARGET]Teacher: What kind of graph?[/TARGET] Student: Bar graph. Student: Double. Teacher: There's only two things up there?
Teacher: What kind of graph? Student: Bar graph. Student: Double.  [TARGET]Teacher: There's only two things up there?[/TARGET] Teacher: Probably a triple, because it's showing three different sales. Teacher: Okay. Teacher: That means you're going to have to decide the colors of each, right?
Student: Bar graph. Student: Double. Teacher: There's only two things up there?  [TARGET]Teacher: Probably a triple, because it's showing three different sales.[/TARGET] Teacher: Okay. Teacher: That means you're going to have to decide the colors of each, right? Teacher: Each of your bars.
Teacher: There's only two things up there? Teacher: Probably a triple, because it's showing three different sales. Teacher: Okay.  [TARGET]Teacher: That means you're going to have to decide the colors of each, right?[/TARGET] Teacher: Each of your bars. Teacher: All right. Teacher: Let's figure this out to each other as partners.
Teacher: Probably a triple, because it's showing three different sales. Teacher: Okay. Teacher: That means you're going to have to decide the colors of each, right?  [TARGET]Teacher: Each of your bars.[/TARGET] Teacher: All right. Teacher: Let's figure this out to each other as partners. Teacher: She's not going to sit here and talk to herself.
Teacher: Let's figure this out to each other as partners. Teacher: She's not going to sit here and talk to herself. Teacher: Let's put this on the side and focus on this as a group rather than individually, okay?  [TARGET]Teacher: Your interval will be 55?[/TARGET] Teacher: So you're going to start at 50, 55. Teacher: What's the next number? Teacher: Is that the easiest number to go by?
Teacher: She's not going to sit here and talk to herself. Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55?  [TARGET]Teacher: So you're going to start at 50, 55.[/TARGET] Teacher: What's the next number? Teacher: Is that the easiest number to go by? Teacher: Which one is easier for you to figure out?
Teacher: Let's put this on the side and focus on this as a group rather than individually, okay? Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55.  [TARGET]Teacher: What's the next number?[/TARGET] Teacher: Is that the easiest number to go by? Teacher: Which one is easier for you to figure out? Student: 50
Teacher: Your interval will be 55? Teacher: So you're going to start at 50, 55. Teacher: What's the next number?  [TARGET]Teacher: Is that the easiest number to go by?[/TARGET] Teacher: Which one is easier for you to figure out? Student: 50 Teacher: [Inaudible].
Teacher: So you're going to start at 50, 55. Teacher: What's the next number? Teacher: Is that the easiest number to go by?  [TARGET]Teacher: Which one is easier for you to figure out?[/TARGET] Student: 50 Teacher: [Inaudible]. Teacher: You have plenty of space.
Teacher: Where's your pencil? Teacher: On your desk, or in your desk? Teacher: I don't have an eraser.  [TARGET]Teacher: So what is this called?[/TARGET] Teacher: Each one is 50. Teacher: What is it? Teacher: Is that a scale or an interval?
Teacher: On your desk, or in your desk? Teacher: I don't have an eraser. Teacher: So what is this called?  [TARGET]Teacher: Each one is 50.[/TARGET] Teacher: What is it? Teacher: Is that a scale or an interval? Student: Interval.
Teacher: I don't have an eraser. Teacher: So what is this called? Teacher: Each one is 50.  [TARGET]Teacher: What is it?[/TARGET] Teacher: Is that a scale or an interval? Student: Interval. Teacher: An interval, but what is your scale going to be?
Teacher: So what is this called? Teacher: Each one is 50. Teacher: What is it?  [TARGET]Teacher: Is that a scale or an interval?[/TARGET] Student: Interval. Teacher: An interval, but what is your scale going to be? Teacher: What number are you going to start at, and what number are you going to end at?
Teacher: What is it? Teacher: Is that a scale or an interval? Student: Interval.  [TARGET]Teacher: An interval, but what is your scale going to be?[/TARGET] Teacher: What number are you going to start at, and what number are you going to end at? Student: We're going to end at 300. Student: No, 250.
Teacher: Is that a scale or an interval? Student: Interval. Teacher: An interval, but what is your scale going to be?  [TARGET]Teacher: What number are you going to start at, and what number are you going to end at?[/TARGET] Student: We're going to end at 300. Student: No, 250. Student: But our highest number is 280.
Student: No, 250. Student: But our highest number is 280. Student: Oh yeah.  [TARGET]Teacher: But what are you going to start with?[/TARGET] Student: 0 Teacher: You're going to start at 0? Student: We'll start with 0.
Student: Oh yeah. Teacher: But what are you going to start with? Student: 0  [TARGET]Teacher: You're going to start at 0?[/TARGET] Student: We'll start with 0. Teacher: No, 50. Teacher: You could start at 50.
Student: 0 Teacher: You're going to start at 0? Student: We'll start with 0.  [TARGET]Teacher: No, 50.[/TARGET] Teacher: You could start at 50. Teacher: Come on. Teacher: Let's get started.
Teacher: You're going to start at 0? Student: We'll start with 0. Teacher: No, 50.  [TARGET]Teacher: You could start at 50.[/TARGET] Teacher: Come on. Teacher: Let's get started. Teacher: Don't worry about this, because you don't have time to do this and this and this, okay?
Teacher: Let's get started. Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics.  [TARGET]Teacher: Last time we only had two.[/TARGET] Teacher: Now we have three. Teacher: What does that tell you? Student: It's harder.
Teacher: Don't worry about this, because you don't have time to do this and this and this, okay? Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two.  [TARGET]Teacher: Now we have three.[/TARGET] Teacher: What does that tell you? Student: It's harder. Teacher: Not necessarily harder.
Student: The reason we do this is because we have the three topics. Teacher: Last time we only had two. Teacher: Now we have three.  [TARGET]Teacher: What does that tell you?[/TARGET] Student: It's harder. Teacher: Not necessarily harder. Teacher: How many bars am I going to see for each week?
Teacher: Now we have three. Teacher: What does that tell you? Student: It's harder.  [TARGET]Teacher: Not necessarily harder.[/TARGET] Teacher: How many bars am I going to see for each week? Multiple Students: Three. Teacher: Three.
Teacher: What does that tell you? Student: It's harder. Teacher: Not necessarily harder.  [TARGET]Teacher: How many bars am I going to see for each week?[/TARGET] Multiple Students: Three. Teacher: Three. Teacher: You're going to make a triple bar graph.
Teacher: Not necessarily harder. Teacher: How many bars am I going to see for each week? Multiple Students: Three.  [TARGET]Teacher: Three.[/TARGET] Teacher: You're going to make a triple bar graph. Teacher: That means you have a key with three colors. Teacher: That tells me which ones represent what, right?
Teacher: How many bars am I going to see for each week? Multiple Students: Three. Teacher: Three.  [TARGET]Teacher: You're going to make a triple bar graph.[/TARGET] Teacher: That means you have a key with three colors. Teacher: That tells me which ones represent what, right? Teacher: That should be enough, Student C, because you're going to need a title too.
Multiple Students: Three. Teacher: Three. Teacher: You're going to make a triple bar graph.  [TARGET]Teacher: That means you have a key with three colors.[/TARGET] Teacher: That tells me which ones represent what, right? Teacher: That should be enough, Student C, because you're going to need a title too. Teacher: I would not start with a marker yet.
Teacher: Three. Teacher: You're going to make a triple bar graph. Teacher: That means you have a key with three colors.  [TARGET]Teacher: That tells me which ones represent what, right?[/TARGET] Teacher: That should be enough, Student C, because you're going to need a title too. Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar.
Teacher: You're going to make a triple bar graph. Teacher: That means you have a key with three colors. Teacher: That tells me which ones represent what, right?  [TARGET]Teacher: That should be enough, Student C, because you're going to need a title too.[/TARGET] Teacher: I would not start with a marker yet. Student: But when we go to [Inaudible] the bar. Teacher: You're not going to have enough.
Teacher: I don't know if the markers will last. Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: Make sure you have space to label it, because you're going to have to put numbers and labels, right?[/TARGET] Teacher: Is it daily? Teacher: Does that say day? Teacher: What does that say?