stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Blocks. Teacher: You might just write the total number of blocks needed to balance six balls is? Teacher: That would be a very easy way to do that one.  [TARGET]Teacher: Part C.  "What is the total number of balls needed to balance ten cans?"  Same thing.[/TARGET] Teacher: "The total number of balls needed to balance ten cans is," okay? Teacher: So, you need to have that - in order to get to the four it says, "Includes words in the question."  So, you turn the question around. Teacher: You're using that question in your answer.
Teacher: You might just write the total number of blocks needed to balance six balls is? Teacher: That would be a very easy way to do that one. Teacher: Part C.  "What is the total number of balls needed to balance ten cans?"  Same thing.  [TARGET]Teacher: "The total number of balls needed to balance ten cans is," okay?[/TARGET] Teacher: So, you need to have that - in order to get to the four it says, "Includes words in the question."  So, you turn the question around. Teacher: You're using that question in your answer. Teacher: Does everyone understand?
Teacher: That would be a very easy way to do that one. Teacher: Part C.  "What is the total number of balls needed to balance ten cans?"  Same thing. Teacher: "The total number of balls needed to balance ten cans is," okay?  [TARGET]Teacher: So, you need to have that - in order to get to the four it says, "Includes words in the question."  So, you turn the question around.[/TARGET] Teacher: You're using that question in your answer. Teacher: Does everyone understand? Multiple Students: Yes.
Teacher: Part C.  "What is the total number of balls needed to balance ten cans?"  Same thing. Teacher: "The total number of balls needed to balance ten cans is," okay? Teacher: So, you need to have that - in order to get to the four it says, "Includes words in the question."  So, you turn the question around.  [TARGET]Teacher: You're using that question in your answer.[/TARGET] Teacher: Does everyone understand? Multiple Students: Yes. Teacher: Okay.
Teacher: "The total number of balls needed to balance ten cans is," okay? Teacher: So, you need to have that - in order to get to the four it says, "Includes words in the question."  So, you turn the question around. Teacher: You're using that question in your answer.  [TARGET]Teacher: Does everyone understand?[/TARGET] Multiple Students: Yes. Teacher: Okay. Teacher: And step five?
Teacher: Does everyone understand? Multiple Students: Yes. Teacher: Okay.  [TARGET]Teacher: And step five?[/TARGET] Teacher: You're going to solve the problem. Teacher: Show your work. Teacher: And label all your steps.
Multiple Students: Yes. Teacher: Okay. Teacher: And step five?  [TARGET]Teacher: You're going to solve the problem.[/TARGET] Teacher: Show your work. Teacher: And label all your steps. Teacher: I am going to give you - let's see.
Teacher: Okay. Teacher: And step five? Teacher: You're going to solve the problem.  [TARGET]Teacher: Show your work.[/TARGET] Teacher: And label all your steps. Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself.
Teacher: And step five? Teacher: You're going to solve the problem. Teacher: Show your work.  [TARGET]Teacher: And label all your steps.[/TARGET] Teacher: I am going to give you - let's see. Teacher: I'll give you ten minutes, now, to work on this question by yourself. Teacher: We're going to do think, pair, share, today.
Teacher: We're going to share all our answers. Teacher: And then, the recorder is going to take all of the groups answers and you guys are going to come up with a group answer that you're going to turn into me. Teacher: And then as a class, we're going to score them together, okay?  [TARGET]Teacher: Does everyone understand?[/TARGET] Teacher: Okay. Teacher: So, right now is your individual part? Teacher: Yes?
Teacher: Does everyone understand? Teacher: Okay. Teacher: So, right now is your individual part?  [TARGET]Teacher: Yes?[/TARGET] Student: How will we get [inaudible]? Teacher: You have to think. Teacher: Read, and re-read.
Teacher: So, right now is your individual part? Teacher: Yes? Student: How will we get [inaudible]?  [TARGET]Teacher: You have to think.[/TARGET] Teacher: Read, and re-read. Teacher: I'm starting the timer, now. Teacher: How long did I say?
Teacher: Yes? Student: How will we get [inaudible]? Teacher: You have to think.  [TARGET]Teacher: Read, and re-read.[/TARGET] Teacher: I'm starting the timer, now. Teacher: How long did I say? Multiple Students: Ten minutes.
Student: 3:00, I think. Multiple Students: 2:30. Teacher: 2:30.  [TARGET]Teacher: Very good.[/TARGET] Teacher: So, timers, you keep an eye on that time, and you give your group, maybe, give them a five minute warning. Teacher: Say, "Hey guys, we have five minutes left."  That's the only voice I might here is that timer. Teacher: Everyone else, you're doing it by yourself.
Teacher: Where are we supposed to write our answer? Student: On the answer sheet. Teacher: On the answer sheet.  [TARGET]Teacher: Very good.[/TARGET] Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper? Teacher: No.
Teacher: Very good. Teacher: Go ahead and get started. Student: [Inaudible] plain piece of paper?  [TARGET]Teacher: No.[/TARGET] Teacher: You're using this paper, right here. Teacher: If you need to do any work, you can put it on this paper as well, okay? Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time.
Teacher: You're using this paper, right here. Teacher: If you need to do any work, you can put it on this paper as well, okay? Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time.  [TARGET]Teacher: On your real MCAS, remember, you won't have a time.[/TARGET] Teacher: There won't be a time limit. Multiple Students: [Students working on problem]. Teacher: So, you're doing part A, part B, and part C.  And you're looking at your rubric to make sure you're getting a four.
Teacher: If you need to do any work, you can put it on this paper as well, okay? Teacher: But whatever you do here, you have to copy it on to your answer sheet, and I don't know if we have that much time to be copying things back and forth right now, this time. Teacher: On your real MCAS, remember, you won't have a time.  [TARGET]Teacher: There won't be a time limit.[/TARGET] Multiple Students: [Students working on problem]. Teacher: So, you're doing part A, part B, and part C.  And you're looking at your rubric to make sure you're getting a four. Teacher: Go ahead.
Multiple Students: [Students working on problem]. Teacher: So, you're doing part A, part B, and part C.  And you're looking at your rubric to make sure you're getting a four. Teacher: Go ahead.  [TARGET]Teacher: Are you figuring out what they're asking you to do yet?[/TARGET] Teacher: Okay. Teacher: How much does this block weigh? Student: Ten.
Teacher: Go ahead. Teacher: Are you figuring out what they're asking you to do yet? Teacher: Okay.  [TARGET]Teacher: How much does this block weigh?[/TARGET] Student: Ten. Teacher: Ten. Teacher: So, why don't you put that [inaudible]?
Teacher: Okay. Teacher: How much does this block weigh? Student: Ten.  [TARGET]Teacher: Ten.[/TARGET] Teacher: So, why don't you put that [inaudible]? Teacher: Give yourself a little note. Teacher: Good.
Teacher: How much does this block weigh? Student: Ten. Teacher: Ten.  [TARGET]Teacher: So, why don't you put that [inaudible]?[/TARGET] Teacher: Give yourself a little note. Teacher: Good. Teacher: And they want to know how much must one ball be.
Student: Ten. Teacher: Ten. Teacher: So, why don't you put that [inaudible]?  [TARGET]Teacher: Give yourself a little note.[/TARGET] Teacher: Good. Teacher: And they want to know how much must one ball be. Teacher: How much would one ball have to be?
Teacher: Ten. Teacher: So, why don't you put that [inaudible]? Teacher: Give yourself a little note.  [TARGET]Teacher: Good.[/TARGET] Teacher: And they want to know how much must one ball be. Teacher: How much would one ball have to be? Teacher: If both of them together equal this, one must have to equal?
Teacher: So, why don't you put that [inaudible]? Teacher: Give yourself a little note. Teacher: Good.  [TARGET]Teacher: And they want to know how much must one ball be.[/TARGET] Teacher: How much would one ball have to be? Teacher: If both of them together equal this, one must have to equal? Student: Five?
Teacher: Give yourself a little note. Teacher: Good. Teacher: And they want to know how much must one ball be.  [TARGET]Teacher: How much would one ball have to be?[/TARGET] Teacher: If both of them together equal this, one must have to equal? Student: Five? Teacher: Yes.
Teacher: Good. Teacher: And they want to know how much must one ball be. Teacher: How much would one ball have to be?  [TARGET]Teacher: If both of them together equal this, one must have to equal?[/TARGET] Student: Five? Teacher: Yes. Teacher: [Inaudible] in a [inaudible].
Teacher: How much would one ball have to be? Teacher: If both of them together equal this, one must have to equal? Student: Five?  [TARGET]Teacher: Yes.[/TARGET] Teacher: [Inaudible] in a [inaudible]. Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay? Teacher: You're on your own?
Teacher: If both of them together equal this, one must have to equal? Student: Five? Teacher: Yes.  [TARGET]Teacher: [Inaudible] in a [inaudible].[/TARGET] Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay? Teacher: You're on your own? Teacher: You ready to go?
Student: Five? Teacher: Yes. Teacher: [Inaudible] in a [inaudible].  [TARGET]Teacher: And now, you did all the work, and you need to write all your work over here, and you need to explain it, okay?[/TARGET] Teacher: You're on your own? Teacher: You ready to go? Teacher: Okay.
Teacher: You're on your own? Teacher: You ready to go? Teacher: Okay.  [TARGET]Teacher: Boys and girls, how much is that first square?[/TARGET] Teacher: How much is this one worth? Student: Ten. Teacher: Ten.
Teacher: You ready to go? Teacher: Okay. Teacher: Boys and girls, how much is that first square?  [TARGET]Teacher: How much is this one worth?[/TARGET] Student: Ten. Teacher: Ten. Teacher: So, you can write ten right above that if that helps you.
Teacher: Boys and girls, how much is that first square? Teacher: How much is this one worth? Student: Ten.  [TARGET]Teacher: Ten.[/TARGET] Teacher: So, you can write ten right above that if that helps you. Teacher: That might help you when you're doing your work. Teacher: You can write all over this if you want.
Teacher: How much is this one worth? Student: Ten. Teacher: Ten.  [TARGET]Teacher: So, you can write ten right above that if that helps you.[/TARGET] Teacher: That might help you when you're doing your work. Teacher: You can write all over this if you want. Teacher: So, I might just write that, because they said one block weighs ten.
Student: Ten. Teacher: Ten. Teacher: So, you can write ten right above that if that helps you.  [TARGET]Teacher: That might help you when you're doing your work.[/TARGET] Teacher: You can write all over this if you want. Teacher: So, I might just write that, because they said one block weighs ten. Teacher: I might just write that right there.
Teacher: Ten. Teacher: So, you can write ten right above that if that helps you. Teacher: That might help you when you're doing your work.  [TARGET]Teacher: You can write all over this if you want.[/TARGET] Teacher: So, I might just write that, because they said one block weighs ten. Teacher: I might just write that right there. Teacher: Ten.
Teacher: So, you can write ten right above that if that helps you. Teacher: That might help you when you're doing your work. Teacher: You can write all over this if you want.  [TARGET]Teacher: So, I might just write that, because they said one block weighs ten.[/TARGET] Teacher: I might just write that right there. Teacher: Ten. Teacher: And the question is, how much must one ball be?
Teacher: That might help you when you're doing your work. Teacher: You can write all over this if you want. Teacher: So, I might just write that, because they said one block weighs ten.  [TARGET]Teacher: I might just write that right there.[/TARGET] Teacher: Ten. Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be?
Teacher: You can write all over this if you want. Teacher: So, I might just write that, because they said one block weighs ten. Teacher: I might just write that right there.  [TARGET]Teacher: Ten.[/TARGET] Teacher: And the question is, how much must one ball be? Teacher: If this is worth ten, how much must one ball be? Teacher: Don't give me the answer.
Teacher: So, I might just write that, because they said one block weighs ten. Teacher: I might just write that right there. Teacher: Ten.  [TARGET]Teacher: And the question is, how much must one ball be?[/TARGET] Teacher: If this is worth ten, how much must one ball be? Teacher: Don't give me the answer. Teacher: You're writing your answer on your sheet for part A.
Teacher: I might just write that right there. Teacher: Ten. Teacher: And the question is, how much must one ball be?  [TARGET]Teacher: If this is worth ten, how much must one ball be?[/TARGET] Teacher: Don't give me the answer. Teacher: You're writing your answer on your sheet for part A. Student: A brilliant way to help you is on the, below the scale things.
Teacher: Don't give me the answer. Teacher: You're writing your answer on your sheet for part A. Student: A brilliant way to help you is on the, below the scale things.  [TARGET]Teacher: Oh, yeah.[/TARGET] Teacher: That gives you a huge. Teacher: Yeah, that's a huge hint, right there, right, Student H? Teacher: Student H is saying pay attention to this part, right here.
Teacher: You're writing your answer on your sheet for part A. Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah.  [TARGET]Teacher: That gives you a huge.[/TARGET] Teacher: Yeah, that's a huge hint, right there, right, Student H? Teacher: Student H is saying pay attention to this part, right here. Teacher: That gives you a huge clue.
Student: A brilliant way to help you is on the, below the scale things. Teacher: Oh, yeah. Teacher: That gives you a huge.  [TARGET]Teacher: Yeah, that's a huge hint, right there, right, Student H?[/TARGET] Teacher: Student H is saying pay attention to this part, right here. Teacher: That gives you a huge clue. Student: [Inaudible].
Teacher: Oh, yeah. Teacher: That gives you a huge. Teacher: Yeah, that's a huge hint, right there, right, Student H?  [TARGET]Teacher: Student H is saying pay attention to this part, right here.[/TARGET] Teacher: That gives you a huge clue. Student: [Inaudible]. Teacher: Yes?
Teacher: That gives you a huge. Teacher: Yeah, that's a huge hint, right there, right, Student H? Teacher: Student H is saying pay attention to this part, right here.  [TARGET]Teacher: That gives you a huge clue.[/TARGET] Student: [Inaudible]. Teacher: Yes? Student: Can I do these?
Teacher: Student H is saying pay attention to this part, right here. Teacher: That gives you a huge clue. Student: [Inaudible].  [TARGET]Teacher: Yes?[/TARGET] Student: Can I do these? Teacher: No, I don't see anywhere where it says ounces, or anything. Teacher: I think you're making up an amount.
Student: [Inaudible]. Teacher: Yes? Student: Can I do these?  [TARGET]Teacher: No, I don't see anywhere where it says ounces, or anything.[/TARGET] Teacher: I think you're making up an amount. Teacher: If this equals ten pounds, each of these balls must be what? Student: Ten.
Teacher: Yes? Student: Can I do these? Teacher: No, I don't see anywhere where it says ounces, or anything.  [TARGET]Teacher: I think you're making up an amount.[/TARGET] Teacher: If this equals ten pounds, each of these balls must be what? Student: Ten. Teacher: So, ten, and ten?
Student: Can I do these? Teacher: No, I don't see anywhere where it says ounces, or anything. Teacher: I think you're making up an amount.  [TARGET]Teacher: If this equals ten pounds, each of these balls must be what?[/TARGET] Student: Ten. Teacher: So, ten, and ten? Teacher: Does ten plus ten equal ten?
Teacher: I think you're making up an amount. Teacher: If this equals ten pounds, each of these balls must be what? Student: Ten.  [TARGET]Teacher: So, ten, and ten?[/TARGET] Teacher: Does ten plus ten equal ten? Student: [Inaudible]. Teacher: Right.
Teacher: If this equals ten pounds, each of these balls must be what? Student: Ten. Teacher: So, ten, and ten?  [TARGET]Teacher: Does ten plus ten equal ten?[/TARGET] Student: [Inaudible]. Teacher: Right. Teacher: So, they can't be ten each.
Teacher: So, ten, and ten? Teacher: Does ten plus ten equal ten? Student: [Inaudible].  [TARGET]Teacher: Right.[/TARGET] Teacher: So, they can't be ten each. Teacher: They must be what each? Student: [Inaudible].
Teacher: Does ten plus ten equal ten? Student: [Inaudible]. Teacher: Right.  [TARGET]Teacher: So, they can't be ten each.[/TARGET] Teacher: They must be what each? Student: [Inaudible]. Teacher: So, you're saying that ten and ten, again?
Student: [Inaudible]. Teacher: Right. Teacher: So, they can't be ten each.  [TARGET]Teacher: They must be what each?[/TARGET] Student: [Inaudible]. Teacher: So, you're saying that ten and ten, again? Teacher: No, that can't be it.
Teacher: So, they can't be ten each. Teacher: They must be what each? Student: [Inaudible].  [TARGET]Teacher: So, you're saying that ten and ten, again?[/TARGET] Teacher: No, that can't be it. Teacher: So, they must be what? Teacher: What plus what equals ten?
Teacher: They must be what each? Student: [Inaudible]. Teacher: So, you're saying that ten and ten, again?  [TARGET]Teacher: No, that can't be it.[/TARGET] Teacher: So, they must be what? Teacher: What plus what equals ten? Student: Five plus five?
Student: [Inaudible]. Teacher: So, you're saying that ten and ten, again? Teacher: No, that can't be it.  [TARGET]Teacher: So, they must be what?[/TARGET] Teacher: What plus what equals ten? Student: Five plus five? Teacher: Very good.
Teacher: So, you're saying that ten and ten, again? Teacher: No, that can't be it. Teacher: So, they must be what?  [TARGET]Teacher: What plus what equals ten?[/TARGET] Student: Five plus five? Teacher: Very good. Teacher: So, I'd put a five above each one.
Teacher: So, they must be what? Teacher: What plus what equals ten? Student: Five plus five?  [TARGET]Teacher: Very good.[/TARGET] Teacher: So, I'd put a five above each one. Teacher: And now you have to figure out how to put all of this where you just did. Teacher: So, one ball equals how much?
Teacher: What plus what equals ten? Student: Five plus five? Teacher: Very good.  [TARGET]Teacher: So, I'd put a five above each one.[/TARGET] Teacher: And now you have to figure out how to put all of this where you just did. Teacher: So, one ball equals how much? Student: One ball equals five?
Student: Five plus five? Teacher: Very good. Teacher: So, I'd put a five above each one.  [TARGET]Teacher: And now you have to figure out how to put all of this where you just did.[/TARGET] Teacher: So, one ball equals how much? Student: One ball equals five? Teacher: Five what?
Teacher: Very good. Teacher: So, I'd put a five above each one. Teacher: And now you have to figure out how to put all of this where you just did.  [TARGET]Teacher: So, one ball equals how much?[/TARGET] Student: One ball equals five? Teacher: Five what? Teacher: Go back and look at your question.
Teacher: And now you have to figure out how to put all of this where you just did. Teacher: So, one ball equals how much? Student: One ball equals five?  [TARGET]Teacher: Five what?[/TARGET] Teacher: Go back and look at your question. Student: Five pounds. Teacher: Very good, Student S.  You're answer was over here.
Teacher: So, one ball equals how much? Student: One ball equals five? Teacher: Five what?  [TARGET]Teacher: Go back and look at your question.[/TARGET] Student: Five pounds. Teacher: Very good, Student S.  You're answer was over here. Teacher: Are they asking you how much two balls weigh?
Teacher: Five what? Teacher: Go back and look at your question. Student: Five pounds.  [TARGET]Teacher: Very good, Student S.  You're answer was over here.[/TARGET] Teacher: Are they asking you how much two balls weigh? Teacher: Or are they asking you how much one ball weighs? Student: One ball.
Teacher: Go back and look at your question. Student: Five pounds. Teacher: Very good, Student S.  You're answer was over here.  [TARGET]Teacher: Are they asking you how much two balls weigh?[/TARGET] Teacher: Or are they asking you how much one ball weighs? Student: One ball. Teacher: One.
Student: Five pounds. Teacher: Very good, Student S.  You're answer was over here. Teacher: Are they asking you how much two balls weigh?  [TARGET]Teacher: Or are they asking you how much one ball weighs?[/TARGET] Student: One ball. Teacher: One. Teacher: So, I would put one.
Teacher: Are they asking you how much two balls weigh? Teacher: Or are they asking you how much one ball weighs? Student: One ball.  [TARGET]Teacher: One.[/TARGET] Teacher: So, I would put one. Teacher: Make sure you're using that question. Teacher: It says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  They want to know one ball.
Teacher: Or are they asking you how much one ball weighs? Student: One ball. Teacher: One.  [TARGET]Teacher: So, I would put one.[/TARGET] Teacher: Make sure you're using that question. Teacher: It says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  They want to know one ball. Teacher: They don't want to know how much two balls.
Student: One ball. Teacher: One. Teacher: So, I would put one.  [TARGET]Teacher: Make sure you're using that question.[/TARGET] Teacher: It says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  They want to know one ball. Teacher: They don't want to know how much two balls. Teacher: They want to know one ball.
Teacher: One. Teacher: So, I would put one. Teacher: Make sure you're using that question.  [TARGET]Teacher: It says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  They want to know one ball.[/TARGET] Teacher: They don't want to know how much two balls. Teacher: They want to know one ball. Student: I'm stuck on this part.
Teacher: So, I would put one. Teacher: Make sure you're using that question. Teacher: It says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  They want to know one ball.  [TARGET]Teacher: They don't want to know how much two balls.[/TARGET] Teacher: They want to know one ball. Student: I'm stuck on this part. Student: [Inaudible] circle.
Teacher: Make sure you're using that question. Teacher: It says, "If one block weighs ten pounds, what is the weight in pounds of one ball?"  They want to know one ball. Teacher: They don't want to know how much two balls.  [TARGET]Teacher: They want to know one ball.[/TARGET] Student: I'm stuck on this part. Student: [Inaudible] circle. Teacher: Okay, so how much does one ball weigh?
Teacher: They want to know one ball. Student: I'm stuck on this part. Student: [Inaudible] circle.  [TARGET]Teacher: Okay, so how much does one ball weigh?[/TARGET] Teacher: Did you get the answer? Teacher: Okay, so write that. Teacher: One ball.
Student: I'm stuck on this part. Student: [Inaudible] circle. Teacher: Okay, so how much does one ball weigh?  [TARGET]Teacher: Did you get the answer?[/TARGET] Teacher: Okay, so write that. Teacher: One ball. Teacher: Write a sentence.