stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: You have to make sure it makes sense. Teacher: Yes ma'am? Student: Maybe he doesn't like his food.  [TARGET]Teacher: Maybe he doesn't like the dog food.[/TARGET] Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight? Student: Try a new brand. Teacher: Maybe buy a new brand.
Teacher: Yes ma'am? Student: Maybe he doesn't like his food. Teacher: Maybe he doesn't like the dog food.  [TARGET]Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight?[/TARGET] Student: Try a new brand. Teacher: Maybe buy a new brand. Teacher: What about the sickness?
Teacher: Maybe he doesn't like the dog food. Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight? Student: Try a new brand.  [TARGET]Teacher: Maybe buy a new brand.[/TARGET] Teacher: What about the sickness? Teacher: What could you do? Student: Go to the doctor.
Teacher: So if you were the owner, what would you do if you saw your dog lost so much weight? Student: Try a new brand. Teacher: Maybe buy a new brand.  [TARGET]Teacher: What about the sickness?[/TARGET] Teacher: What could you do? Student: Go to the doctor. Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right?
Student: Try a new brand. Teacher: Maybe buy a new brand. Teacher: What about the sickness?  [TARGET]Teacher: What could you do?[/TARGET] Student: Go to the doctor. Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right? Teacher: You're not going to go, "Ah, who cares."
Teacher: What about the sickness? Teacher: What could you do? Student: Go to the doctor.  [TARGET]Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right?[/TARGET] Teacher: You're not going to go, "Ah, who cares." Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner.
Teacher: What could you do? Student: Go to the doctor. Teacher: Go to the vet maybe, because if you see the dog is losing weight, you're going to do something, right?  [TARGET]Teacher: You're not going to go, "Ah, who cares."[/TARGET] Teacher: So here's what we're going to do today. Teacher: I'm going to need to you to get with a partner. Teacher: I'm going to count down by 1.
Teacher: You're not going to need your whiteboard for this. Teacher: Can you remember - you can just put it on the side. Teacher: You don't need to put it away.  [TARGET]Teacher: Do you remember the case we were talking about Mc Donald's?[/TARGET] Multiple Students: Yes. Teacher: And how Mc Donald's wanted to what - what would you want it to do? Student: You want it to sell more burgers.
Teacher: You don't need to put it away. Teacher: Do you remember the case we were talking about Mc Donald's? Multiple Students: Yes.  [TARGET]Teacher: And how Mc Donald's wanted to what - what would you want it to do?[/TARGET] Student: You want it to sell more burgers. Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China? Teacher: This is the second part to our problem.
Multiple Students: Yes. Teacher: And how Mc Donald's wanted to what - what would you want it to do? Student: You want it to sell more burgers.  [TARGET]Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China?[/TARGET] Teacher: This is the second part to our problem. Teacher: The new Mc Donald's case. Teacher: You ready?
Teacher: And how Mc Donald's wanted to what - what would you want it to do? Student: You want it to sell more burgers. Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China?  [TARGET]Teacher: This is the second part to our problem.[/TARGET] Teacher: The new Mc Donald's case. Teacher: You ready? Multiple Students: Yes.
Student: You want it to sell more burgers. Teacher: Remember the Mc Donald's case where you were the CEO and you decided you wanted to build a Mc Donald's in China? Teacher: This is the second part to our problem.  [TARGET]Teacher: The new Mc Donald's case.[/TARGET] Teacher: You ready? Multiple Students: Yes. Teacher: Well, you weren't here?
Teacher: You ready? Multiple Students: Yes. Teacher: Well, you weren't here?  [TARGET]Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China.[/TARGET] Teacher: Some of you said, "No, they're not going to build this." Teacher: Some of you said, "Yeah, they'll probably build it for younger people." Teacher: Because most of the younger people like hamburgers, right?
Multiple Students: Yes. Teacher: Well, you weren't here? Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China.  [TARGET]Teacher: Some of you said, "No, they're not going to build this."[/TARGET] Teacher: Some of you said, "Yeah, they'll probably build it for younger people." Teacher: Because most of the younger people like hamburgers, right? Teacher: So here's the next case, okay?
Teacher: Well, you weren't here? Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China. Teacher: Some of you said, "No, they're not going to build this."  [TARGET]Teacher: Some of you said, "Yeah, they'll probably build it for younger people."[/TARGET] Teacher: Because most of the younger people like hamburgers, right? Teacher: So here's the next case, okay? Teacher: Pay attention to the details, because it's going to help you with your decision making later.
Teacher: The first case we had to do was we decided to survey, or go out and ask people in China what they feel about hamburgers, and based on the numbers we put it in a graph and we decided if we were going to build a Mc Donald's in China, or in Beijing, China. Teacher: Some of you said, "No, they're not going to build this." Teacher: Some of you said, "Yeah, they'll probably build it for younger people."  [TARGET]Teacher: Because most of the younger people like hamburgers, right?[/TARGET] Teacher: So here's the next case, okay? Teacher: Pay attention to the details, because it's going to help you with your decision making later. Teacher: All right.
Teacher: Some of you said, "No, they're not going to build this." Teacher: Some of you said, "Yeah, they'll probably build it for younger people." Teacher: Because most of the younger people like hamburgers, right?  [TARGET]Teacher: So here's the next case, okay?[/TARGET] Teacher: Pay attention to the details, because it's going to help you with your decision making later. Teacher: All right. Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore.
Teacher: Some of you said, "Yeah, they'll probably build it for younger people." Teacher: Because most of the younger people like hamburgers, right? Teacher: So here's the next case, okay?  [TARGET]Teacher: Pay attention to the details, because it's going to help you with your decision making later.[/TARGET] Teacher: All right. Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore. Teacher: You were hired to be the manager of this & restaurant.
Teacher: So here's the next case, okay? Teacher: Pay attention to the details, because it's going to help you with your decision making later. Teacher: All right.  [TARGET]Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore.[/TARGET] Teacher: You were hired to be the manager of this & restaurant. Teacher: You're kind of like the boss. Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job.
Teacher: Pay attention to the details, because it's going to help you with your decision making later. Teacher: All right. Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore.  [TARGET]Teacher: You were hired to be the manager of this & restaurant.[/TARGET] Teacher: You're kind of like the boss. Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job. Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right?
Teacher: All right. Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore. Teacher: You were hired to be the manager of this & restaurant.  [TARGET]Teacher: You're kind of like the boss.[/TARGET] Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job. Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right? Teacher: So now based on these weekly reports, how many weeks?
Teacher: The CEO of Mc Donald's has finally decided to build a new & in Beijing, China, and you, you're not the CEO anymore. Teacher: You were hired to be the manager of this & restaurant. Teacher: You're kind of like the boss.  [TARGET]Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job.[/TARGET] Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right? Teacher: So now based on these weekly reports, how many weeks? Multiple Students: Six.
Teacher: You were hired to be the manager of this & restaurant. Teacher: You're kind of like the boss. Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job.  [TARGET]Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right?[/TARGET] Teacher: So now based on these weekly reports, how many weeks? Multiple Students: Six. Teacher: The first six weeks of opening.
Teacher: You're kind of like the boss. Teacher: At the end of the first six weeks of opening, you sat down and reviewed the weekly sales report, and the numbers show that changes must be made if you want to improve yourselves and keep your job. Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right?  [TARGET]Teacher: So now based on these weekly reports, how many weeks?[/TARGET] Multiple Students: Six. Teacher: The first six weeks of opening. Teacher: Let's see if people like the store or not.
Teacher: The manager watches the store, makes sure that everyone's doing their job, making sure the food is ready, making sure that people are liking the food, right? Teacher: So now based on these weekly reports, how many weeks? Multiple Students: Six.  [TARGET]Teacher: The first six weeks of opening.[/TARGET] Teacher: Let's see if people like the store or not. Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do? Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different.
Teacher: So now based on these weekly reports, how many weeks? Multiple Students: Six. Teacher: The first six weeks of opening.  [TARGET]Teacher: Let's see if people like the store or not.[/TARGET] Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do? Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different. Teacher: You have to decide what kind of graph you're going to use.
Multiple Students: Six. Teacher: The first six weeks of opening. Teacher: Let's see if people like the store or not.  [TARGET]Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do?[/TARGET] Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different. Teacher: You have to decide what kind of graph you're going to use. Teacher: Okay.
Teacher: The first six weeks of opening. Teacher: Let's see if people like the store or not. Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do?  [TARGET]Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different.[/TARGET] Teacher: You have to decide what kind of graph you're going to use. Teacher: Okay. Teacher: So this is the report that you got for the first week of opening the store, report.
Teacher: Let's see if people like the store or not. Teacher: Based on the numbers, what I want you to do today is with your partner you're going to create a graph based on the report, and you are going to tell me if you were the manager, what would you do? Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different.  [TARGET]Teacher: You have to decide what kind of graph you're going to use.[/TARGET] Teacher: Okay. Teacher: So this is the report that you got for the first week of opening the store, report. Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do?
Teacher: Last time we made a double bar graph because we asked a different age group, but this is going to be different. Teacher: You have to decide what kind of graph you're going to use. Teacher: Okay.  [TARGET]Teacher: So this is the report that you got for the first week of opening the store, report.[/TARGET] Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do? Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals. Teacher: Choose your scale.
Teacher: You have to decide what kind of graph you're going to use. Teacher: Okay. Teacher: So this is the report that you got for the first week of opening the store, report.  [TARGET]Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do?[/TARGET] Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals. Teacher: Choose your scale. Teacher: Which one is appropriate?
Teacher: Okay. Teacher: So this is the report that you got for the first week of opening the store, report. Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do?  [TARGET]Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals.[/TARGET] Teacher: Choose your scale. Teacher: Which one is appropriate? Teacher: What else do you need on a graph?
Teacher: So this is the report that you got for the first week of opening the store, report. Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do? Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals.  [TARGET]Teacher: Choose your scale.[/TARGET] Teacher: Which one is appropriate? Teacher: What else do you need on a graph? Student: Y and X axis.
Teacher: You're going to create a graph based on this information, and you're going to tell me, if you were the managers, you and your partner are the manager at the Beijing store, or restaurant, what are you going to do? Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals. Teacher: Choose your scale.  [TARGET]Teacher: Which one is appropriate?[/TARGET] Teacher: What else do you need on a graph? Student: Y and X axis. Teacher: Axis labels, right, and a title.
Teacher: Before you start writing on the little piece of paper I give you, you might want to kind of make a plan first and talk about it, or remember, choose your intervals. Teacher: Choose your scale. Teacher: Which one is appropriate?  [TARGET]Teacher: What else do you need on a graph?[/TARGET] Student: Y and X axis. Teacher: Axis labels, right, and a title. Teacher: Choose an appropriate title for your graph.
Teacher: Which one is appropriate? Teacher: What else do you need on a graph? Student: Y and X axis.  [TARGET]Teacher: Axis labels, right, and a title.[/TARGET] Teacher: Choose an appropriate title for your graph. Teacher: You may get started. Teacher: I'm going to come give you your paper.
Teacher: What else do you need on a graph? Student: Y and X axis. Teacher: Axis labels, right, and a title.  [TARGET]Teacher: Choose an appropriate title for your graph.[/TARGET] Teacher: You may get started. Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two.
Teacher: I'm going to come give you your paper. Teacher: If you need a ruler, you can just get one or two. Teacher: Do you need me to turn off the lights, or are you okay with it?  [TARGET]Teacher: I would probably start with what do we know based on that chart, or report, and a ruler.[/TARGET] Teacher: Just today? Teacher: Okay. Teacher: Sorry.
Teacher: I would probably start with what do we know based on that chart, or report, and a ruler. Teacher: Just today? Teacher: Okay.  [TARGET]Teacher: Sorry.[/TARGET] Teacher: All right. Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered. Teacher: Look at the chart first.
Teacher: Okay. Teacher: Sorry. Teacher: All right.  [TARGET]Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered.[/TARGET] Teacher: Look at the chart first. Teacher: I wouldn't worry about the graph yet. Teacher: Look at the chart and see what it says.
Teacher: Sorry. Teacher: All right. Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered.  [TARGET]Teacher: Look at the chart first.[/TARGET] Teacher: I wouldn't worry about the graph yet. Teacher: Look at the chart and see what it says. Student: Is that the people?
Teacher: All right. Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered. Teacher: Look at the chart first.  [TARGET]Teacher: I wouldn't worry about the graph yet.[/TARGET] Teacher: Look at the chart and see what it says. Student: Is that the people? Teacher: It's not people.
Teacher: Remember, there were a lot of mistakes the first time we did this months back, so think about what kind of problems you encountered. Teacher: Look at the chart first. Teacher: I wouldn't worry about the graph yet.  [TARGET]Teacher: Look at the chart and see what it says.[/TARGET] Student: Is that the people? Teacher: It's not people. Teacher: It's the sales.
Teacher: I wouldn't worry about the graph yet. Teacher: Look at the chart and see what it says. Student: Is that the people?  [TARGET]Teacher: It's not people.[/TARGET] Teacher: It's the sales. Teacher: Look at it. Student: Is this the same as a triple bar graph?
Teacher: Look at the chart and see what it says. Student: Is that the people? Teacher: It's not people.  [TARGET]Teacher: It's the sales.[/TARGET] Teacher: Look at it. Student: Is this the same as a triple bar graph? Teacher: You're not comparing three things really.
Student: Is that the people? Teacher: It's not people. Teacher: It's the sales.  [TARGET]Teacher: Look at it.[/TARGET] Student: Is this the same as a triple bar graph? Teacher: You're not comparing three things really. Teacher: Well, you are.
Teacher: It's the sales. Teacher: Look at it. Student: Is this the same as a triple bar graph?  [TARGET]Teacher: You're not comparing three things really.[/TARGET] Teacher: Well, you are. Teacher: Yeah. Student: Can we use a triple bar graph?
Teacher: Look at it. Student: Is this the same as a triple bar graph? Teacher: You're not comparing three things really.  [TARGET]Teacher: Well, you are.[/TARGET] Teacher: Yeah. Student: Can we use a triple bar graph? Teacher: Yes, you can.
Student: Is this the same as a triple bar graph? Teacher: You're not comparing three things really. Teacher: Well, you are.  [TARGET]Teacher: Yeah.[/TARGET] Student: Can we use a triple bar graph? Teacher: Yes, you can. Student: [Inaudible]?
Teacher: Well, you are. Teacher: Yeah. Student: Can we use a triple bar graph?  [TARGET]Teacher: Yes, you can.[/TARGET] Student: [Inaudible]? Teacher: Yes. Teacher: You don't need to be using that ruler.
Student: Can we use a triple bar graph? Teacher: Yes, you can. Student: [Inaudible]?  [TARGET]Teacher: Yes.[/TARGET] Teacher: You don't need to be using that ruler. Teacher: Go get the one everyone else is using. Student: Is it okay if we do it this way?
Student: Is it okay if we do it this way? Teacher: It's you and your partner. Teacher: You show me what you guys decide.  [TARGET]Teacher: Like I said, you might want to do a plan before you start doing anything.[/TARGET] Teacher: Have you discussed the graph? Teacher: Have you discussed the chart and what you see? Teacher: I want to know the trends that you see, or what your decisions will be based on that trend.
Teacher: It's you and your partner. Teacher: You show me what you guys decide. Teacher: Like I said, you might want to do a plan before you start doing anything.  [TARGET]Teacher: Have you discussed the graph?[/TARGET] Teacher: Have you discussed the chart and what you see? 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.