stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I see the same hands. Teacher: Let's see some new hands. Teacher: How many parts are in this question?  [TARGET]Teacher: Remember, it said label part A, part B, part C?[/TARGET] Teacher: How many parts do we have this time? Teacher: Student J? Student: Three?
Teacher: Let's see some new hands. Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C?  [TARGET]Teacher: How many parts do we have this time?[/TARGET] Teacher: Student J? Student: Three? Teacher: Three.
Teacher: How many parts are in this question? Teacher: Remember, it said label part A, part B, part C? Teacher: How many parts do we have this time?  [TARGET]Teacher: Student J?[/TARGET] Student: Three? Teacher: Three. Teacher: A, B, and C.  Did everyone see that?
Teacher: How many parts do we have this time? Teacher: Student J? Student: Three?  [TARGET]Teacher: Three.[/TARGET] Teacher: A, B, and C.  Did everyone see that? Multiple Students: Yes. Teacher: There's A.  There's B.
Teacher: Student J? Student: Three? Teacher: Three.  [TARGET]Teacher: A, B, and C.  Did everyone see that?[/TARGET] Multiple Students: Yes. Teacher: There's A.  There's B. Teacher: And There's C.  Let's read part A.
Teacher: Three. Teacher: A, B, and C.  Did everyone see that? Multiple Students: Yes.  [TARGET]Teacher: There's A.  There's B.[/TARGET] Teacher: And There's C.  Let's read part A. Teacher: "If a block weighs ten pounds, what is the weight in pounds of one ball? Teacher: Show or explain how you got your answer."  We're not doing it, yet.
Teacher: A, B, and C.  Did everyone see that? Multiple Students: Yes. Teacher: There's A.  There's B.  [TARGET]Teacher: And There's C.  Let's read part A.[/TARGET] Teacher: "If a block weighs ten pounds, what is the weight in pounds of one ball? Teacher: Show or explain how you got your answer."  We're not doing it, yet. Teacher: So, they're saying one block weighs ten pounds.
Multiple Students: Yes. Teacher: There's A.  There's B. Teacher: And There's C.  Let's read part A.  [TARGET]Teacher: "If a block weighs ten pounds, what is the weight in pounds of one ball?[/TARGET] Teacher: Show or explain how you got your answer."  We're not doing it, yet. Teacher: So, they're saying one block weighs ten pounds. Teacher: So, they're saying this block weighs?
Teacher: There's A.  There's B. Teacher: And There's C.  Let's read part A. Teacher: "If a block weighs ten pounds, what is the weight in pounds of one ball?  [TARGET]Teacher: Show or explain how you got your answer."  We're not doing it, yet.[/TARGET] Teacher: So, they're saying one block weighs ten pounds. Teacher: So, they're saying this block weighs? Multiple Students: Ten pounds.
Teacher: And There's C.  Let's read part A. Teacher: "If a block weighs ten pounds, what is the weight in pounds of one ball? Teacher: Show or explain how you got your answer."  We're not doing it, yet.  [TARGET]Teacher: So, they're saying one block weighs ten pounds.[/TARGET] Teacher: So, they're saying this block weighs? Multiple Students: Ten pounds. Teacher: What is the weight in pounds of one of these balls?
Teacher: "If a block weighs ten pounds, what is the weight in pounds of one ball? Teacher: Show or explain how you got your answer."  We're not doing it, yet. Teacher: So, they're saying one block weighs ten pounds.  [TARGET]Teacher: So, they're saying this block weighs?[/TARGET] Multiple Students: Ten pounds. Teacher: What is the weight in pounds of one of these balls? Teacher: Don't give me the answer.
Teacher: So, they're saying one block weighs ten pounds. Teacher: So, they're saying this block weighs? Multiple Students: Ten pounds.  [TARGET]Teacher: What is the weight in pounds of one of these balls?[/TARGET] Teacher: Don't give me the answer. Teacher: Show, or explain how you got your answer. Teacher: You can start thinking.
Teacher: So, they're saying this block weighs? Multiple Students: Ten pounds. Teacher: What is the weight in pounds of one of these balls?  [TARGET]Teacher: Don't give me the answer.[/TARGET] Teacher: Show, or explain how you got your answer. Teacher: You can start thinking. Teacher: We're not doing the work, yet.
Multiple Students: Ten pounds. Teacher: What is the weight in pounds of one of these balls? Teacher: Don't give me the answer.  [TARGET]Teacher: Show, or explain how you got your answer.[/TARGET] Teacher: You can start thinking. Teacher: We're not doing the work, yet. Teacher: No writing yet.
Teacher: We're not doing the work, yet. Teacher: No writing yet. Teacher: Pencils down.  [TARGET]Teacher: Part B says, "What is the total number of blocks needed to balanced six balls?"  So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal?[/TARGET] Teacher: You'll have to show or explain how you got your answer. Teacher: And part C, "What is the total number of balls needed to balance ten cans?"  So, now they want to know how many balls would be equal to carry these ten cans, okay? Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay?
Teacher: No writing yet. Teacher: Pencils down. Teacher: Part B says, "What is the total number of blocks needed to balanced six balls?"  So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal?  [TARGET]Teacher: You'll have to show or explain how you got your answer.[/TARGET] Teacher: And part C, "What is the total number of balls needed to balance ten cans?"  So, now they want to know how many balls would be equal to carry these ten cans, okay? Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay? Teacher: So, do you see how it's a lot of thinking?
Teacher: Pencils down. Teacher: Part B says, "What is the total number of blocks needed to balanced six balls?"  So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer.  [TARGET]Teacher: And part C, "What is the total number of balls needed to balance ten cans?"  So, now they want to know how many balls would be equal to carry these ten cans, okay?[/TARGET] Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay? Teacher: So, do you see how it's a lot of thinking? Teacher: You can't just give an answer right now.
Teacher: Part B says, "What is the total number of blocks needed to balanced six balls?"  So, they're asking if there are six balls over here, how many blocks would need to be over here in order to make it still equal? Teacher: You'll have to show or explain how you got your answer. Teacher: And part C, "What is the total number of balls needed to balance ten cans?"  So, now they want to know how many balls would be equal to carry these ten cans, okay?  [TARGET]Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay?[/TARGET] Teacher: So, do you see how it's a lot of thinking? Teacher: You can't just give an answer right now. Teacher: You might have to draw a picture.
Teacher: You'll have to show or explain how you got your answer. Teacher: And part C, "What is the total number of balls needed to balance ten cans?"  So, now they want to know how many balls would be equal to carry these ten cans, okay? Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay?  [TARGET]Teacher: So, do you see how it's a lot of thinking?[/TARGET] Teacher: You can't just give an answer right now. Teacher: You might have to draw a picture. Teacher: You might have to make some math work on your paper.
Teacher: And part C, "What is the total number of balls needed to balance ten cans?"  So, now they want to know how many balls would be equal to carry these ten cans, okay? Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay? Teacher: So, do you see how it's a lot of thinking?  [TARGET]Teacher: You can't just give an answer right now.[/TARGET] Teacher: You might have to draw a picture. Teacher: You might have to make some math work on your paper. Teacher: You can't just figure it out and go ahead.
Teacher: So, you're going to have to combine your thinking of this and this, and then you're going to be comparing balls with cans, okay? Teacher: So, do you see how it's a lot of thinking? Teacher: You can't just give an answer right now.  [TARGET]Teacher: You might have to draw a picture.[/TARGET] Teacher: You might have to make some math work on your paper. Teacher: You can't just figure it out and go ahead. Teacher: Does everyone understand?
Teacher: So, do you see how it's a lot of thinking? Teacher: You can't just give an answer right now. Teacher: You might have to draw a picture.  [TARGET]Teacher: You might have to make some math work on your paper.[/TARGET] Teacher: You can't just figure it out and go ahead. Teacher: Does everyone understand? Teacher: So, an open response is something that takes a lot of thought.
Teacher: You can't just give an answer right now. Teacher: You might have to draw a picture. Teacher: You might have to make some math work on your paper.  [TARGET]Teacher: You can't just figure it out and go ahead.[/TARGET] Teacher: Does everyone understand? Teacher: So, an open response is something that takes a lot of thought. Student: [Inaudible].
Teacher: You might have to draw a picture. Teacher: You might have to make some math work on your paper. Teacher: You can't just figure it out and go ahead.  [TARGET]Teacher: Does everyone understand?[/TARGET] Teacher: So, an open response is something that takes a lot of thought. Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem.
Teacher: You might have to make some math work on your paper. Teacher: You can't just figure it out and go ahead. Teacher: Does everyone understand?  [TARGET]Teacher: So, an open response is something that takes a lot of thought.[/TARGET] Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem. Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies.
Teacher: Does everyone understand? Teacher: So, an open response is something that takes a lot of thought. Student: [Inaudible].  [TARGET]Teacher: You're going to have to figure that out as part of the problem.[/TARGET] Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies. Teacher: Could the person whose desk I put it on take out the white envelope? Teacher: So, the person whose desk I put it on, just take out just the white envelope.
Teacher: You need to take out one. Teacher: What did we decide we were going to do the double job for? Student: Supplies and quiet.  [TARGET]Teacher: Supply monitor, and noise monitor.[/TARGET] Teacher: So, you can give her your noise monitor. Teacher: And then, you're going to be the time keeper, now. Teacher: Okay, does everyone have a job?
Teacher: Rah. Teacher: Who's my rah-rah person? Teacher: Student B?  [TARGET]Teacher: Nice.[/TARGET] Teacher: Student B? Teacher: Awesome. Teacher: I think you're going to make a great motivator.
Teacher: Student B? Teacher: Nice. Teacher: Student B?  [TARGET]Teacher: Awesome.[/TARGET] Teacher: I think you're going to make a great motivator. Teacher: You've got nice things to say about people, don't you? Teacher: Yes, or no.
Teacher: Nice. Teacher: Student B? Teacher: Awesome.  [TARGET]Teacher: I think you're going to make a great motivator.[/TARGET] Teacher: You've got nice things to say about people, don't you? Teacher: Yes, or no. Teacher: Okay, great to hear.
Teacher: Student B? Teacher: Awesome. Teacher: I think you're going to make a great motivator.  [TARGET]Teacher: You've got nice things to say about people, don't you?[/TARGET] Teacher: Yes, or no. Teacher: Okay, great to hear. Teacher: Okay, who is my timekeeper?
Teacher: Awesome. Teacher: I think you're going to make a great motivator. Teacher: You've got nice things to say about people, don't you?  [TARGET]Teacher: Yes, or no.[/TARGET] Teacher: Okay, great to hear. Teacher: Okay, who is my timekeeper? Teacher: Then keep an eye on that clock.
Teacher: I think you're going to make a great motivator. Teacher: You've got nice things to say about people, don't you? Teacher: Yes, or no.  [TARGET]Teacher: Okay, great to hear.[/TARGET] Teacher: Okay, who is my timekeeper? Teacher: Then keep an eye on that clock. Teacher: Okay.
Teacher: You are responsible for the group folder. Student: What about the recording? Teacher: The recorder.  [TARGET]Teacher: Oh, yeah.[/TARGET] Teacher: Sorry. Teacher: Who is the recorder. Teacher: Your job is going to be super important in a few minutes, okay?
Student: What about the recording? Teacher: The recorder. Teacher: Oh, yeah.  [TARGET]Teacher: Sorry.[/TARGET] Teacher: Who is the recorder. Teacher: Your job is going to be super important in a few minutes, okay? Teacher: Not quite yet, but at the very end of our activity it's going to be all on the recorder.
Student: Yes. Teacher: Okay, let's move on. Teacher: I need everyone to take out that steps to problem-solving, that little half sheet.  [TARGET]Teacher: That little cheat sheet that's going to help us.[/TARGET] Teacher: And get your pencil ready, because we're going to be doing some writing. Teacher: I've already read it to you, once. Teacher: What's the step after you read?
Teacher: I need everyone to take out that steps to problem-solving, that little half sheet. Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing.  [TARGET]Teacher: I've already read it to you, once.[/TARGET] Teacher: What's the step after you read? Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading.
Teacher: That little cheat sheet that's going to help us. Teacher: And get your pencil ready, because we're going to be doing some writing. Teacher: I've already read it to you, once.  [TARGET]Teacher: What's the step after you read?[/TARGET] Student: Re-read. Teacher: So, now everyone, right now, you're doing your re-reading. Teacher: Go ahead.
Teacher: [Inaudible] together, okay? Teacher: You're the motivator. Teacher: Go ahead and re-read.  [TARGET]Teacher: Yes?[/TARGET] Student: Which one? Teacher: You're re-reading the problem. Student: [Inaudible].
Teacher: You're re-reading the problem. Student: [Inaudible]. Teacher: You're re-reading the whole problem.  [TARGET]Teacher: Not just part A.[/TARGET] Teacher: Not just part B. Teacher: The whole thing. Teacher: Student K, push your chair in, please.
Student: [Inaudible]. Teacher: You're re-reading the whole problem. Teacher: Not just part A.  [TARGET]Teacher: Not just part B.[/TARGET] Teacher: The whole thing. Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor.
Teacher: You're re-reading the whole problem. Teacher: Not just part A. Teacher: Not just part B.  [TARGET]Teacher: The whole thing.[/TARGET] Teacher: Student K, push your chair in, please. Teacher: Put both feet on the floor. Teacher: Hand on your head when you're finished re-reading the whole thing.
Teacher: You've already done number one. Teacher: Read, and re-read. Teacher: Who can read part two?  [TARGET]Teacher: What's our next step?[/TARGET] Teacher: Remember, our goal is to use all five steps. Teacher: So, we've done step one, yes. Teacher: Step two.
Teacher: Read, and re-read. Teacher: Who can read part two? Teacher: What's our next step?  [TARGET]Teacher: Remember, our goal is to use all five steps.[/TARGET] Teacher: So, we've done step one, yes. Teacher: Step two. Teacher: What do we need to do?
Teacher: Who can read part two? Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps.  [TARGET]Teacher: So, we've done step one, yes.[/TARGET] Teacher: Step two. Teacher: What do we need to do? Teacher: Student R?
Teacher: What's our next step? Teacher: Remember, our goal is to use all five steps. Teacher: So, we've done step one, yes.  [TARGET]Teacher: Step two.[/TARGET] Teacher: What do we need to do? Teacher: Student R? Student: Underline important information.
Teacher: Remember, our goal is to use all five steps. Teacher: So, we've done step one, yes. Teacher: Step two.  [TARGET]Teacher: What do we need to do?[/TARGET] Teacher: Student R? Student: Underline important information. Teacher: Underline important information.
Teacher: So, we've done step one, yes. Teacher: Step two. Teacher: What do we need to do?  [TARGET]Teacher: Student R?[/TARGET] Student: Underline important information. Teacher: Underline important information. Teacher: So, let's go.
Teacher: What do we need to do? Teacher: Student R? Student: Underline important information.  [TARGET]Teacher: Underline important information.[/TARGET] Teacher: So, let's go. Teacher: Pencil ready. Teacher: Okay, let's look at part A.
Teacher: So, let's go. Teacher: Pencil ready. Teacher: Okay, let's look at part A.  [TARGET]Teacher: "If one block weighs ten pounds, what is the weight in pounds, of one ball?"  So, what's important in that sentence?[/TARGET] Teacher: Was there any information they gave us that's important? Teacher: Student C? Student: That one block equals ten pounds.
Teacher: Pencil ready. Teacher: Okay, let's look at part A. Teacher: "If one block weighs ten pounds, what is the weight in pounds, of one ball?"  So, what's important in that sentence?  [TARGET]Teacher: Was there any information they gave us that's important?[/TARGET] Teacher: Student C? Student: That one block equals ten pounds. Teacher: Perfect.
Teacher: Okay, let's look at part A. Teacher: "If one block weighs ten pounds, what is the weight in pounds, of one ball?"  So, what's important in that sentence? Teacher: Was there any information they gave us that's important?  [TARGET]Teacher: Student C?[/TARGET] Student: That one block equals ten pounds. Teacher: Perfect. Teacher: I want everyone to underline that.
Teacher: Was there any information they gave us that's important? Teacher: Student C? Student: That one block equals ten pounds.  [TARGET]Teacher: Perfect.[/TARGET] Teacher: I want everyone to underline that. Teacher: Great choice, Student C.  You're underlining one block weighs ten pounds. Teacher: That's important information, definitely.
Teacher: Student C? Student: That one block equals ten pounds. Teacher: Perfect.  [TARGET]Teacher: I want everyone to underline that.[/TARGET] Teacher: Great choice, Student C.  You're underlining one block weighs ten pounds. Teacher: That's important information, definitely. Teacher: Anything else that's important?
Student: That one block equals ten pounds. Teacher: Perfect. Teacher: I want everyone to underline that.  [TARGET]Teacher: Great choice, Student C.  You're underlining one block weighs ten pounds.[/TARGET] Teacher: That's important information, definitely. Teacher: Anything else that's important? Teacher: Student A?
Teacher: Perfect. Teacher: I want everyone to underline that. Teacher: Great choice, Student C.  You're underlining one block weighs ten pounds.  [TARGET]Teacher: That's important information, definitely.[/TARGET] Teacher: Anything else that's important? Teacher: Student A? Student: [Inaudible].
Teacher: I want everyone to underline that. Teacher: Great choice, Student C.  You're underlining one block weighs ten pounds. Teacher: That's important information, definitely.  [TARGET]Teacher: Anything else that's important?[/TARGET] Teacher: Student A? Student: [Inaudible]. Teacher: Great job.
Teacher: Great choice, Student C.  You're underlining one block weighs ten pounds. Teacher: That's important information, definitely. Teacher: Anything else that's important?  [TARGET]Teacher: Student A?[/TARGET] Student: [Inaudible]. Teacher: Great job. Teacher: It's important that they're telling you, show or explain how you got your answer.
Teacher: Anything else that's important? Teacher: Student A? Student: [Inaudible].  [TARGET]Teacher: Great job.[/TARGET] Teacher: It's important that they're telling you, show or explain how you got your answer. Teacher: Let's move on to part B. Teacher: Part B says, "What is the total number of blocks needed to balance six balls?"  Show, or explain how you got your answer.
Teacher: Student A? Student: [Inaudible]. Teacher: Great job.  [TARGET]Teacher: It's important that they're telling you, show or explain how you got your answer.[/TARGET] Teacher: Let's move on to part B. Teacher: Part B says, "What is the total number of blocks needed to balance six balls?"  Show, or explain how you got your answer. Teacher: What's important in that statement?
Teacher: Great job. Teacher: It's important that they're telling you, show or explain how you got your answer. Teacher: Let's move on to part B.  [TARGET]Teacher: Part B says, "What is the total number of blocks needed to balance six balls?"  Show, or explain how you got your answer.[/TARGET] Teacher: What's important in that statement? Teacher: Let's have some new hands. Teacher: Whose voices haven't I heard yet, today?
Teacher: It's important that they're telling you, show or explain how you got your answer. Teacher: Let's move on to part B. Teacher: Part B says, "What is the total number of blocks needed to balance six balls?"  Show, or explain how you got your answer.  [TARGET]Teacher: What's important in that statement?[/TARGET] Teacher: Let's have some new hands. Teacher: Whose voices haven't I heard yet, today? Teacher: Student R.
Teacher: What's important in that statement? Teacher: Let's have some new hands. Teacher: Whose voices haven't I heard yet, today?  [TARGET]Teacher: Student R.[/TARGET] Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay. Teacher: So, you should underline that whole thing?
Teacher: Student R. Student: What is the total number - what is the total number of blocks to get to balance the balls? Teacher: Okay.  [TARGET]Teacher: So, you should underline that whole thing?[/TARGET] Teacher: Who wants to help her out? Teacher: Student C? Teacher: Okay, we can come back to you.
Teacher: Okay. Teacher: So, you should underline that whole thing? Teacher: Who wants to help her out?  [TARGET]Teacher: Student C?[/TARGET] Teacher: Okay, we can come back to you. Teacher: Student C? Student: What is the total number of blocks needed?
Teacher: Who wants to help her out? Teacher: Student C? Teacher: Okay, we can come back to you.  [TARGET]Teacher: Student C?[/TARGET] Student: What is the total number of blocks needed? Teacher: Okay. Teacher: But I don't think we underline the question.
Teacher: Student C? Student: What is the total number of blocks needed? Teacher: Okay.  [TARGET]Teacher: But I don't think we underline the question.[/TARGET] Teacher: Don't we  talk about the question later on? Teacher: That's part of the question. Teacher: Student T?
Student: What is the total number of blocks needed? Teacher: Okay. Teacher: But I don't think we underline the question.  [TARGET]Teacher: Don't we  talk about the question later on?[/TARGET] Teacher: That's part of the question. Teacher: Student T? Student: The amount needed to balance six balls.
Teacher: Okay. Teacher: But I don't think we underline the question. Teacher: Don't we  talk about the question later on?  [TARGET]Teacher: That's part of the question.[/TARGET] Teacher: Student T? Student: The amount needed to balance six balls. Teacher: Okay.
Teacher: But I don't think we underline the question. Teacher: Don't we  talk about the question later on? Teacher: That's part of the question.  [TARGET]Teacher: Student T?[/TARGET] Student: The amount needed to balance six balls. Teacher: Okay. Teacher: I'm going to underline total number of blocks, and then six balls.