stanford-nlpxed/classroom_management_data huggingface dataset:
Student: [Inaudible] circle. Teacher: Okay, so how much does one ball weigh? Teacher: Did you get the answer?  [TARGET]Teacher: Okay, so write that.[/TARGET] Teacher: One ball. Teacher: Write a sentence. Teacher: The question was, "What is the weight of one ball?"  So, how can you turn that around?
Teacher: Okay, so how much does one ball weigh? Teacher: Did you get the answer? Teacher: Okay, so write that.  [TARGET]Teacher: One ball.[/TARGET] Teacher: Write a sentence. Teacher: The question was, "What is the weight of one ball?"  So, how can you turn that around? Teacher: The weight of one ball is, think.
Teacher: Did you get the answer? Teacher: Okay, so write that. Teacher: One ball.  [TARGET]Teacher: Write a sentence.[/TARGET] Teacher: The question was, "What is the weight of one ball?"  So, how can you turn that around? Teacher: The weight of one ball is, think. Teacher: And then show, explain how you got your work.
Teacher: Okay, so write that. Teacher: One ball. Teacher: Write a sentence.  [TARGET]Teacher: The question was, "What is the weight of one ball?"  So, how can you turn that around?[/TARGET] Teacher: The weight of one ball is, think. Teacher: And then show, explain how you got your work. Teacher: What's the problem?
Teacher: One ball. Teacher: Write a sentence. Teacher: The question was, "What is the weight of one ball?"  So, how can you turn that around?  [TARGET]Teacher: The weight of one ball is, think.[/TARGET] Teacher: And then show, explain how you got your work. Teacher: What's the problem? Teacher: How come you look frustrated?
Teacher: Write a sentence. Teacher: The question was, "What is the weight of one ball?"  So, how can you turn that around? Teacher: The weight of one ball is, think.  [TARGET]Teacher: And then show, explain how you got your work.[/TARGET] Teacher: What's the problem? Teacher: How come you look frustrated? Teacher: Let's look at it.
Teacher: The question was, "What is the weight of one ball?"  So, how can you turn that around? Teacher: The weight of one ball is, think. Teacher: And then show, explain how you got your work.  [TARGET]Teacher: What's the problem?[/TARGET] Teacher: How come you look frustrated? Teacher: Let's look at it. Student: I forgot what to do.
Teacher: The weight of one ball is, think. Teacher: And then show, explain how you got your work. Teacher: What's the problem?  [TARGET]Teacher: How come you look frustrated?[/TARGET] Teacher: Let's look at it. Student: I forgot what to do. Teacher: This is ten, right?
Teacher: And then show, explain how you got your work. Teacher: What's the problem? Teacher: How come you look frustrated?  [TARGET]Teacher: Let's look at it.[/TARGET] Student: I forgot what to do. Teacher: This is ten, right? Teacher: So, how much, if you think about it, would each ball have to be?
Teacher: How come you look frustrated? Teacher: Let's look at it. Student: I forgot what to do.  [TARGET]Teacher: This is ten, right?[/TARGET] Teacher: So, how much, if you think about it, would each ball have to be? Student: [Inaudible]. Teacher: Yeah.
Teacher: Let's look at it. Student: I forgot what to do. Teacher: This is ten, right?  [TARGET]Teacher: So, how much, if you think about it, would each ball have to be?[/TARGET] Student: [Inaudible]. Teacher: Yeah. Teacher: So, put one of those numbers by each one.
Teacher: This is ten, right? Teacher: So, how much, if you think about it, would each ball have to be? Student: [Inaudible].  [TARGET]Teacher: Yeah.[/TARGET] Teacher: So, put one of those numbers by each one. Teacher: Because we know five plus five equals ten. Teacher: And you're all done.
Teacher: So, how much, if you think about it, would each ball have to be? Student: [Inaudible]. Teacher: Yeah.  [TARGET]Teacher: So, put one of those numbers by each one.[/TARGET] Teacher: Because we know five plus five equals ten. Teacher: And you're all done. Teacher: That's all.
Student: [Inaudible]. Teacher: Yeah. Teacher: So, put one of those numbers by each one.  [TARGET]Teacher: Because we know five plus five equals ten.[/TARGET] Teacher: And you're all done. Teacher: That's all. Teacher: Part A is already done.
Teacher: Yeah. Teacher: So, put one of those numbers by each one. Teacher: Because we know five plus five equals ten.  [TARGET]Teacher: And you're all done.[/TARGET] Teacher: That's all. Teacher: Part A is already done. Teacher: That's all they want to know.
Teacher: So, put one of those numbers by each one. Teacher: Because we know five plus five equals ten. Teacher: And you're all done.  [TARGET]Teacher: That's all.[/TARGET] Teacher: Part A is already done. Teacher: That's all they want to know. Teacher: They want to know how much is one ball.
Teacher: Because we know five plus five equals ten. Teacher: And you're all done. Teacher: That's all.  [TARGET]Teacher: Part A is already done.[/TARGET] Teacher: That's all they want to know. Teacher: They want to know how much is one ball. Teacher: Did you just figure that out?
Teacher: And you're all done. Teacher: That's all. Teacher: Part A is already done.  [TARGET]Teacher: That's all they want to know.[/TARGET] Teacher: They want to know how much is one ball. Teacher: Did you just figure that out? Teacher: Yeah.
Teacher: That's all. Teacher: Part A is already done. Teacher: That's all they want to know.  [TARGET]Teacher: They want to know how much is one ball.[/TARGET] Teacher: Did you just figure that out? Teacher: Yeah. Teacher: Now, all you have to do is change that over to an answer over here, in a sentence.
Teacher: Part A is already done. Teacher: That's all they want to know. Teacher: They want to know how much is one ball.  [TARGET]Teacher: Did you just figure that out?[/TARGET] Teacher: Yeah. Teacher: Now, all you have to do is change that over to an answer over here, in a sentence. Teacher: Go back and see what they wrote.
Teacher: That's all they want to know. Teacher: They want to know how much is one ball. Teacher: Did you just figure that out?  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Now, all you have to do is change that over to an answer over here, in a sentence. Teacher: Go back and see what they wrote. Student: It's frustrating.
Teacher: They want to know how much is one ball. Teacher: Did you just figure that out? Teacher: Yeah.  [TARGET]Teacher: Now, all you have to do is change that over to an answer over here, in a sentence.[/TARGET] Teacher: Go back and see what they wrote. Student: It's frustrating. Teacher: Turn the question around.
Teacher: Did you just figure that out? Teacher: Yeah. Teacher: Now, all you have to do is change that over to an answer over here, in a sentence.  [TARGET]Teacher: Go back and see what they wrote.[/TARGET] Student: It's frustrating. Teacher: Turn the question around. Teacher: It's frustrating?
Teacher: Now, all you have to do is change that over to an answer over here, in a sentence. Teacher: Go back and see what they wrote. Student: It's frustrating.  [TARGET]Teacher: Turn the question around.[/TARGET] Teacher: It's frustrating? Teacher: Okay, let me help you with it. Teacher: What is the weight in pounds of one ball?
Teacher: Go back and see what they wrote. Student: It's frustrating. Teacher: Turn the question around.  [TARGET]Teacher: It's frustrating?[/TARGET] Teacher: Okay, let me help you with it. Teacher: What is the weight in pounds of one ball? Teacher: So, you can write the weight of one ball is, what?
Student: It's frustrating. Teacher: Turn the question around. Teacher: It's frustrating?  [TARGET]Teacher: Okay, let me help you with it.[/TARGET] Teacher: What is the weight in pounds of one ball? Teacher: So, you can write the weight of one ball is, what? Student: Five.
Teacher: Turn the question around. Teacher: It's frustrating? Teacher: Okay, let me help you with it.  [TARGET]Teacher: What is the weight in pounds of one ball?[/TARGET] Teacher: So, you can write the weight of one ball is, what? Student: Five. Teacher: Five what?
Teacher: It's frustrating? Teacher: Okay, let me help you with it. Teacher: What is the weight in pounds of one ball?  [TARGET]Teacher: So, you can write the weight of one ball is, what?[/TARGET] Student: Five. Teacher: Five what? Student: Five pounds.
Teacher: What is the weight in pounds of one ball? Teacher: So, you can write the weight of one ball is, what? Student: Five.  [TARGET]Teacher: Five what?[/TARGET] Student: Five pounds. Teacher: Perfect. Teacher: Part A.  Label it A.
Student: Five. Teacher: Five what? Student: Five pounds.  [TARGET]Teacher: Perfect.[/TARGET] Teacher: Part A.  Label it A. Teacher: Make sure you label it A, B, C.  That's how you get your four points. Student: And does it have to be done [inaudible]?
Teacher: Five what? Student: Five pounds. Teacher: Perfect.  [TARGET]Teacher: Part A.  Label it A.[/TARGET] Teacher: Make sure you label it A, B, C.  That's how you get your four points. Student: And does it have to be done [inaudible]? Teacher: I would skip a line before you go to B to kind of break it apart.
Student: Five pounds. Teacher: Perfect. Teacher: Part A.  Label it A.  [TARGET]Teacher: Make sure you label it A, B, C.  That's how you get your four points.[/TARGET] Student: And does it have to be done [inaudible]? Teacher: I would skip a line before you go to B to kind of break it apart. Student: [Inaudible].
Teacher: Part A.  Label it A. Teacher: Make sure you label it A, B, C.  That's how you get your four points. Student: And does it have to be done [inaudible]?  [TARGET]Teacher: I would skip a line before you go to B to kind of break it apart.[/TARGET] Student: [Inaudible]. Teacher: You're doing A, B, and C, yes. Teacher: Move on.
Teacher: Your timer did? Teacher: Who was your timer? Teacher: Nice job, Student D, move your clothespin up.  [TARGET]Teacher: Nice job.[/TARGET] Teacher: Any other timers give their group a warning? Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up.
Student: Mine did. Teacher: Nice job, Student R, you can move your clothespin up. Teacher: I'll let everyone know you have about three, four minutes.  [TARGET]Teacher: Remember, you have to show or explain how you got your answer.[/TARGET] Teacher: So, you can't just tell me it's equal to this amount of pounds. Teacher: You have to tell me how you figured that out. Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out.
Teacher: Nice job, Student R, you can move your clothespin up. Teacher: I'll let everyone know you have about three, four minutes. Teacher: Remember, you have to show or explain how you got your answer.  [TARGET]Teacher: So, you can't just tell me it's equal to this amount of pounds.[/TARGET] Teacher: You have to tell me how you figured that out. Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out. Teacher: You need to explain it.
Teacher: I'll let everyone know you have about three, four minutes. Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds.  [TARGET]Teacher: You have to tell me how you figured that out.[/TARGET] Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out. Teacher: You need to explain it. Student: [Inaudible].
Teacher: Remember, you have to show or explain how you got your answer. Teacher: So, you can't just tell me it's equal to this amount of pounds. Teacher: You have to tell me how you figured that out.  [TARGET]Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out.[/TARGET] Teacher: You need to explain it. Student: [Inaudible]. Teacher: Yeah, you can write the answer in one sentence, and then explain it in another.
Teacher: So, you can't just tell me it's equal to this amount of pounds. Teacher: You have to tell me how you figured that out. Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out.  [TARGET]Teacher: You need to explain it.[/TARGET] Student: [Inaudible]. Teacher: Yeah, you can write the answer in one sentence, and then explain it in another. Teacher: That's perfectly fine.
Teacher: You can't just tell me what the answer is, you have to tell me how you figured it out. Teacher: You need to explain it. Student: [Inaudible].  [TARGET]Teacher: Yeah, you can write the answer in one sentence, and then explain it in another.[/TARGET] Teacher: That's perfectly fine. Teacher: You can draw a picture for your explanation. Teacher: As long as the person reading your test says, "Yeah, this person really gets it.
Teacher: You need to explain it. Student: [Inaudible]. Teacher: Yeah, you can write the answer in one sentence, and then explain it in another.  [TARGET]Teacher: That's perfectly fine.[/TARGET] Teacher: You can draw a picture for your explanation. Teacher: As long as the person reading your test says, "Yeah, this person really gets it. Teacher: They explained it to me.
Student: [Inaudible]. Teacher: Yeah, you can write the answer in one sentence, and then explain it in another. Teacher: That's perfectly fine.  [TARGET]Teacher: You can draw a picture for your explanation.[/TARGET] Teacher: As long as the person reading your test says, "Yeah, this person really gets it. Teacher: They explained it to me. Teacher: They showed it to me."  Don't just give me an answer, because I might just think that you just took a guess.
Teacher: Yeah, you can write the answer in one sentence, and then explain it in another. Teacher: That's perfectly fine. Teacher: You can draw a picture for your explanation.  [TARGET]Teacher: As long as the person reading your test says, "Yeah, this person really gets it.[/TARGET] Teacher: They explained it to me. Teacher: They showed it to me."  Don't just give me an answer, because I might just think that you just took a guess. Teacher: You have to show or explain.
Teacher: That's perfectly fine. Teacher: You can draw a picture for your explanation. Teacher: As long as the person reading your test says, "Yeah, this person really gets it.  [TARGET]Teacher: They explained it to me.[/TARGET] Teacher: They showed it to me."  Don't just give me an answer, because I might just think that you just took a guess. Teacher: You have to show or explain. Teacher: Prove how you figured it out.
Teacher: You can draw a picture for your explanation. Teacher: As long as the person reading your test says, "Yeah, this person really gets it. Teacher: They explained it to me.  [TARGET]Teacher: They showed it to me."  Don't just give me an answer, because I might just think that you just took a guess.[/TARGET] Teacher: You have to show or explain. Teacher: Prove how you figured it out. Teacher: Student C?
Teacher: As long as the person reading your test says, "Yeah, this person really gets it. Teacher: They explained it to me. Teacher: They showed it to me."  Don't just give me an answer, because I might just think that you just took a guess.  [TARGET]Teacher: You have to show or explain.[/TARGET] Teacher: Prove how you figured it out. Teacher: Student C? Student: Can we write like, how we got the answer?
Teacher: They explained it to me. Teacher: They showed it to me."  Don't just give me an answer, because I might just think that you just took a guess. Teacher: You have to show or explain.  [TARGET]Teacher: Prove how you figured it out.[/TARGET] Teacher: Student C? Student: Can we write like, how we got the answer? Student: Like how much it weighs?
Teacher: They showed it to me."  Don't just give me an answer, because I might just think that you just took a guess. Teacher: You have to show or explain. Teacher: Prove how you figured it out.  [TARGET]Teacher: Student C?[/TARGET] Student: Can we write like, how we got the answer? Student: Like how much it weighs? Teacher: Yeah.
Teacher: Student C? Student: Can we write like, how we got the answer? Student: Like how much it weighs?  [TARGET]Teacher: Yeah.[/TARGET] Teacher: I figured this out by doing. Teacher: And yeah, I definitely would use some math vocabulary. Student: How do you spell [inaudible]?
Student: Can we write like, how we got the answer? Student: Like how much it weighs? Teacher: Yeah.  [TARGET]Teacher: I figured this out by doing.[/TARGET] Teacher: And yeah, I definitely would use some math vocabulary. Student: How do you spell [inaudible]? Teacher: Try your best.
Student: Like how much it weighs? Teacher: Yeah. Teacher: I figured this out by doing.  [TARGET]Teacher: And yeah, I definitely would use some math vocabulary.[/TARGET] Student: How do you spell [inaudible]? Teacher: Try your best. Teacher: Spelling does not count on this, okay?
Teacher: I figured this out by doing. Teacher: And yeah, I definitely would use some math vocabulary. Student: How do you spell [inaudible]?  [TARGET]Teacher: Try your best.[/TARGET] Teacher: Spelling does not count on this, okay? Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best. Teacher: Okay.
Teacher: And yeah, I definitely would use some math vocabulary. Student: How do you spell [inaudible]? Teacher: Try your best.  [TARGET]Teacher: Spelling does not count on this, okay?[/TARGET] Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best. Teacher: Okay. Teacher: Now you're ready for part B.
Student: How do you spell [inaudible]? Teacher: Try your best. Teacher: Spelling does not count on this, okay?  [TARGET]Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best.[/TARGET] Teacher: Okay. Teacher: Now you're ready for part B. Teacher: Student R?
Teacher: Spelling does not count on this, okay? Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best. Teacher: Okay.  [TARGET]Teacher: Now you're ready for part B.[/TARGET] Teacher: Student R? Student: If someone needed to spell addition and subtraction and someone, they would - Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone.
Teacher: So, if you're trying to spell addition, or if you're trying to spell something else, try your best. Teacher: Okay. Teacher: Now you're ready for part B.  [TARGET]Teacher: Student R?[/TARGET] Student: If someone needed to spell addition and subtraction and someone, they would - Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone. Teacher: Now, read what you wrote to me.
Teacher: Now you're ready for part B. Teacher: Student R? Student: If someone needed to spell addition and subtraction and someone, they would -  [TARGET]Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone.[/TARGET] Teacher: Now, read what you wrote to me. Student: One ball is ... Teacher: Keep going.
Teacher: Student R? Student: If someone needed to spell addition and subtraction and someone, they would - Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone.  [TARGET]Teacher: Now, read what you wrote to me.[/TARGET] Student: One ball is ... Teacher: Keep going. Teacher: One ball is?
Teacher: Yeah, but none of that will be here when the MCAS comes, so I don't want you to rely on that kind of stuff, because it will be gone. Teacher: Now, read what you wrote to me. Student: One ball is ...  [TARGET]Teacher: Keep going.[/TARGET] Teacher: One ball is? Student: Five pounds, because it's half of two balls. Teacher: Does that make sense to you?
Teacher: Now, read what you wrote to me. Student: One ball is ... Teacher: Keep going.  [TARGET]Teacher: One ball is?[/TARGET] Student: Five pounds, because it's half of two balls. Teacher: Does that make sense to you? Student: No.
Teacher: Keep going. Teacher: One ball is? Student: Five pounds, because it's half of two balls.  [TARGET]Teacher: Does that make sense to you?[/TARGET] Student: No. Teacher: That it's half of two balls? Teacher: You need to explain it a little bit more, okay?
Student: Five pounds, because it's half of two balls. Teacher: Does that make sense to you? Student: No.  [TARGET]Teacher: That it's half of two balls?[/TARGET] Teacher: You need to explain it a little bit more, okay? Teacher: I think I can feel where you're going, but it doesn't give me all of your answer. Teacher: I think in part A you should probably be talking with the block a little bit, all right?
Teacher: Does that make sense to you? Student: No. Teacher: That it's half of two balls?  [TARGET]Teacher: You need to explain it a little bit more, okay?[/TARGET] Teacher: I think I can feel where you're going, but it doesn't give me all of your answer. Teacher: I think in part A you should probably be talking with the block a little bit, all right? Teacher: Just because they want the answer of a ball.
Student: No. Teacher: That it's half of two balls? Teacher: You need to explain it a little bit more, okay?  [TARGET]Teacher: I think I can feel where you're going, but it doesn't give me all of your answer.[/TARGET] Teacher: I think in part A you should probably be talking with the block a little bit, all right? Teacher: Just because they want the answer of a ball. Teacher: You need to do, in your explanation, I would include how you figured it out.
Teacher: That it's half of two balls? Teacher: You need to explain it a little bit more, okay? Teacher: I think I can feel where you're going, but it doesn't give me all of your answer.  [TARGET]Teacher: I think in part A you should probably be talking with the block a little bit, all right?[/TARGET] Teacher: Just because they want the answer of a ball. Teacher: You need to do, in your explanation, I would include how you figured it out. Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs.
Teacher: You need to explain it a little bit more, okay? Teacher: I think I can feel where you're going, but it doesn't give me all of your answer. Teacher: I think in part A you should probably be talking with the block a little bit, all right?  [TARGET]Teacher: Just because they want the answer of a ball.[/TARGET] Teacher: You need to do, in your explanation, I would include how you figured it out. Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs. Teacher: So, I would include that in your answer.
Teacher: I think I can feel where you're going, but it doesn't give me all of your answer. Teacher: I think in part A you should probably be talking with the block a little bit, all right? Teacher: Just because they want the answer of a ball.  [TARGET]Teacher: You need to do, in your explanation, I would include how you figured it out.[/TARGET] Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs. Teacher: So, I would include that in your answer. Teacher: Let me see.
Teacher: I think in part A you should probably be talking with the block a little bit, all right? Teacher: Just because they want the answer of a ball. Teacher: You need to do, in your explanation, I would include how you figured it out.  [TARGET]Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs.[/TARGET] Teacher: So, I would include that in your answer. Teacher: Let me see. Teacher: Read it to me.
Teacher: Just because they want the answer of a ball. Teacher: You need to do, in your explanation, I would include how you figured it out. Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs.  [TARGET]Teacher: So, I would include that in your answer.[/TARGET] Teacher: Let me see. Teacher: Read it to me. Student: [Inaudible].
Teacher: You need to do, in your explanation, I would include how you figured it out. Teacher: And then only way that you figured out how much this weighs, is because they told you how much this weighs. Teacher: So, I would include that in your answer.  [TARGET]Teacher: Let me see.[/TARGET] Teacher: Read it to me. Student: [Inaudible]. Teacher: Great.