stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: I didn't put an explanation." Student: So would three and four be a good score? Teacher: Three and four would be great.  [TARGET]Teacher: Four would be what I think everyone in here is definitely capable of.[/TARGET] Teacher: Okay? Teacher: Now, there are some steps that we are going to start training ourselves to do. Teacher: Please take one.
Teacher: Three and four would be great. Teacher: Four would be what I think everyone in here is definitely capable of. Teacher: Okay?  [TARGET]Teacher: Now, there are some steps that we are going to start training ourselves to do.[/TARGET] Teacher: Please take one. Teacher: That help people get a better score on these open responses. Teacher: Please put your name on this paper, also.
Teacher: Okay? Teacher: Now, there are some steps that we are going to start training ourselves to do. Teacher: Please take one.  [TARGET]Teacher: That help people get a better score on these open responses.[/TARGET] Teacher: Please put your name on this paper, also. Teacher: [Handing out papers]. Teacher: And again, this is going to be a paper that stays in your green math folder forever.
Teacher: And again, this is going to be a paper that stays in your green math folder forever. Teacher: Shh. Teacher: So, please take one and read it to yourself silently.  [TARGET]Teacher: Student C?[/TARGET] Student: Should we write our names on - Teacher: I've already said put your name on it. Teacher: And it's something that goes in your folder and it stays there, forever.
Student: Should we write our names on - Teacher: I've already said put your name on it. Teacher: And it's something that goes in your folder and it stays there, forever.  [TARGET]Teacher: So, please read this.[/TARGET] Teacher: It's your steps to problem solving. Teacher: [Students reading]. Teacher: And let's read these steps to problem solving.
Teacher: I've already said put your name on it. Teacher: And it's something that goes in your folder and it stays there, forever. Teacher: So, please read this.  [TARGET]Teacher: It's your steps to problem solving.[/TARGET] Teacher: [Students reading]. Teacher: And let's read these steps to problem solving. Teacher: How many steps are there?
Teacher: So, please read this. Teacher: It's your steps to problem solving. Teacher: [Students reading].  [TARGET]Teacher: And let's read these steps to problem solving.[/TARGET] Teacher: How many steps are there? Teacher: Who can tell me how many steps there are? Teacher: Every answer that's on that little slip of paper.
Teacher: It's your steps to problem solving. Teacher: [Students reading]. Teacher: And let's read these steps to problem solving.  [TARGET]Teacher: How many steps are there?[/TARGET] Teacher: Who can tell me how many steps there are? Teacher: Every answer that's on that little slip of paper. Teacher: Count how many steps there are.
Teacher: [Students reading]. Teacher: And let's read these steps to problem solving. Teacher: How many steps are there?  [TARGET]Teacher: Who can tell me how many steps there are?[/TARGET] Teacher: Every answer that's on that little slip of paper. Teacher: Count how many steps there are. Teacher: Student J?
Teacher: And let's read these steps to problem solving. Teacher: How many steps are there? Teacher: Who can tell me how many steps there are?  [TARGET]Teacher: Every answer that's on that little slip of paper.[/TARGET] Teacher: Count how many steps there are. Teacher: Student J? Student: Five.
Teacher: How many steps are there? Teacher: Who can tell me how many steps there are? Teacher: Every answer that's on that little slip of paper.  [TARGET]Teacher: Count how many steps there are.[/TARGET] Teacher: Student J? Student: Five. Teacher: Five steps.
Teacher: Who can tell me how many steps there are? Teacher: Every answer that's on that little slip of paper. Teacher: Count how many steps there are.  [TARGET]Teacher: Student J?[/TARGET] Student: Five. Teacher: Five steps. Teacher: I'm going to read them to you in order.
Teacher: Count how many steps there are. Teacher: Student J? Student: Five.  [TARGET]Teacher: Five steps.[/TARGET] Teacher: I'm going to read them to you in order. Teacher: Number one. Teacher: Your first step.
Teacher: Student J? Student: Five. Teacher: Five steps.  [TARGET]Teacher: I'm going to read them to you in order.[/TARGET] Teacher: Number one. Teacher: Your first step. Teacher: When you get your open response, what is the first thing you do?
Student: Five. Teacher: Five steps. Teacher: I'm going to read them to you in order.  [TARGET]Teacher: Number one.[/TARGET] Teacher: Your first step. Teacher: When you get your open response, what is the first thing you do? Teacher: You're going to read it, and then you're going to re-read it.
Teacher: Five steps. Teacher: I'm going to read them to you in order. Teacher: Number one.  [TARGET]Teacher: Your first step.[/TARGET] Teacher: When you get your open response, what is the first thing you do? Teacher: You're going to read it, and then you're going to re-read it. Teacher: So, how many times does that mean?
Teacher: I'm going to read them to you in order. Teacher: Number one. Teacher: Your first step.  [TARGET]Teacher: When you get your open response, what is the first thing you do?[/TARGET] Teacher: You're going to read it, and then you're going to re-read it. Teacher: So, how many times does that mean? Multiple Students: Two.
Teacher: Number one. Teacher: Your first step. Teacher: When you get your open response, what is the first thing you do?  [TARGET]Teacher: You're going to read it, and then you're going to re-read it.[/TARGET] Teacher: So, how many times does that mean? Multiple Students: Two. Teacher: Two.
Teacher: Your first step. Teacher: When you get your open response, what is the first thing you do? Teacher: You're going to read it, and then you're going to re-read it.  [TARGET]Teacher: So, how many times does that mean?[/TARGET] Multiple Students: Two. Teacher: Two. Teacher: At least two.
Teacher: You're going to read it, and then you're going to re-read it. Teacher: So, how many times does that mean? Multiple Students: Two.  [TARGET]Teacher: Two.[/TARGET] Teacher: At least two. Teacher: Okay? Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do.
Teacher: So, how many times does that mean? Multiple Students: Two. Teacher: Two.  [TARGET]Teacher: At least two.[/TARGET] Teacher: Okay? Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do. Teacher: But if you read it again, you might say, "Oh, I didn't realize they were asking me to do this.
Teacher: Two. Teacher: At least two. Teacher: Okay?  [TARGET]Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do.[/TARGET] Teacher: But if you read it again, you might say, "Oh, I didn't realize they were asking me to do this. Teacher: I thought they were asking me to do that."  So, read and re-read. Teacher: Part two.
Teacher: At least two. Teacher: Okay? Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do.  [TARGET]Teacher: But if you read it again, you might say, "Oh, I didn't realize they were asking me to do this.[/TARGET] Teacher: I thought they were asking me to do that."  So, read and re-read. Teacher: Part two. Teacher: Step two.
Teacher: Okay? Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do. Teacher: But if you read it again, you might say, "Oh, I didn't realize they were asking me to do this.  [TARGET]Teacher: I thought they were asking me to do that."  So, read and re-read.[/TARGET] Teacher: Part two. Teacher: Step two. Teacher: Sorry.
Teacher: Sometimes when you read it the first time, you think you know what they're asking you to do. Teacher: But if you read it again, you might say, "Oh, I didn't realize they were asking me to do this. Teacher: I thought they were asking me to do that."  So, read and re-read.  [TARGET]Teacher: Part two.[/TARGET] Teacher: Step two. Teacher: Sorry. Teacher: Step two.
Teacher: But if you read it again, you might say, "Oh, I didn't realize they were asking me to do this. Teacher: I thought they were asking me to do that."  So, read and re-read. Teacher: Part two.  [TARGET]Teacher: Step two.[/TARGET] Teacher: Sorry. Teacher: Step two. Teacher: Underline important information.
Teacher: I thought they were asking me to do that."  So, read and re-read. Teacher: Part two. Teacher: Step two.  [TARGET]Teacher: Sorry.[/TARGET] Teacher: Step two. Teacher: Underline important information. Teacher: So after you read all of the question, you're going to go back and underline anything that is important.
Teacher: Part two. Teacher: Step two. Teacher: Sorry.  [TARGET]Teacher: Step two.[/TARGET] Teacher: Underline important information. Teacher: So after you read all of the question, you're going to go back and underline anything that is important. Student: They mean anything that you write down that's really important to the selection then you underline it.
Teacher: Step two. Teacher: Sorry. Teacher: Step two.  [TARGET]Teacher: Underline important information.[/TARGET] Teacher: So after you read all of the question, you're going to go back and underline anything that is important. Student: They mean anything that you write down that's really important to the selection then you underline it. Teacher: We're going to be underlining parts of the question that will help us answer the question.
Teacher: Sorry. Teacher: Step two. Teacher: Underline important information.  [TARGET]Teacher: So after you read all of the question, you're going to go back and underline anything that is important.[/TARGET] Student: They mean anything that you write down that's really important to the selection then you underline it. Teacher: We're going to be underlining parts of the question that will help us answer the question. Teacher: We're going to do all of this together.
Teacher: Underline important information. Teacher: So after you read all of the question, you're going to go back and underline anything that is important. Student: They mean anything that you write down that's really important to the selection then you underline it.  [TARGET]Teacher: We're going to be underlining parts of the question that will help us answer the question.[/TARGET] Teacher: We're going to do all of this together. Teacher: Student M? Student: We underlined the important information on the tests that we did.
Teacher: So after you read all of the question, you're going to go back and underline anything that is important. Student: They mean anything that you write down that's really important to the selection then you underline it. Teacher: We're going to be underlining parts of the question that will help us answer the question.  [TARGET]Teacher: We're going to do all of this together.[/TARGET] Teacher: Student M? Student: We underlined the important information on the tests that we did. Teacher: Yeah.
Student: They mean anything that you write down that's really important to the selection then you underline it. Teacher: We're going to be underlining parts of the question that will help us answer the question. Teacher: We're going to do all of this together.  [TARGET]Teacher: Student M?[/TARGET] Student: We underlined the important information on the tests that we did. Teacher: Yeah. Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts.
Teacher: We're going to do all of this together. Teacher: Student M? Student: We underlined the important information on the tests that we did.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts. Teacher: Exactly what you do in reading, we're going to be doing in math. Teacher: Number three.
Teacher: Student M? Student: We underlined the important information on the tests that we did. Teacher: Yeah.  [TARGET]Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts.[/TARGET] Teacher: Exactly what you do in reading, we're going to be doing in math. Teacher: Number three. Teacher: This is the third thing you do.
Student: We underlined the important information on the tests that we did. Teacher: Yeah. Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts.  [TARGET]Teacher: Exactly what you do in reading, we're going to be doing in math.[/TARGET] Teacher: Number three. Teacher: This is the third thing you do. Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked.
Teacher: Yeah. Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts. Teacher: Exactly what you do in reading, we're going to be doing in math.  [TARGET]Teacher: Number three.[/TARGET] Teacher: This is the third thing you do. Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked. Teacher: So, they might give you a lot of writing.
Teacher: It's just going to be just like reading, boys and girls, where you go back and you underline the important parts. Teacher: Exactly what you do in reading, we're going to be doing in math. Teacher: Number three.  [TARGET]Teacher: This is the third thing you do.[/TARGET] Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked. Teacher: So, they might give you a lot of writing. Teacher: They might just give you a description of something.
Teacher: Exactly what you do in reading, we're going to be doing in math. Teacher: Number three. Teacher: This is the third thing you do.  [TARGET]Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked.[/TARGET] Teacher: So, they might give you a lot of writing. Teacher: They might just give you a description of something. Teacher: And then at the very end they'll ask you the actual question.
Teacher: Number three. Teacher: This is the third thing you do. Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked.  [TARGET]Teacher: So, they might give you a lot of writing.[/TARGET] Teacher: They might just give you a description of something. Teacher: And then at the very end they'll ask you the actual question. Teacher: They might say, "What time did Suzie go to bed?"  And you'll have to figure out what time she went to bed.
Teacher: This is the third thing you do. Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked. Teacher: So, they might give you a lot of writing.  [TARGET]Teacher: They might just give you a description of something.[/TARGET] Teacher: And then at the very end they'll ask you the actual question. Teacher: They might say, "What time did Suzie go to bed?"  And you'll have to figure out what time she went to bed. Teacher: But the end of the question, whatever the question is, we're going to circle.
Teacher: After you read and you re-read, and you underline, next, you're going to circle the question, or what is being asked. Teacher: So, they might give you a lot of writing. Teacher: They might just give you a description of something.  [TARGET]Teacher: And then at the very end they'll ask you the actual question.[/TARGET] Teacher: They might say, "What time did Suzie go to bed?"  And you'll have to figure out what time she went to bed. Teacher: But the end of the question, whatever the question is, we're going to circle. Teacher: Because that's what they want to know.
Teacher: So, they might give you a lot of writing. Teacher: They might just give you a description of something. Teacher: And then at the very end they'll ask you the actual question.  [TARGET]Teacher: They might say, "What time did Suzie go to bed?"  And you'll have to figure out what time she went to bed.[/TARGET] Teacher: But the end of the question, whatever the question is, we're going to circle. Teacher: Because that's what they want to know. Teacher: That's what you have to figure out.
Teacher: They might just give you a description of something. Teacher: And then at the very end they'll ask you the actual question. Teacher: They might say, "What time did Suzie go to bed?"  And you'll have to figure out what time she went to bed.  [TARGET]Teacher: But the end of the question, whatever the question is, we're going to circle.[/TARGET] Teacher: Because that's what they want to know. Teacher: That's what you have to figure out. Teacher: In order to have a four, that's what you have to answer.
Teacher: And then at the very end they'll ask you the actual question. Teacher: They might say, "What time did Suzie go to bed?"  And you'll have to figure out what time she went to bed. Teacher: But the end of the question, whatever the question is, we're going to circle.  [TARGET]Teacher: Because that's what they want to know.[/TARGET] Teacher: That's what you have to figure out. Teacher: In order to have a four, that's what you have to answer. Student: Can I read number four?
Teacher: They might say, "What time did Suzie go to bed?"  And you'll have to figure out what time she went to bed. Teacher: But the end of the question, whatever the question is, we're going to circle. Teacher: Because that's what they want to know.  [TARGET]Teacher: That's what you have to figure out.[/TARGET] Teacher: In order to have a four, that's what you have to answer. Student: Can I read number four? Teacher: I'm going to read them for now.
Teacher: But the end of the question, whatever the question is, we're going to circle. Teacher: Because that's what they want to know. Teacher: That's what you have to figure out.  [TARGET]Teacher: In order to have a four, that's what you have to answer.[/TARGET] Student: Can I read number four? Teacher: I'm going to read them for now. Teacher: Number for.
Teacher: That's what you have to figure out. Teacher: In order to have a four, that's what you have to answer. Student: Can I read number four?  [TARGET]Teacher: I'm going to read them for now.[/TARGET] Teacher: Number for. Teacher: TTQA. Teacher: Turn the question into an answer.
Teacher: In order to have a four, that's what you have to answer. Student: Can I read number four? Teacher: I'm going to read them for now.  [TARGET]Teacher: Number for.[/TARGET] Teacher: TTQA. Teacher: Turn the question into an answer. Teacher: So, whatever they - we just circled, we're going to turn that into an answer.
Student: Can I read number four? Teacher: I'm going to read them for now. Teacher: Number for.  [TARGET]Teacher: TTQA.[/TARGET] Teacher: Turn the question into an answer. Teacher: So, whatever they - we just circled, we're going to turn that into an answer. Teacher: So, if it says, "What time did Suzie go to bed?"  Who can turn that around for us?
Teacher: I'm going to read them for now. Teacher: Number for. Teacher: TTQA.  [TARGET]Teacher: Turn the question into an answer.[/TARGET] Teacher: So, whatever they - we just circled, we're going to turn that into an answer. Teacher: So, if it says, "What time did Suzie go to bed?"  Who can turn that around for us? Teacher: Who is getting good at TTQA?
Teacher: Number for. Teacher: TTQA. Teacher: Turn the question into an answer.  [TARGET]Teacher: So, whatever they - we just circled, we're going to turn that into an answer.[/TARGET] Teacher: So, if it says, "What time did Suzie go to bed?"  Who can turn that around for us? Teacher: Who is getting good at TTQA? Teacher: The question is, "What time did Suzie go to bed?"  Student N?
Teacher: TTQA. Teacher: Turn the question into an answer. Teacher: So, whatever they - we just circled, we're going to turn that into an answer.  [TARGET]Teacher: So, if it says, "What time did Suzie go to bed?"  Who can turn that around for us?[/TARGET] Teacher: Who is getting good at TTQA? Teacher: The question is, "What time did Suzie go to bed?"  Student N? Student: She -
Teacher: Turn the question into an answer. Teacher: So, whatever they - we just circled, we're going to turn that into an answer. Teacher: So, if it says, "What time did Suzie go to bed?"  Who can turn that around for us?  [TARGET]Teacher: Who is getting good at TTQA?[/TARGET] Teacher: The question is, "What time did Suzie go to bed?"  Student N? Student: She - Teacher: I wouldn't use the word "she".
Teacher: So, whatever they - we just circled, we're going to turn that into an answer. Teacher: So, if it says, "What time did Suzie go to bed?"  Who can turn that around for us? Teacher: Who is getting good at TTQA?  [TARGET]Teacher: The question is, "What time did Suzie go to bed?"  Student N?[/TARGET] Student: She - Teacher: I wouldn't use the word "she". Teacher: The question was, "What time did Suzie go to bed?"  Student C, can you help him?
Teacher: Who is getting good at TTQA? Teacher: The question is, "What time did Suzie go to bed?"  Student N? Student: She -  [TARGET]Teacher: I wouldn't use the word "she".[/TARGET] Teacher: The question was, "What time did Suzie go to bed?"  Student C, can you help him? Student: Suzie went to bed at this time. Teacher: Perfect.
Teacher: The question is, "What time did Suzie go to bed?"  Student N? Student: She - Teacher: I wouldn't use the word "she".  [TARGET]Teacher: The question was, "What time did Suzie go to bed?"  Student C, can you help him?[/TARGET] Student: Suzie went to bed at this time. Teacher: Perfect. Teacher: Suzie went to bed at - and then give the answer.
Teacher: I wouldn't use the word "she". Teacher: The question was, "What time did Suzie go to bed?"  Student C, can you help him? Student: Suzie went to bed at this time.  [TARGET]Teacher: Perfect.[/TARGET] Teacher: Suzie went to bed at - and then give the answer. Teacher: Perfect. Teacher: Step number five.
Teacher: The question was, "What time did Suzie go to bed?"  Student C, can you help him? Student: Suzie went to bed at this time. Teacher: Perfect.  [TARGET]Teacher: Suzie went to bed at - and then give the answer.[/TARGET] Teacher: Perfect. Teacher: Step number five. Teacher: Solve the problem.
Student: Suzie went to bed at this time. Teacher: Perfect. Teacher: Suzie went to bed at - and then give the answer.  [TARGET]Teacher: Perfect.[/TARGET] Teacher: Step number five. Teacher: Solve the problem. Teacher: Show your work.
Teacher: Perfect. Teacher: Suzie went to bed at - and then give the answer. Teacher: Perfect.  [TARGET]Teacher: Step number five.[/TARGET] Teacher: Solve the problem. Teacher: Show your work. Teacher: And Label all the steps.
Teacher: Suzie went to bed at - and then give the answer. Teacher: Perfect. Teacher: Step number five.  [TARGET]Teacher: Solve the problem.[/TARGET] Teacher: Show your work. Teacher: And Label all the steps. Teacher: [Inaudible].
Teacher: Perfect. Teacher: Step number five. Teacher: Solve the problem.  [TARGET]Teacher: Show your work.[/TARGET] Teacher: And Label all the steps. Teacher: [Inaudible]. Teacher: You need to solve the problem.
Teacher: Step number five. Teacher: Solve the problem. Teacher: Show your work.  [TARGET]Teacher: And Label all the steps.[/TARGET] Teacher: [Inaudible]. Teacher: You need to solve the problem. Teacher: So, figure it out.
Teacher: Show your work. Teacher: And Label all the steps. Teacher: [Inaudible].  [TARGET]Teacher: You need to solve the problem.[/TARGET] Teacher: So, figure it out. Teacher: She went to bed at 5:00. Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps.
Teacher: And Label all the steps. Teacher: [Inaudible]. Teacher: You need to solve the problem.  [TARGET]Teacher: So, figure it out.[/TARGET] Teacher: She went to bed at 5:00. Teacher: Show all the work that it took to figure out what time she went to bed, and then label your steps. Teacher: This is step A, and this is part B, okay?