stanford-nlpxed/classroom_management_data huggingface dataset:
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.  [TARGET]Teacher: Read it to me.[/TARGET] Student: [Inaudible]. Teacher: Great. Student: I know because [inaudible].
Teacher: Let me see. Teacher: Read it to me. Student: [Inaudible].  [TARGET]Teacher: Great.[/TARGET] Student: I know because [inaudible]. Teacher: That's beautiful. Student: [Inaudible].
Student: [Inaudible]. Teacher: Great. Student: I know because [inaudible].  [TARGET]Teacher: That's beautiful.[/TARGET] Student: [Inaudible]. Teacher: Perfect. Teacher: Absolutely perfect.
Student: I know because [inaudible]. Teacher: That's beautiful. Student: [Inaudible].  [TARGET]Teacher: Perfect.[/TARGET] Teacher: Absolutely perfect. Teacher: Go on to part B. Teacher: Perfect.
Teacher: That's beautiful. Student: [Inaudible]. Teacher: Perfect.  [TARGET]Teacher: Absolutely perfect.[/TARGET] Teacher: Go on to part B. Teacher: Perfect. Teacher: Perfect.
Teacher: Perfect. Teacher: Absolutely perfect. Teacher: Go on to part B.  [TARGET]Teacher: Perfect.[/TARGET] Teacher: Perfect. Student: [Inaudible]. Teacher: Can you what?
Teacher: Absolutely perfect. Teacher: Go on to part B. Teacher: Perfect.  [TARGET]Teacher: Perfect.[/TARGET] Student: [Inaudible]. Teacher: Can you what? Student: [Inaudible].
Teacher: Perfect. Teacher: Perfect. Student: [Inaudible].  [TARGET]Teacher: Can you what?[/TARGET] Student: [Inaudible]. Teacher: Five plus five equals ten. Teacher: Okay.
Student: [Inaudible]. Teacher: Can you what? Student: [Inaudible].  [TARGET]Teacher: Five plus five equals ten.[/TARGET] Teacher: Okay. Teacher: Go on to part B, now. Teacher: Let's go.
Teacher: Okay. Teacher: Go on to part B, now. Teacher: Let's go.  [TARGET]Teacher: Yes?[/TARGET] Teacher: Hurry up. Teacher: Student A, do you need help? Teacher: Okay.
Teacher: Let's go. Teacher: Yes? Teacher: Hurry up.  [TARGET]Teacher: Student A, do you need help?[/TARGET] Teacher: Okay. Student: I finished part A, but- Teacher: But you have to figure out how to explain it?
Teacher: Student A, do you need help? Teacher: Okay. Student: I finished part A, but-  [TARGET]Teacher: But you have to figure out how to explain it?[/TARGET] Student: Yeah. Teacher: Okay. Teacher: So, put a period here.
Teacher: But you have to figure out how to explain it? Student: Yeah. Teacher: Okay.  [TARGET]Teacher: So, put a period here.[/TARGET] Teacher: So, that's perfect for your answer. Teacher: You turned the question around. Teacher: Perfect.
Student: Yeah. Teacher: Okay. Teacher: So, put a period here.  [TARGET]Teacher: So, that's perfect for your answer.[/TARGET] Teacher: You turned the question around. Teacher: Perfect. Teacher: Now, how did you figure it out?
Teacher: Okay. Teacher: So, put a period here. Teacher: So, that's perfect for your answer.  [TARGET]Teacher: You turned the question around.[/TARGET] Teacher: Perfect. Teacher: Now, how did you figure it out? Teacher: How did you know that?
Teacher: So, put a period here. Teacher: So, that's perfect for your answer. Teacher: You turned the question around.  [TARGET]Teacher: Perfect.[/TARGET] Teacher: Now, how did you figure it out? Teacher: How did you know that? Teacher: Tell me in words.
Teacher: So, that's perfect for your answer. Teacher: You turned the question around. Teacher: Perfect.  [TARGET]Teacher: Now, how did you figure it out?[/TARGET] Teacher: How did you know that? Teacher: Tell me in words. Student: [Inaudible].
Teacher: You turned the question around. Teacher: Perfect. Teacher: Now, how did you figure it out?  [TARGET]Teacher: How did you know that?[/TARGET] Teacher: Tell me in words. Student: [Inaudible]. Teacher: All right.
Teacher: Perfect. Teacher: Now, how did you figure it out? Teacher: How did you know that?  [TARGET]Teacher: Tell me in words.[/TARGET] Student: [Inaudible]. Teacher: All right. Teacher: So, why don't you write that.
Teacher: Tell me in words. Student: [Inaudible]. Teacher: All right.  [TARGET]Teacher: So, why don't you write that.[/TARGET] Teacher: "I know this, because the two balls have to equal ten."  And ten split into two would be? Teacher: Five each. Teacher: Yeah.
Student: [Inaudible]. Teacher: All right. Teacher: So, why don't you write that.  [TARGET]Teacher: "I know this, because the two balls have to equal ten."  And ten split into two would be?[/TARGET] Teacher: Five each. Teacher: Yeah. Teacher: All right.
Teacher: All right. Teacher: So, why don't you write that. Teacher: "I know this, because the two balls have to equal ten."  And ten split into two would be?  [TARGET]Teacher: Five each.[/TARGET] Teacher: Yeah. Teacher: All right. Teacher: Timers, let me know that the time is now up.
Teacher: So, why don't you write that. Teacher: "I know this, because the two balls have to equal ten."  And ten split into two would be? Teacher: Five each.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: All right. Teacher: Timers, let me know that the time is now up. Teacher: [Inaudible] if you need more time.
Teacher: Everyone. Teacher: I'm going to give you a bonus five minutes. Teacher: Use those five minutes wisely.  [TARGET]Teacher: Student A?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: One block equals to two balls.
Teacher: Student A? Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: One block equals to two balls.[/TARGET] Teacher: Yeah, so keep going. Teacher: So, tell me how much it must be. Teacher: Let's see.
Student: [Inaudible]. Teacher: Okay. Teacher: One block equals to two balls.  [TARGET]Teacher: Yeah, so keep going.[/TARGET] Teacher: So, tell me how much it must be. Teacher: Let's see. Teacher: I think we're getting confused, here.
Teacher: Okay. Teacher: One block equals to two balls. Teacher: Yeah, so keep going.  [TARGET]Teacher: So, tell me how much it must be.[/TARGET] Teacher: Let's see. Teacher: I think we're getting confused, here. Teacher: We're making it harder than what it is.
Teacher: One block equals to two balls. Teacher: Yeah, so keep going. Teacher: So, tell me how much it must be.  [TARGET]Teacher: Let's see.[/TARGET] Teacher: I think we're getting confused, here. Teacher: We're making it harder than what it is. Teacher: That's ten, right?
Teacher: Yeah, so keep going. Teacher: So, tell me how much it must be. Teacher: Let's see.  [TARGET]Teacher: I think we're getting confused, here.[/TARGET] Teacher: We're making it harder than what it is. Teacher: That's ten, right? Teacher: So, together, these two must equal how much?
Teacher: So, tell me how much it must be. Teacher: Let's see. Teacher: I think we're getting confused, here.  [TARGET]Teacher: We're making it harder than what it is.[/TARGET] Teacher: That's ten, right? Teacher: So, together, these two must equal how much? Student: Twenty.
Teacher: Let's see. Teacher: I think we're getting confused, here. Teacher: We're making it harder than what it is.  [TARGET]Teacher: That's ten, right?[/TARGET] Teacher: So, together, these two must equal how much? Student: Twenty. Teacher: Would ten equal twenty?
Teacher: I think we're getting confused, here. Teacher: We're making it harder than what it is. Teacher: That's ten, right?  [TARGET]Teacher: So, together, these two must equal how much?[/TARGET] Student: Twenty. Teacher: Would ten equal twenty? Teacher: Remember the scale.
Teacher: That's ten, right? Teacher: So, together, these two must equal how much? Student: Twenty.  [TARGET]Teacher: Would ten equal twenty?[/TARGET] Teacher: Remember the scale. Teacher: So, whatever's on this side has to be the same as on this side. Student: Oh.
Teacher: So, together, these two must equal how much? Student: Twenty. Teacher: Would ten equal twenty?  [TARGET]Teacher: Remember the scale.[/TARGET] Teacher: So, whatever's on this side has to be the same as on this side. Student: Oh. Teacher: So, if this side is ten, then this side must be?
Student: Twenty. Teacher: Would ten equal twenty? Teacher: Remember the scale.  [TARGET]Teacher: So, whatever's on this side has to be the same as on this side.[/TARGET] Student: Oh. Teacher: So, if this side is ten, then this side must be? Student: Ten.
Teacher: Remember the scale. Teacher: So, whatever's on this side has to be the same as on this side. Student: Oh.  [TARGET]Teacher: So, if this side is ten, then this side must be?[/TARGET] Student: Ten. Teacher: Ten. Teacher: So, if this side has to be ten, then each ball needs to be?
Student: Oh. Teacher: So, if this side is ten, then this side must be? Student: Ten.  [TARGET]Teacher: Ten.[/TARGET] Teacher: So, if this side has to be ten, then each ball needs to be? Student: Five? Teacher: Five.
Teacher: So, if this side is ten, then this side must be? Student: Ten. Teacher: Ten.  [TARGET]Teacher: So, if this side has to be ten, then each ball needs to be?[/TARGET] Student: Five? Teacher: Five. Teacher: Yeah.
Teacher: Ten. Teacher: So, if this side has to be ten, then each ball needs to be? Student: Five?  [TARGET]Teacher: Five.[/TARGET] Teacher: Yeah. Teacher: So, now try to explain your thinking with that. Teacher: Student R?
Teacher: So, if this side has to be ten, then each ball needs to be? Student: Five? Teacher: Five.  [TARGET]Teacher: Yeah.[/TARGET] Teacher: So, now try to explain your thinking with that. Teacher: Student R? Teacher: Okay.
Student: Five? Teacher: Five. Teacher: Yeah.  [TARGET]Teacher: So, now try to explain your thinking with that.[/TARGET] Teacher: Student R? Teacher: Okay. Teacher: You've explained all of your things, Student R?
Teacher: Five. Teacher: Yeah. Teacher: So, now try to explain your thinking with that.  [TARGET]Teacher: Student R?[/TARGET] Teacher: Okay. Teacher: You've explained all of your things, Student R? Teacher: You have a great explanation for each one?
Teacher: Okay. Teacher: You've explained all of your things, Student R? Teacher: You have a great explanation for each one?  [TARGET]Teacher: Remember, you have to explain.[/TARGET] Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on.
Teacher: You've explained all of your things, Student R? Teacher: You have a great explanation for each one? Teacher: Remember, you have to explain.  [TARGET]Teacher: You have to turn the question around.[/TARGET] Teacher: You have a lot of stuff to do. Teacher: First you need to label it A, because I don't know what we're working on. Teacher: Is A finished?
Teacher: You have a great explanation for each one? Teacher: Remember, you have to explain. Teacher: You have to turn the question around.  [TARGET]Teacher: You have a lot of stuff to do.[/TARGET] Teacher: First you need to label it A, because I don't know what we're working on. Teacher: Is A finished? Teacher: So, you're on part B?
Teacher: Remember, you have to explain. Teacher: You have to turn the question around. Teacher: You have a lot of stuff to do.  [TARGET]Teacher: First you need to label it A, because I don't know what we're working on.[/TARGET] Teacher: Is A finished? Teacher: So, you're on part B? Teacher: Okay, you read it to me.
Teacher: First you need to label it A, because I don't know what we're working on. Teacher: Is A finished? Teacher: So, you're on part B?  [TARGET]Teacher: Okay, you read it to me.[/TARGET] Student: What is the total number of blocks needed to balance six balls? Teacher: Okay. Teacher: So, now they're saying pretend there are six balls over here.
Teacher: Okay, you read it to me. Student: What is the total number of blocks needed to balance six balls? Teacher: Okay.  [TARGET]Teacher: So, now they're saying pretend there are six balls over here.[/TARGET] Teacher: How many blocks have to be over there in order to make it balanced? Teacher: So, you could even draw the picture. Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side.
Student: What is the total number of blocks needed to balance six balls? Teacher: Okay. Teacher: So, now they're saying pretend there are six balls over here.  [TARGET]Teacher: How many blocks have to be over there in order to make it balanced?[/TARGET] Teacher: So, you could even draw the picture. Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side. Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other.
Teacher: Okay. Teacher: So, now they're saying pretend there are six balls over here. Teacher: How many blocks have to be over there in order to make it balanced?  [TARGET]Teacher: So, you could even draw the picture.[/TARGET] Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side. Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other. Teacher: [Students working on problem].
Teacher: So, now they're saying pretend there are six balls over here. Teacher: How many blocks have to be over there in order to make it balanced? Teacher: So, you could even draw the picture.  [TARGET]Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side.[/TARGET] Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other. Teacher: [Students working on problem]. Teacher: Okay, go back and think about this.
Teacher: How many blocks have to be over there in order to make it balanced? Teacher: So, you could even draw the picture. Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side.  [TARGET]Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other.[/TARGET] Teacher: [Students working on problem]. Teacher: Okay, go back and think about this. Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here?
Teacher: Draw four more balls, so it would be six and then look at the other side and see what you need to do for the other side. Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other. Teacher: [Students working on problem].  [TARGET]Teacher: Okay, go back and think about this.[/TARGET] Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here? Teacher: Thirty blocks? Teacher: Does that make sense?
Teacher: Remember, when you have a scale, whatever you do to one side, you need to do to the other. Teacher: [Students working on problem]. Teacher: Okay, go back and think about this.  [TARGET]Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here?[/TARGET] Teacher: Thirty blocks? Teacher: Does that make sense? Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks?
Teacher: [Students working on problem]. Teacher: Okay, go back and think about this. Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here?  [TARGET]Teacher: Thirty blocks?[/TARGET] Teacher: Does that make sense? Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks? Student: One?
Teacher: Okay, go back and think about this. Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here? Teacher: Thirty blocks?  [TARGET]Teacher: Does that make sense?[/TARGET] Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks? Student: One? Teacher: One.
Teacher: You're telling me that if I have one, two, three, four, five, six, I would need 30 over here? Teacher: Thirty blocks? Teacher: Does that make sense?  [TARGET]Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks?[/TARGET] Student: One? Teacher: One. Teacher: So, here are two more balls.
Teacher: Does that make sense? Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks? Student: One?  [TARGET]Teacher: One.[/TARGET] Teacher: So, here are two more balls. Teacher: So, we're going to add how many more blocks? Student: One?
Teacher: Every time I have two blocks I have how many - I mean, every time I have two balls, I have to have how many blocks? Student: One? Teacher: One.  [TARGET]Teacher: So, here are two more balls.[/TARGET] Teacher: So, we're going to add how many more blocks? Student: One? Teacher: One.
Student: One? Teacher: One. Teacher: So, here are two more balls.  [TARGET]Teacher: So, we're going to add how many more blocks?[/TARGET] Student: One? Teacher: One. Teacher: And if I added two more balls?
Teacher: So, here are two more balls. Teacher: So, we're going to add how many more blocks? Student: One?  [TARGET]Teacher: One.[/TARGET] Teacher: And if I added two more balls? Student: Three. Teacher: Okay.
Teacher: So, we're going to add how many more blocks? Student: One? Teacher: One.  [TARGET]Teacher: And if I added two more balls?[/TARGET] Student: Three. Teacher: Okay. Student: I think I miscounted.
Student: I think I miscounted. Teacher: Okay. Student: I did ten and -  [TARGET]Teacher: Oh, you were counting by tens, maybe?[/TARGET] Teacher: [Announcement over speaker]. Teacher: Everyone's working on track? Teacher: You have one minute left.
Teacher: [Announcement over speaker]. Teacher: Everyone's working on track? Teacher: You have one minute left.  [TARGET]Teacher: Student A?[/TARGET] Student: [Inaudible]. Teacher: You're not sure what? Student: If I finished part A.
Teacher: You have one minute left. Teacher: Student A? Student: [Inaudible].  [TARGET]Teacher: You're not sure what?[/TARGET] Student: If I finished part A. Teacher: Okay. Teacher: One [mumbling].
Teacher: You're not sure what? Student: If I finished part A. Teacher: Okay.  [TARGET]Teacher: One [mumbling].[/TARGET] Teacher: That's perfect. Teacher: Great explanation. Teacher: How are you doing, Student H?
Student: If I finished part A. Teacher: Okay. Teacher: One [mumbling].  [TARGET]Teacher: That's perfect.[/TARGET] Teacher: Great explanation. Teacher: How are you doing, Student H? Student: Good.
Teacher: Okay. Teacher: One [mumbling]. Teacher: That's perfect.  [TARGET]Teacher: Great explanation.[/TARGET] Teacher: How are you doing, Student H? Student: Good. Teacher: Good?
Teacher: Great explanation. Teacher: How are you doing, Student H? Student: Good.  [TARGET]Teacher: Good?[/TARGET] Teacher: Great. Teacher: I love seeing math work. Teacher: That's great.
Teacher: How are you doing, Student H? Student: Good. Teacher: Good?  [TARGET]Teacher: Great.[/TARGET] Teacher: I love seeing math work. Teacher: That's great. Teacher: I like seeing that.
Student: Good. Teacher: Good? Teacher: Great.  [TARGET]Teacher: I love seeing math work.[/TARGET] Teacher: That's great. Teacher: I like seeing that. Teacher: How are you doing, Student B?
Teacher: Good? Teacher: Great. Teacher: I love seeing math work.  [TARGET]Teacher: That's great.[/TARGET] Teacher: I like seeing that. Teacher: How are you doing, Student B? Student: Good.
Teacher: Great. Teacher: I love seeing math work. Teacher: That's great.  [TARGET]Teacher: I like seeing that.[/TARGET] Teacher: How are you doing, Student B? Student: Good. Teacher: A is done?
Student: I'm trying to think of one. Student: I know a good one, but I just can't seem to think of a sentence. Teacher: Okay.  [TARGET]Teacher: Yes?[/TARGET] Student: [Inaudible]. Teacher: Okay. Teacher: Read it to me.
Teacher: Yes? Student: [Inaudible]. Teacher: Okay.  [TARGET]Teacher: Read it to me.[/TARGET] Student: [Inaudible] of blocks needed to balance six balls? Teacher: Okay. Teacher: So, how many balls do then you have?
Teacher: Read it to me. Student: [Inaudible] of blocks needed to balance six balls? Teacher: Okay.  [TARGET]Teacher: So, how many balls do then you have?[/TARGET] Student: Six. Teacher: So, let's just draw the six. Teacher: Sometimes drawing is a great strategy.
Teacher: Okay. Teacher: So, how many balls do then you have? Student: Six.  [TARGET]Teacher: So, let's just draw the six.[/TARGET] Teacher: Sometimes drawing is a great strategy. Teacher: One. Teacher: Two.
Teacher: So, how many balls do then you have? Student: Six. Teacher: So, let's just draw the six.  [TARGET]Teacher: Sometimes drawing is a great strategy.[/TARGET] Teacher: One. Teacher: Two. Teacher: Three.
Student: Six. Teacher: So, let's just draw the six. Teacher: Sometimes drawing is a great strategy.  [TARGET]Teacher: One.[/TARGET] Teacher: Two. Teacher: Three. Teacher: Four.
Teacher: So, let's just draw the six. Teacher: Sometimes drawing is a great strategy. Teacher: One.  [TARGET]Teacher: Two.[/TARGET] Teacher: Three. Teacher: Four. Teacher: Five.
Teacher: Sometimes drawing is a great strategy. Teacher: One. Teacher: Two.  [TARGET]Teacher: Three.[/TARGET] Teacher: Four. Teacher: Five. Teacher: Six.
Teacher: One. Teacher: Two. Teacher: Three.  [TARGET]Teacher: Four.[/TARGET] Teacher: Five. Teacher: Six. Teacher: So, you agree that's what they want you to do?
Teacher: Two. Teacher: Three. Teacher: Four.  [TARGET]Teacher: Five.[/TARGET] Teacher: Six. Teacher: So, you agree that's what they want you to do? Teacher: Okay.
Teacher: Three. Teacher: Four. Teacher: Five.  [TARGET]Teacher: Six.[/TARGET] Teacher: So, you agree that's what they want you to do? Teacher: Okay. Teacher: Every time I have two balls over here, I need to have how many blocks?
Teacher: Four. Teacher: Five. Teacher: Six.  [TARGET]Teacher: So, you agree that's what they want you to do?[/TARGET] Teacher: Okay. Teacher: Every time I have two balls over here, I need to have how many blocks? Student: Three.
Teacher: Six. Teacher: So, you agree that's what they want you to do? Teacher: Okay.  [TARGET]Teacher: Every time I have two balls over here, I need to have how many blocks?[/TARGET] Student: Three. Teacher: No. Teacher: Do you see three blocks, there?
Teacher: Okay. Teacher: Every time I have two balls over here, I need to have how many blocks? Student: Three.  [TARGET]Teacher: No.[/TARGET] Teacher: Do you see three blocks, there? Student: One. Teacher: One.
Teacher: Every time I have two balls over here, I need to have how many blocks? Student: Three. Teacher: No.  [TARGET]Teacher: Do you see three blocks, there?[/TARGET] Student: One. Teacher: One. Teacher: So, now I'm going to add one.
Teacher: No. Teacher: Do you see three blocks, there? Student: One.  [TARGET]Teacher: One.[/TARGET] Teacher: So, now I'm going to add one. Teacher: So, how many blocks do I need to add? Student: Two.
Teacher: Do you see three blocks, there? Student: One. Teacher: One.  [TARGET]Teacher: So, now I'm going to add one.[/TARGET] Teacher: So, how many blocks do I need to add? Student: Two. Teacher: Every time I have two balls, I add one block.
Student: One. Teacher: One. Teacher: So, now I'm going to add one.  [TARGET]Teacher: So, how many blocks do I need to add?[/TARGET] Student: Two. Teacher: Every time I have two balls, I add one block. Student: One?
Teacher: So, now I'm going to add one. Teacher: So, how many blocks do I need to add? Student: Two.  [TARGET]Teacher: Every time I have two balls, I add one block.[/TARGET] Student: One? Teacher: One. Teacher: So add a block.
Student: Two. Teacher: Every time I have two balls, I add one block. Student: One?  [TARGET]Teacher: One.[/TARGET] Teacher: So add a block. Teacher: Okay. Teacher: Then I add another two balls.
Teacher: Every time I have two balls, I add one block. Student: One? Teacher: One.  [TARGET]Teacher: So add a block.[/TARGET] Teacher: Okay. Teacher: Then I add another two balls. Teacher: So, what are you going to do?
Teacher: One. Teacher: So add a block. Teacher: Okay.  [TARGET]Teacher: Then I add another two balls.[/TARGET] Teacher: So, what are you going to do? Student: This one. Teacher: Good.