stanford-nlpxed/classroom_management_data huggingface dataset:
Teacher: Part C.  Do this, this, and this."  And what they want you to do on your paper is label, "A. Teacher: Here is my work and my explanation. Teacher: B.  [TARGET]Teacher: Here is my work and my explanation.[/TARGET] Teacher: C.  Here is my work and my explanation." Teacher: Did not answer all parts of the question. Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C.  And the last one.
Teacher: Here is my work and my explanation. Teacher: B. Teacher: Here is my work and my explanation.  [TARGET]Teacher: C.  Here is my work and my explanation."[/TARGET] Teacher: Did not answer all parts of the question. Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C.  And the last one. Teacher: Again, computation of the answer is incorrect.
Teacher: B. Teacher: Here is my work and my explanation. Teacher: C.  Here is my work and my explanation."  [TARGET]Teacher: Did not answer all parts of the question.[/TARGET] Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C.  And the last one. Teacher: Again, computation of the answer is incorrect. Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three.
Teacher: Here is my work and my explanation. Teacher: C.  Here is my work and my explanation." Teacher: Did not answer all parts of the question.  [TARGET]Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C.  And the last one.[/TARGET] Teacher: Again, computation of the answer is incorrect. Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three. Teacher: A three.
Teacher: C.  Here is my work and my explanation." Teacher: Did not answer all parts of the question. Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C.  And the last one.  [TARGET]Teacher: Again, computation of the answer is incorrect.[/TARGET] Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three. Teacher: A three. Teacher: "It clearly explains your thinking."  Meaning you explained your thinking very well.
Teacher: Did not answer all parts of the question. Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C.  And the last one. Teacher: Again, computation of the answer is incorrect.  [TARGET]Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three.[/TARGET] Teacher: A three. Teacher: "It clearly explains your thinking."  Meaning you explained your thinking very well. Teacher: "You described the steps it took to figure it out.
Teacher: Meaning, maybe you just answered A, and you didn't even do B, or C.  And the last one. Teacher: Again, computation of the answer is incorrect. Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three.  [TARGET]Teacher: A three.[/TARGET] Teacher: "It clearly explains your thinking."  Meaning you explained your thinking very well. Teacher: "You described the steps it took to figure it out. Teacher: You included some math vocabulary."  Not a lot.
Teacher: Again, computation of the answer is incorrect. Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three. Teacher: A three.  [TARGET]Teacher: "It clearly explains your thinking."  Meaning you explained your thinking very well.[/TARGET] Teacher: "You described the steps it took to figure it out. Teacher: You included some math vocabulary."  Not a lot. Teacher: Maybe only one or two words.
Teacher: Let's move up to a three, because I feel this is where a lot of fourth graders fall, in the category of a three. Teacher: A three. Teacher: "It clearly explains your thinking."  Meaning you explained your thinking very well.  [TARGET]Teacher: "You described the steps it took to figure it out.[/TARGET] Teacher: You included some math vocabulary."  Not a lot. Teacher: Maybe only one or two words. Teacher: "And you included words from the question."  So, if it said something like how much does each elephant weigh?
Teacher: A three. Teacher: "It clearly explains your thinking."  Meaning you explained your thinking very well. Teacher: "You described the steps it took to figure it out.  [TARGET]Teacher: You included some math vocabulary."  Not a lot.[/TARGET] Teacher: Maybe only one or two words. Teacher: "And you included words from the question."  So, if it said something like how much does each elephant weigh? Teacher: You turn the question around and you wrote, "Each elephant weighed this amount."  So, you want to use words from the actual question.
Teacher: "It clearly explains your thinking."  Meaning you explained your thinking very well. Teacher: "You described the steps it took to figure it out. Teacher: You included some math vocabulary."  Not a lot.  [TARGET]Teacher: Maybe only one or two words.[/TARGET] Teacher: "And you included words from the question."  So, if it said something like how much does each elephant weigh? Teacher: You turn the question around and you wrote, "Each elephant weighed this amount."  So, you want to use words from the actual question. Teacher: Do you have a question on that?
Teacher: "You described the steps it took to figure it out. Teacher: You included some math vocabulary."  Not a lot. Teacher: Maybe only one or two words.  [TARGET]Teacher: "And you included words from the question."  So, if it said something like how much does each elephant weigh?[/TARGET] Teacher: You turn the question around and you wrote, "Each elephant weighed this amount."  So, you want to use words from the actual question. Teacher: Do you have a question on that? Student: No.
Teacher: You included some math vocabulary."  Not a lot. Teacher: Maybe only one or two words. Teacher: "And you included words from the question."  So, if it said something like how much does each elephant weigh?  [TARGET]Teacher: You turn the question around and you wrote, "Each elephant weighed this amount."  So, you want to use words from the actual question.[/TARGET] Teacher: Do you have a question on that? Student: No. Student: I was telling you that we did something like that in past third grade.
Teacher: Maybe only one or two words. Teacher: "And you included words from the question."  So, if it said something like how much does each elephant weigh? Teacher: You turn the question around and you wrote, "Each elephant weighed this amount."  So, you want to use words from the actual question.  [TARGET]Teacher: Do you have a question on that?[/TARGET] Student: No. Student: I was telling you that we did something like that in past third grade. Teacher: In third grade?
Teacher: Do you have a question on that? Student: No. Student: I was telling you that we did something like that in past third grade.  [TARGET]Teacher: In third grade?[/TARGET] Student: No. Teacher: This year? Student: Yeah.
Student: I was telling you that we did something like that in past third grade. Teacher: In third grade? Student: No.  [TARGET]Teacher: This year?[/TARGET] Student: Yeah. Teacher: Oh, turn the question around? Student: Yeah.
Student: No. Teacher: This year? Student: Yeah.  [TARGET]Teacher: Oh, turn the question around?[/TARGET] Student: Yeah. Teacher: Turning the question around is a great strategy. Teacher: We're going to talk about that in a few minutes.
Student: Yeah. Teacher: Oh, turn the question around? Student: Yeah.  [TARGET]Teacher: Turning the question around is a great strategy.[/TARGET] Teacher: We're going to talk about that in a few minutes. Teacher: Student T? Student: Teacher T is teaching us turn -
Teacher: Oh, turn the question around? Student: Yeah. Teacher: Turning the question around is a great strategy.  [TARGET]Teacher: We're going to talk about that in a few minutes.[/TARGET] Teacher: Student T? Student: Teacher T is teaching us turn - Teacher: TTQA?
Student: Yeah. Teacher: Turning the question around is a great strategy. Teacher: We're going to talk about that in a few minutes.  [TARGET]Teacher: Student T?[/TARGET] Student: Teacher T is teaching us turn - Teacher: TTQA? Teacher: Yeah.
Teacher: We're going to talk about that in a few minutes. Teacher: Student T? Student: Teacher T is teaching us turn -  [TARGET]Teacher: TTQA?[/TARGET] Teacher: Yeah. Student: Teaching us that in her class. Teacher: Good.
Teacher: Student T? Student: Teacher T is teaching us turn - Teacher: TTQA?  [TARGET]Teacher: Yeah.[/TARGET] Student: Teaching us that in her class. Teacher: Good. Teacher: So, you can use it in reading, and you can use it in math.
Teacher: TTQA? Teacher: Yeah. Student: Teaching us that in her class.  [TARGET]Teacher: Good.[/TARGET] Teacher: So, you can use it in reading, and you can use it in math. Teacher: So, don't just think of a TTQA as just a reading activity. Teacher: It's definitely a math one, too.
Teacher: Yeah. Student: Teaching us that in her class. Teacher: Good.  [TARGET]Teacher: So, you can use it in reading, and you can use it in math.[/TARGET] Teacher: So, don't just think of a TTQA as just a reading activity. Teacher: It's definitely a math one, too. Teacher: And then it says, "You showed some work through charts, diagrams, or computation."  Depending on what the question is, it might say, "Make a line-plot."  Then you wouldn't have a lot of computation.
Student: Teaching us that in her class. Teacher: Good. Teacher: So, you can use it in reading, and you can use it in math.  [TARGET]Teacher: So, don't just think of a TTQA as just a reading activity.[/TARGET] Teacher: It's definitely a math one, too. Teacher: And then it says, "You showed some work through charts, diagrams, or computation."  Depending on what the question is, it might say, "Make a line-plot."  Then you wouldn't have a lot of computation. Teacher: You would be drawing a line-plot.
Teacher: Good. Teacher: So, you can use it in reading, and you can use it in math. Teacher: So, don't just think of a TTQA as just a reading activity.  [TARGET]Teacher: It's definitely a math one, too.[/TARGET] Teacher: And then it says, "You showed some work through charts, diagrams, or computation."  Depending on what the question is, it might say, "Make a line-plot."  Then you wouldn't have a lot of computation. Teacher: You would be drawing a line-plot. Teacher: It also says, "A label is part of the answer, A, B, C."  Whatever part you're working on, you clearly show this is my work for part A.
Teacher: So, you can use it in reading, and you can use it in math. Teacher: So, don't just think of a TTQA as just a reading activity. Teacher: It's definitely a math one, too.  [TARGET]Teacher: And then it says, "You showed some work through charts, diagrams, or computation."  Depending on what the question is, it might say, "Make a line-plot."  Then you wouldn't have a lot of computation.[/TARGET] Teacher: You would be drawing a line-plot. Teacher: It also says, "A label is part of the answer, A, B, C."  Whatever part you're working on, you clearly show this is my work for part A. Teacher: This is my work and my answer for part B.
Teacher: So, don't just think of a TTQA as just a reading activity. Teacher: It's definitely a math one, too. Teacher: And then it says, "You showed some work through charts, diagrams, or computation."  Depending on what the question is, it might say, "Make a line-plot."  Then you wouldn't have a lot of computation.  [TARGET]Teacher: You would be drawing a line-plot.[/TARGET] Teacher: It also says, "A label is part of the answer, A, B, C."  Whatever part you're working on, you clearly show this is my work for part A. Teacher: This is my work and my answer for part B. Teacher: This is my work and my answer for part C.  And then, again, to get a  three, your computation and your answer have to be correct.
Teacher: It's definitely a math one, too. Teacher: And then it says, "You showed some work through charts, diagrams, or computation."  Depending on what the question is, it might say, "Make a line-plot."  Then you wouldn't have a lot of computation. Teacher: You would be drawing a line-plot.  [TARGET]Teacher: It also says, "A label is part of the answer, A, B, C."  Whatever part you're working on, you clearly show this is my work for part A.[/TARGET] Teacher: This is my work and my answer for part B. Teacher: This is my work and my answer for part C.  And then, again, to get a  three, your computation and your answer have to be correct. Teacher: So, if you come up with the wrong answer, can you get a three?
Teacher: And then it says, "You showed some work through charts, diagrams, or computation."  Depending on what the question is, it might say, "Make a line-plot."  Then you wouldn't have a lot of computation. Teacher: You would be drawing a line-plot. Teacher: It also says, "A label is part of the answer, A, B, C."  Whatever part you're working on, you clearly show this is my work for part A.  [TARGET]Teacher: This is my work and my answer for part B.[/TARGET] Teacher: This is my work and my answer for part C.  And then, again, to get a  three, your computation and your answer have to be correct. Teacher: So, if you come up with the wrong answer, can you get a three? Student: No.
Teacher: You would be drawing a line-plot. Teacher: It also says, "A label is part of the answer, A, B, C."  Whatever part you're working on, you clearly show this is my work for part A. Teacher: This is my work and my answer for part B.  [TARGET]Teacher: This is my work and my answer for part C.  And then, again, to get a  three, your computation and your answer have to be correct.[/TARGET] Teacher: So, if you come up with the wrong answer, can you get a three? Student: No. Teacher: If you come up with the wrong answer, it's going to be a two, or below.
Teacher: It also says, "A label is part of the answer, A, B, C."  Whatever part you're working on, you clearly show this is my work for part A. Teacher: This is my work and my answer for part B. Teacher: This is my work and my answer for part C.  And then, again, to get a  three, your computation and your answer have to be correct.  [TARGET]Teacher: So, if you come up with the wrong answer, can you get a three?[/TARGET] Student: No. Teacher: If you come up with the wrong answer, it's going to be a two, or below. Teacher: Let's see how to get a four.
Teacher: This is my work and my answer for part C.  And then, again, to get a  three, your computation and your answer have to be correct. Teacher: So, if you come up with the wrong answer, can you get a three? Student: No.  [TARGET]Teacher: If you come up with the wrong answer, it's going to be a two, or below.[/TARGET] Teacher: Let's see how to get a four. Teacher: Who can read the first step in getting a four. Teacher: Because this is going to be our goal for everyone in here is to get a four, today.
Teacher: So, if you come up with the wrong answer, can you get a three? Student: No. Teacher: If you come up with the wrong answer, it's going to be a two, or below.  [TARGET]Teacher: Let's see how to get a four.[/TARGET] Teacher: Who can read the first step in getting a four. Teacher: Because this is going to be our goal for everyone in here is to get a four, today. Teacher: Student B?
Student: No. Teacher: If you come up with the wrong answer, it's going to be a two, or below. Teacher: Let's see how to get a four.  [TARGET]Teacher: Who can read the first step in getting a four.[/TARGET] Teacher: Because this is going to be our goal for everyone in here is to get a four, today. Teacher: Student B? Teacher: what's the first thing that has to happen for a four?
Teacher: If you come up with the wrong answer, it's going to be a two, or below. Teacher: Let's see how to get a four. Teacher: Who can read the first step in getting a four.  [TARGET]Teacher: Because this is going to be our goal for everyone in here is to get a four, today.[/TARGET] Teacher: Student B? Teacher: what's the first thing that has to happen for a four? Student: "Clearly explains thinking."
Teacher: Let's see how to get a four. Teacher: Who can read the first step in getting a four. Teacher: Because this is going to be our goal for everyone in here is to get a four, today.  [TARGET]Teacher: Student B?[/TARGET] Teacher: what's the first thing that has to happen for a four? Student: "Clearly explains thinking." Teacher: Very good.
Teacher: Who can read the first step in getting a four. Teacher: Because this is going to be our goal for everyone in here is to get a four, today. Teacher: Student B?  [TARGET]Teacher: what's the first thing that has to happen for a four?[/TARGET] Student: "Clearly explains thinking." Teacher: Very good. Teacher: So, you need to explain your thinking.
Teacher: Student B? Teacher: what's the first thing that has to happen for a four? Student: "Clearly explains thinking."  [TARGET]Teacher: Very good.[/TARGET] Teacher: So, you need to explain your thinking. Teacher: Explain means words. Teacher: Pictures.
Teacher: what's the first thing that has to happen for a four? Student: "Clearly explains thinking." Teacher: Very good.  [TARGET]Teacher: So, you need to explain your thinking.[/TARGET] Teacher: Explain means words. Teacher: Pictures. Teacher: Numbers.
Student: "Clearly explains thinking." Teacher: Very good. Teacher: So, you need to explain your thinking.  [TARGET]Teacher: Explain means words.[/TARGET] Teacher: Pictures. Teacher: Numbers. Teacher: Okay?
Teacher: Very good. Teacher: So, you need to explain your thinking. Teacher: Explain means words.  [TARGET]Teacher: Pictures.[/TARGET] Teacher: Numbers. Teacher: Okay? Teacher: Tell the person who's scoring.
Teacher: So, you need to explain your thinking. Teacher: Explain means words. Teacher: Pictures.  [TARGET]Teacher: Numbers.[/TARGET] Teacher: Okay? Teacher: Tell the person who's scoring. Teacher: They don't know who Student C is.
Teacher: Pictures. Teacher: Numbers. Teacher: Okay?  [TARGET]Teacher: Tell the person who's scoring.[/TARGET] Teacher: They don't know who Student C is. Teacher: They don't know who Student K is. Teacher: I might know, "Oh, yeah, he got it.
Teacher: Numbers. Teacher: Okay? Teacher: Tell the person who's scoring.  [TARGET]Teacher: They don't know who Student C is.[/TARGET] Teacher: They don't know who Student K is. Teacher: I might know, "Oh, yeah, he got it. Teacher: I understand that.
Teacher: Okay? Teacher: Tell the person who's scoring. Teacher: They don't know who Student C is.  [TARGET]Teacher: They don't know who Student K is.[/TARGET] Teacher: I might know, "Oh, yeah, he got it. Teacher: I understand that. Teacher: He got that."  But it's going to be a complete stranger.
Teacher: Tell the person who's scoring. Teacher: They don't know who Student C is. Teacher: They don't know who Student K is.  [TARGET]Teacher: I might know, "Oh, yeah, he got it.[/TARGET] Teacher: I understand that. Teacher: He got that."  But it's going to be a complete stranger. Teacher: It's not going to be your teacher scoring it, who says, "Oh, I know Student K knows how to do that.
Teacher: They don't know who Student C is. Teacher: They don't know who Student K is. Teacher: I might know, "Oh, yeah, he got it.  [TARGET]Teacher: I understand that.[/TARGET] Teacher: He got that."  But it's going to be a complete stranger. Teacher: It's not going to be your teacher scoring it, who says, "Oh, I know Student K knows how to do that. Teacher: I'm going to give him a four.
Teacher: They don't know who Student K is. Teacher: I might know, "Oh, yeah, he got it. Teacher: I understand that.  [TARGET]Teacher: He got that."  But it's going to be a complete stranger.[/TARGET] Teacher: It's not going to be your teacher scoring it, who says, "Oh, I know Student K knows how to do that. Teacher: I'm going to give him a four. Teacher: He gets it.
Teacher: I might know, "Oh, yeah, he got it. Teacher: I understand that. Teacher: He got that."  But it's going to be a complete stranger.  [TARGET]Teacher: It's not going to be your teacher scoring it, who says, "Oh, I know Student K knows how to do that.[/TARGET] Teacher: I'm going to give him a four. Teacher: He gets it. Teacher: I know he didn't explain it, but he really gets this."  It's not going to be that case.
Teacher: I understand that. Teacher: He got that."  But it's going to be a complete stranger. Teacher: It's not going to be your teacher scoring it, who says, "Oh, I know Student K knows how to do that.  [TARGET]Teacher: I'm going to give him a four.[/TARGET] Teacher: He gets it. Teacher: I know he didn't explain it, but he really gets this."  It's not going to be that case. Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible].
Teacher: He got that."  But it's going to be a complete stranger. Teacher: It's not going to be your teacher scoring it, who says, "Oh, I know Student K knows how to do that. Teacher: I'm going to give him a four.  [TARGET]Teacher: He gets it.[/TARGET] Teacher: I know he didn't explain it, but he really gets this."  It's not going to be that case. Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible]. Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math.
Teacher: It's not going to be your teacher scoring it, who says, "Oh, I know Student K knows how to do that. Teacher: I'm going to give him a four. Teacher: He gets it.  [TARGET]Teacher: I know he didn't explain it, but he really gets this."  It's not going to be that case.[/TARGET] Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible]. Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math. Teacher: Okay, so in the explanation, it says you must describe the steps.
Teacher: I'm going to give him a four. Teacher: He gets it. Teacher: I know he didn't explain it, but he really gets this."  It's not going to be that case.  [TARGET]Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible].[/TARGET] Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math. Teacher: Okay, so in the explanation, it says you must describe the steps. Teacher: You must include math vocabulary.
Teacher: He gets it. Teacher: I know he didn't explain it, but he really gets this."  It's not going to be that case. Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible].  [TARGET]Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math.[/TARGET] Teacher: Okay, so in the explanation, it says you must describe the steps. Teacher: You must include math vocabulary. Teacher: And you must include words from the question.
Teacher: I know he didn't explain it, but he really gets this."  It's not going to be that case. Teacher: It's going to be a stranger that's reading it that has no idea who [inaudible]. Teacher: So, [inaudible] means to prove to the stranger that's reading this test, I'm [inaudible], and I know exactly what I'm doing, and I'm going to explain every single step that I just did for you, that I can prove to you that I know how to do this math.  [TARGET]Teacher: Okay, so in the explanation, it says you must describe the steps.[/TARGET] Teacher: You must include math vocabulary. Teacher: And you must include words from the question. Teacher: Okay?