stanford-nlpxed/classroom_management_data huggingface dataset:
Student: [Inaudible]. Teacher: We're going to do that at our seats because I want you to go to your desks at this point. Teacher: Can you all stand up?  [TARGET]Teacher: Be quiet and go back to our desks.[/TARGET] Teacher: 1, 2, 3. Teacher: So [inaudible]. Teacher: What we're going to do right now is use our folders to go over some review questions.
Student: [Inaudible]. Teacher: What are you doing? Teacher: You know that he was sitting there, and you were sitting here.  [TARGET]Teacher: And the second he gets up to go do something, you're going to steal his seat.[/TARGET] Student: [Inaudible]. Teacher: No. Student: [Inaudible].
Student: [Inaudible]. Teacher: What are you supposed to do when that occurs? Teacher: Write a note and ask for help, right?  [TARGET]Teacher: This is not okay.[/TARGET] Teacher: Even if you can't do it, you have to try. Teacher: You have to come see me. Teacher: Student E?
Student: [Inaudible]. Teacher: What is nine times six? Student: I should know that.  [TARGET]Teacher: Leave that on your desk.[/TARGET] Teacher: You're here. Teacher: Find out what nine times six is? Teacher: This is good.
Student: [Inaudible]. Teacher: What were you going to say? Student: [Inaudible].  [TARGET]Teacher: Can be.[/TARGET] Teacher: You need to listen to each other. Student: A line could be straight or curved. Teacher: We're talking about straight lines here because we're working with polygons.
Student: [Inaudible]. Teacher: Which other way can we do that instead of doing that? Teacher: Allow him.  [TARGET]Teacher: Let him do his work.[/TARGET] Student: Look like Ss and Zs. Student: Look like Ss and Zs. Teacher: Let's look at what you did here.
Student: [Inaudible]. Teacher: Who has a dry eraser? Student: [Inaudible].  [TARGET]Teacher: Yeah.[/TARGET] Teacher: Who has a dry eraser? Student: Student T threw it somewhere. Student: No, I didn't.
Student: [Inaudible]. Teacher: Who told you? Teacher: You're blocking Student D.  You can't be seen by the camera.  [TARGET]Teacher: That's cool.[/TARGET] Teacher: Now look carefully at these two different - [inaudible] honey. Teacher: It's not your- Student: He has his back towards the wall.
Student: [Inaudible]. Teacher: Yeah, what is it? Teacher: What would you tell your mom or dad about what we learned today?  [TARGET]Teacher: See, he's not listening.[/TARGET] Teacher: Thank you. Teacher: Yes? Student: I learned -
Student: [Inaudible]. Teacher: Yes you can. Teacher: [Crosstalk]  [TARGET]Teacher: What are we having a problem with here?[/TARGET] Student: [Inaudible]. Teacher: Then take it back. Teacher: [Crosstalk - excessive noise]
Student: [Inaudible]. Teacher: Yes, using the numbers, using the fractions. Teacher: [Crosstalk]  [TARGET]Teacher: Student D, what do you have going?[/TARGET] Student: [40 plus 9]. Teacher: Guys, can we put the pencil sharpening on pause please. Teacher: Right now all we need to do is listen.
Student: [Inaudible]. Teacher: Yes. Teacher: Can you - thank you, too loud.  [TARGET]Teacher: Can you grab Student C for me?[/TARGET] Student: Okay. Teacher: Thank you. Teacher: Hi, Student C.
Student: [Inaudible]. Teacher: Yes. Teacher: Look.  [TARGET]Teacher: Don't come over here and [inaudible].[/TARGET] Teacher: [Inaudible]. Teacher: Okay, [inaudible] write [inaudible] solve [inaudible] writing it down [inaudible] problem. Teacher: [Inaudible].
Student: [Inaudible]. Teacher: Yes. Teacher: Make sure you make those blocks.  [TARGET]Teacher: Yeah, write the numbers like the 100s and the 10s, the groups in crayon or I won't be able to see it 'cause there's so many lines on the paper.[/TARGET] Teacher: You can do a pencil for some of it, but then write the 100s. Student: [Inaudible] those markers? Teacher: No.
Student: [Inaudible]. Teacher: Yes. Teacher: Student D, do you want to sit next to Student C?  [TARGET]Teacher: And Student J, want to sit with these two right here?[/TARGET] Student: I was gonna work with - Teacher: Actually, Student A and E, I'm going to be using that board. Teacher: You guys can sit here though.
Student: [Inaudible]. Teacher: You got both of them? Teacher: Looks like it.  [TARGET]Teacher: I want to see [inaudible] when you got both of them done.[/TARGET] Teacher: Good job, Student K, you're on fire today. Teacher: Good job. Teacher: [Inaudible].
Student: [Inaudible]. Teacher: You have to use it. Teacher: Oh, you got it here.  [TARGET]Teacher: Student A, I'm waiting for you.[/TARGET] Student: I got mine. Student: Shut up. Teacher: Let's go.
Student: [Inaudible]. Teacher: You need it now. Teacher: Okay.  [TARGET]Teacher: I would like to show how smart you are, today.[/TARGET] Teacher: You're being taped. Teacher: We're going to do data. Teacher: Data about us.
Student: [Inaudible]. Teacher: You solved it? Teacher: Okay, leave the fly alone.  [TARGET]Teacher: That's not what we're worried about.[/TARGET] Teacher: Did you solve the math? Student: Yes, it's 14 times 9. Teacher: Okay.
Student: [Inaudible]. Teacher: Your question? Teacher: Remember guys, at the table level, everybody may not know what the answer is.  [TARGET]Teacher: Everybody may not know how they got the answer, but that's the purpose of discussion at the table, so that at some point if you didn't know what the answer is, or you know what the answer is, and maybe someone at your table has explained it, and you understand it, you can come up here.[/TARGET] Teacher: Don't be discouraged if you do not understand it immediately. Teacher: You guys have a chance to steal. Teacher: Yes, you do.
Student: [Inaudible]. Teacher: You're doing A, B, and C, yes. Teacher: Move on.  [TARGET]Teacher: If you have A done, move onto B.[/TARGET] Teacher: Did the timers give you a little warning, yet? Student: Yes. Teacher: Your timer did?
Student: [Inaudible]. Teacher: You're going to have to figure that out as part of the problem. Teacher: Okay, now, before we start moving on to actual math, I'm going to give each group a packet of supplies.  [TARGET]Teacher: Could the person whose desk I put it on take out the white envelope?[/TARGET] Teacher: So, the person whose desk I put it on, just take out just the white envelope. Teacher: Could you please stop doing that? Teacher: Hold up the white envelope, so I know you have it out.
Student: [Inaudible]. Teacher: [Inaudible] telling the story. Teacher: Put the crayons up.  [TARGET]Teacher: Put the crayons up.[/TARGET] Teacher: Okay. Teacher: One. Teacher: Two.
Student: [Inaudible]. Teacher: [Inaudible] wrong. Teacher: What makes it wrong?  [TARGET]Teacher: Hold on.[/TARGET] Teacher: Sh! Teacher: Hey, Student J, since you think you're wrong, let's start with you. Student: [Inaudible].
Student: [Inaudible]. Teacher: [Inaudible]. Student: [Inaudible].  [TARGET]Teacher: Student C, that wasn't a suggestion.[/TARGET] Teacher: That was a request. Teacher: All right. Teacher: [Silence].
Student: [Inaudible]. Teacher: [Inaudible]. Teacher: All right.  [TARGET]Teacher: Close the book   This is a group [inaudible].[/TARGET] Student: [Inaudible]. Teacher: You need it now. Teacher: Okay.
Student: [Inaudible]. Teacher: [Inaudible]. Teacher: Now ... [Students talking quietly].  [TARGET]Teacher: Excuse me.[/TARGET] Teacher: We're gathering information. Teacher: Now before - we're going to gather information. Teacher: How to make your data.
Student: [Inaudible]? Teacher: Yes. Teacher: You don't need to be using that ruler.  [TARGET]Teacher: Go get the one everyone else is using.[/TARGET] Student: Is it okay if we do it this way? Teacher: It's you and your partner. Teacher: You show me what you guys decide.
Student: [Laughter] Teacher: You go ahead and finish your work. Student: mm-hmm.  [TARGET]Teacher: Student J go and do your work![/TARGET] Student: Get out of here Student J. Student: Ahh Student A is here Student A is here! Student: [Inaudible] My mother has a friend and oh yeah she's hot!
Student: [Laughter]. Teacher: All right, moving on. Teacher: Next example.  [TARGET]Teacher: What?[/TARGET] Student: [Inaudible]. Teacher: Just don't touch it. Teacher: I don't see anything.
Student: [Laughter]. Teacher: Still waiting. Student: [Inaudible].  [TARGET]Teacher: Student R, still waiting.[/TARGET] Teacher: Okay, look at your graph. Teacher: You can look at the board. Teacher: Write down a couple of sentences of things you notice about your graph.
Student: [Screaming] Teacher: What's the problem? Student: I tried to [Inaudible] and he just shut it down for no reason.  [TARGET]Teacher: Go back and go on and work.[/TARGET] Student: What listen, don't do that, he just turned it back on. Student: I wanted to turn it back on. Teacher: That's done for me.
Student: [Sneeze]. Student: Tails. Teacher: Oh, wait.  [TARGET]Teacher: I'm not done.[/TARGET] Teacher: What should I have done before I went down here? Teacher: I have penny heads, dime heads, quarter heads, but am I not missing a choice? Teacher: Penny heads.
Student: [Student counts] Other Adult: [Inaudible] Other Adult: [Loud Mechanical noise]  [TARGET]Teacher: There's a lot of [Inaudible] here, and what are you doing there?[/TARGET] Teacher: You gotta ask somebody to help you. Student: 3, 3 marbles! Teacher: Okay look here, so, what how many parts is taken?
Student: [Student screaming at top of lungs] Teacher: That's what I got -- All eyes, all eyes on the board please. Teacher: All eyes on the board Student J please, thank you honey.  [TARGET]Teacher: On the board please.[/TARGET] Teacher: Are you reading a story to me? Student: Ms. [Inaudible] has 24 oranges, she gave 1 of the oranges to her Student how many oranges did she give to the Student? Teacher: Hm, how are we going to solve this problem?
Student: [Students howling loudly] Student: If it breaks by itself are you gonna sharpen it? Other Adult: It's not gonna break by itself.  [TARGET]Teacher: Okay go back to your seat.[/TARGET] Teacher: Do you think that Student J did the right answer here? Student: No. Teacher: Why?
Student: [Students talking with each other]. Teacher: You go around and ask your ... excuse me. Teacher: [Inaudible].  [TARGET]Teacher: Focus.[/TARGET] Teacher: You go around. Teacher: Excuse me. Teacher: Oh, [inaudible].
Student: [Students working noisily] Student: I'm going with a gerbil. Student: [Students working noisily]  [TARGET]Teacher: You should be here cutting out things.[/TARGET] Teacher: [Students working noisily] Teacher: [Students working noisily] Teacher: What are you cutting?
Student: [Students working on problem]. Student: [Crosstalk]. Student: [Inaudible].  [TARGET]Teacher: Student J, your whole group is a little too loud.[/TARGET] Teacher: [Inaudible]? Teacher: What does increased mean? Student: [Inaudible].
Student: [Students yelling over teacher] Teacher: Thank you for raising your hand and not calling out I appreciate that. Teacher: Alright now draw me a table.  [TARGET]Teacher: That's why I told him to sit down thank you kindly.[/TARGET] Teacher: Under the table? Student: Yeah I found it. Teacher: You found a table?
Student: [Take Student D and just leave]. Teacher: You can go to the restroom. Student: Student D with me?  [TARGET]Teacher: No, Student D can stay.[/TARGET] Teacher: He already [inaudible]. Teacher: And you're working with me right now. Student: Can I write on this paper?
Student: [Teacher opening up candy bars]. Teacher: All right, the first thing I want you to do is I want you, [laughter] to take your chocolate bar and I want you to look at it. Teacher: Don't touch.  [TARGET]Teacher: Don't smell.[/TARGET] Teacher: Don't eat. Teacher: Don't feel. Teacher: Look at it.
Student: [That's what he told me.] Teacher: What? Teacher: What's this?  [TARGET]Teacher: Don't look at this.[/TARGET] Student: I should take what I learned in the classroom and put it on to this. Teacher: Switch it to this? Student: Yeah.
Student: [We finished it]. Teacher: Huh? Student: We can't put down anymore cards.  [TARGET]Teacher: You can't put down any more cards.[/TARGET] Teacher: So how many cards do you have left in your hand? Student: Two. Teacher: You have two cards.
Student: [inaudible] Teacher: I can't hear you. Teacher: You have to say it, you can't point.  [TARGET]Teacher: You have to say it?[/TARGET] Teacher: What? Student: 15 Teacher: What?
Student: [inaudible] Teacher: I wanted Student S to answer. Teacher: Hold on.  [TARGET]Teacher: Okay, if you're right, I can't check it right now.[/TARGET] Multiple Students: [inaudible chatter] Teacher: Because, hundredths, Student S, hundredths. Student: [inaudible]
Student: [inaudible] Teacher: It's easy to press too many buttons by accident, so - everybody should be on G right now. Student: Mr. A, this is what I got.  [TARGET]Teacher: I'll check your work.[/TARGET] Teacher: Give me a second. Teacher: Three, how'd you get that? Teacher: What number are you on?
Student: [inaudible] Teacher: It's right there, you don't even have to think. Teacher: It's right there.  [TARGET]Teacher: I'll be with you in a moment.[/TARGET] Student: 3 times 90 is 270. Teacher: 270, yeah. Teacher: Okay, then you do subtraction.
Student: [inaudible] Teacher: Now, you see where my fingers are? Teacher: This can be done with a calculator so, but I've gotta make sure you guys understand how to do it.  [TARGET]Teacher: So look where my finger is.[/TARGET] Teacher: And repeat after me. Teacher: To turn a fraction - Multiple Students: To turn a fraction -
Student: [inaudible] Teacher: So, I'm gonna write 15 here as my new dividend. Teacher: Using my finger, I want you guys to use your finger, too, okay?  [TARGET]Teacher: And, repeat it after me.[/TARGET] Teacher: I'll wait a second. Teacher: I'm going a little too fast. Teacher: Let me wait.
Student: [inaudible] Teacher: Student C.  Read them when you are done for me. Teacher: Read them when you are done.  [TARGET]Teacher: Read the [inaudible][/TARGET] Student: And then I've got to do that. Teacher: Where, what students? Teacher: What students?
Student: [inaudible] Teacher: You're gonna need it. Teacher: It shouldn't be under your seat, it should be in front of you.  [TARGET]Teacher: You're gonna need it.[/TARGET] Student: Okay, I'll put it in front of me. Teacher: Thank you. Teacher: Good job.
Student: [inaudible] Teacher: You're working on H, why don't you work on it together? Student: [inaudible]  [TARGET]Teacher: Student C.  Read them when you are done for me.[/TARGET] Teacher: Read them when you are done. Teacher: Read the [inaudible] Student: And then I've got to do that.
Student: [inaudible] Teacher: [inaudible]  Don't come up to me - I'm working with somebody. Teacher: I'll come to you.  [TARGET]Teacher: Or, Student C seems to understand what's going on - Student G seems to understand.[/TARGET] Teacher: You can come to them. Teacher: Yes? Teacher: [inaudible] the answer, so what don't you understand?
Student: [inaudible] through the back, I forgot about it. Teacher: So - Student: [inaudible]  [TARGET]Teacher: [inaudible] You should be working on H.  No one's sitting in that red chair, by the way.[/TARGET] Teacher: You guys are doing problem H.  You're doing problem H. Student: I'm not doing it - Teacher: And then you do the one, when you are done, on the board.
Student: can I have this? Student: Can I have it? Teacher: If Teacher A doesn't want it, maybe she will give it to you.  [TARGET]Teacher: Okay, I need everybody now to stop writing.[/TARGET] Student: No. Teacher: What you've got. Teacher: No, you continue.
Student: he hit me first. Student: I didn't hit him. Student: Yes, you did.  [TARGET]Teacher: Do you need a warning?[/TARGET] Student: That's what makes him do anything he wants to because he get away with it. Student: Teacher, I have five checks. Student: No, you don't.
Teacher:  [Clapping sound] Teacher: When I clap what does that mean? Student: Stop and pay attention?  [TARGET]Teacher: Stop what you're doing and pay attention.[/TARGET] Teacher: So there were a couple of confusions that I noticed. Teacher: Can anybody tell me anything that they found hard with this? Teacher: This was an easy activity?
Teacher: "At last, we're at the picnic, a hey a hidee ho." Teacher: "Stop." Teacher: Yelled the littlest ant.  [TARGET]Teacher: "We've traveled way too slow.[/TARGET] Teacher: There's no food for us to eat. Teacher: Who took so long with the rows?" Teacher: All the ants raced here and there, up and down, and to and fro.
Teacher: "It's not my fault, you know." Teacher: So what were they doing? Student: Chasing the one that took so long with the rows.  [TARGET]Teacher: Why?[/TARGET] Student: Because he was so bossy and told them how to go. Student: [Inaudible]. Teacher: So cause of took too long to get into the rows, effect?
Teacher: "Stop." Teacher: Yelled the littlest ant. Teacher: "We've traveled way too slow.  [TARGET]Teacher: There's no food for us to eat.[/TARGET] Teacher: Who took so long with the rows?" Teacher: All the ants raced here and there, up and down, and to and fro. Teacher: "There aren't any yummies for our growling tummies, a hey a hidee ho?
Teacher: "There will be lots of yummies for our hungry tummies, a hidee, hidee ho." Teacher: 100 ants were singing, and marching in two rows. Teacher: "We're going to a picnic, a hey a hidee ho."  [TARGET]Teacher: "Stop."[/TARGET] Teacher: Yelled the littlest ant. Teacher: "We're moving way too slow. Teacher: More food will be gone unless we hurry up, so this time with 4 lines."
Teacher: "We're going to a picnic, a hey a hidee ho." Teacher: These animals look like they're chowing down. Teacher: "Stop."  [TARGET]Teacher: Shrieked the littlest ant.[/TARGET] Teacher: "We're moving way too slow. Teacher: All the food is going to be gone unless we hurry up. Teacher: So with 10 lines of 10-"  How do you know?
Teacher: - Student A, do you know where those big pieces of white paper are back there? Teacher: Can you get - shh. Teacher: Shh.  [TARGET]Teacher: Shh.[/TARGET] Student: Teacher A? Teacher: Yes. Student: [Inaudible].
Teacher: - Student K you said 3, 4. Teacher: I'm going to do 3, 4. Teacher: I'm going to come over here, I'm going to go three and up four, Student K, there's nothing there.  [TARGET]Teacher: Student K, there's nothing there when I get there.[/TARGET] Teacher: This is - this is where L is Student K.  Right? Teacher: How many over did I come? Teacher: I don't - I don't like the way I just did that.
Teacher: - fractions. Teacher: Except this time ... this time ... this time you're going to use them ... the fraction bars - again, Student T.  The rest of you who are taking them out. Teacher: When Teacher C passes them out, and asks you not to take them out, this is why.  [TARGET]Teacher: Because you're not putting it back in.[/TARGET] Teacher: You're not paying attention to me. Teacher: Put it back in. Teacher: Take your hands off of it.
Teacher: - half, okay? Student: One and a half. Teacher: So look at these and just take a minute.  [TARGET]Teacher: I want to - hands down.[/TARGET] Teacher: No hand-raising. Teacher: I just want to give you a - some think-time, because some people like to have more time, quiet time, to think. Teacher: What do you - what do you notice about either one of these?
Teacher: - is a factor of two. Teacher: So you need to put a two there, and two might be the answer because two times 25 makes fifty. Teacher: All right.  [TARGET]Teacher: Shh.[/TARGET] Teacher: Have a seat, please. Teacher: All right, here we go. Teacher: Shh.
Teacher: -2 on the X axis first, then 4. Teacher: I'm sorry. Teacher: Please don't yell out you're finished.  [TARGET]Teacher: I'll know it when I look at you.[/TARGET] Teacher: Thank you. Teacher: Okay. Teacher: Thanks for your patience.
Teacher: 0 on the X axis and 0 on the Y axis. Teacher: 0,0. Teacher: So I'm hearing some outside conversations I should not here.  [TARGET]Teacher: Student K, have a seat.[/TARGET] Teacher: Good job, Student S.  I'm going to wait until everyone has a seat. Teacher: Go ahead. Teacher: Do number six, Student T, and tell me what would be the coordinates for number six.
Teacher: 0 out of 50 or out of 15 perfect. Teacher: Shh. Student: Mine's 0 out of 15, she wish she had 50.  [TARGET]Teacher: Shh.[/TARGET] Teacher: How many people had a color that was not in their bag? Teacher: What did you not have Student M? Student: Red.
Teacher: 0.28 times 3 equals 0.84, okay. Teacher: Remember how Ms. H has been showing you I always like to, when I am dividing, I always like to move my decimal point up before I ever start dividing, it's totally up to you. Teacher: Student M, I need your head off your desk, Student D, heads off your desk.  [TARGET]Teacher: Everybody, head off your desk.[/TARGET] Teacher: Okay. Teacher: So, that is two different ways to solve. Teacher: This is not a new skill, okay?
Teacher: 1 equals 3 over 3. Teacher: We want to know how many 4 equals. Teacher: [Crosstalk - excessive noise]  [TARGET]Teacher: So you may be asking, "When would you ever -?"  Student M, are you interested?[/TARGET] Teacher: Because if you're not interested I can just put this away. Teacher: You may be asking yourself, "When would I ever be doing this in real life" dividing something into fractions. Teacher: Well [inaudible] received their 500 point [inaudible] yesterday.
Teacher: 1 plus 9 is 8. Teacher: Plus 1 you borrowed from me is 10. Teacher: Sit down now.  [TARGET]Teacher: Sit down right now.[/TARGET] Teacher: You have a choice to go outside to the [inaudible]. Teacher: [End of Audio]
Teacher: 1, 2, 3 ,4, 5, 6, 7. Teacher: You know how to play to 1,000? Teacher: We've done it before.  [TARGET]Teacher: What you need to do is arrange three cards.[/TARGET] Teacher: For example, I have this. Teacher: I have 903 plus 102. Teacher: I add my numbers here.
Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14. Teacher: How many do you have? Teacher: Let me see.  [TARGET]Teacher: 1, 2, 3 ,4, 5, 6, 7.[/TARGET] Teacher: You know how to play to 1,000? Teacher: We've done it before. Teacher: What you need to do is arrange three cards.
Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Teacher: How much is in this group? Teacher: 10 cents, and we can write it as that, understand?  [TARGET]Teacher: So don't put anymore money back.[/TARGET] Teacher: Okay. Teacher: Now I don't know what I was saying. Teacher: Can I say 1 yet?
Teacher: 1, 2, 3, 4, 5, 6, 7, 8. Teacher: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. Teacher: Now it's 21 groups of 7.  [TARGET]Teacher: That cup needs to be put away, now.[/TARGET] Teacher: Then I want to trace. Teacher: Student N, thank you for staying quiet while my back was turned to you. Teacher: You know, that's my favorite rule in the classroom.
Teacher: 1, 2, 3, 4, 5, 6. Teacher: [Crosstalk] Teacher: All right, eyes and ears my group please.  [TARGET]Teacher: Student P, I want to say it once.[/TARGET] Teacher: Did some of us get to making multiple Package Bs? Student: Yes. Teacher: All right.
Teacher: 1, 2, 3, eyes on me. Multiple Students: 1, 2, eyes on you. Teacher: Freeze.  [TARGET]Teacher: Student K, I didn't say talk.[/TARGET] Teacher: I said freeze. Teacher: Student P, Student D, Student G, and Student J where are you? Student: Me, I'm right here.
Teacher: 1, 2, and 3. Teacher: Give me the title. Teacher: You don't have to write it on your board.  [TARGET]Teacher: Just give me a title, Student M.[/TARGET] Student: Dogs growth. Teacher: Dogs - how about weekly growth? Student: Weight.
Teacher: 1, 2. Teacher: Now you're not finished. Teacher: You now need to multiply that times four and five tenths.  [TARGET]Teacher: I need that.[/TARGET] Teacher: Don't throw that away. Teacher: There you go. Teacher: Thank you.
Teacher: 1. Teacher: That's the easiest part. Teacher: I want you to check this with multiplication.  [TARGET]Teacher: Student R, I want the dice to stay on the desk.[/TARGET] Teacher: Can you put them back, please? Teacher: You multiply the quotient and the divisor. Teacher: Try to get the dividend.
Teacher: 10, 5 it needs to be exactly right at that spot it can't be at the middle okay. Teacher: So let's erase that. Teacher: Try it again.  [TARGET]Teacher: Put those away Student R I don't know why I'm having so much trouble with you today following along.[/TARGET] Teacher: You have a warning. Teacher: So there's one how many ordered pairs does a destroyer take up? Multiple Students: 3