EmoClass stringclasses 10
values | EmoAct float64 1 7 | EmoVal float64 1 7 | EmoDom float64 1 7 | SpkrID int64 1 3.33k | Gender stringclasses 2
values | Split_Set stringclasses 2
values | transcript stringlengths 1 353 ⌀ | emotion2vec_features listlengths 1 1 |
|---|---|---|---|---|---|---|---|---|
H | 5.2 | 4.8 | 3.4 | 1,457 | Female | Train | and they were one word themes. and then this editorial team got to choose... we rotated the roles, kind of like this. i love this. i was connecting with the review- | [
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U | 4.6 | 4.6 | 4.8 | 1,457 | Female | Train | put that out about once a month. and it really was a connecting point across the whole school, the middle school, because kids would be buzzing about whether they had theirs in the news letter. | [
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X | 4.2 | 4.6 | 4.4 | 1,457 | Female | Train | and it was frequent enough. so it just got me thinking about what we already know about how connecting it is to create things. | [
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H | 5 | 4.2 | 4.2 | 1,457 | Female | Train | not these two or three week units where there's one piece of writing that comes at the end. the only person who reads it is the teacher, right? | [
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H | 3.8 | 4.8 | 5 | 1,457 | Female | Train | you do three revisions of this one thing, but these rapid makes where we make something. and then we share... | [
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H | 4.6 | 4.6 | 4.6 | 1,457 | Female | Train | it. the end, right? the end. not get notes, not get revisions. so how could that play a role in what we do? | [
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X | 5.2 | 5.4 | 5.2 | 1,457 | Female | Train | add on and build too. so it got me thinking about what if a classroom had, you could create something, but you could also submit it to be remade. | [
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N | 4.8 | 4.8 | 5 | 1,457 | Female | Train | so i create, i write a poem, but i put it in a certain folder. and then others, whatever's in that folder... | [
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C | 5 | 5 | 5 | 1,457 | Female | Train | other people could use that as their source to start creating something else or to build from. | [
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H | 4.8 | 5.4 | 4.8 | 1,457 | Female | Train | that that connection can be done through, through that kind of work. but those are some of the ideas that i've been thinking of learning from what we know. | [
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H | 4.8 | 5.8 | 5.6 | 1,458 | Female | Train | so i love a couple, i love so many things in this whole conversation. always remembering that we can learn the most from putting ourselves in the position of the learner. | [
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H | 5 | 5.2 | 5.4 | 1,458 | Female | Train | and starting to think through not just how do we teach, but in what way do people learn? that's another place to start the conversation? | [
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N | 5.2 | 4.6 | 5 | 1,458 | Female | Train | it feels to me like between the two, you even said it, anna, you said, reminds me of the review board that there's this combination of a lot of, you talked about a lot of quick makes. | [
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C | 5 | 4.4 | 5 | 1,458 | Female | Train | a lot of quick things sprinkled in there as well with other things, but then also this larger structure, whether it's the newsletter, a lit magazine, the review boards... | [
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X | 4.8 | 5 | 4.4 | 1,458 | Female | Train | that put the young people, the students, or our colleagues, if it's with adults, in a leadership role of curating and creating knowledge as well. so it... | [
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X | 3.8 | 3.8 | 3.4 | 1,455 | Male | Train | but no, i mean, what's fun is there's actually a lot of things that kim and i were talking about are very similar... | [
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H | 4.8 | 4.2 | 5 | 1,455 | Male | Train | to the kinds of things i've been thinking about. i love this idea of rapid makes combined with the notion of like immediate feedback, right? because that's, i still think... | [
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H | 4.2 | 4.4 | 4.2 | 1,455 | Male | Train | i mean, i wrote a whole book of feedback. it's like, the way you feedback is the most effective when it comes quick and regular. and the only... | [
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S | 3.8 | 3.8 | 3 | 1,455 | Male | Train | way you do that, if your only feedback is these big, long units, and it's this thing at the end, you're only going to give it like once a month, right? | [
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X | 4.6 | 4 | 4.4 | 1,455 | Male | Train | and that's if you're grading papers all night, every night. so with 160 students like i have. and so, the idea that you can have students... | [
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H | 4.6 | 4.6 | 5 | 1,455 | Male | Train | take a concept, make something, and then give them really quick feedback on it all within one block is totally doable. right? and if you can string those... | [
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D | 4.8 | 4.6 | 4.8 | 1,455 | Male | Train | together, you sort of get this whole narrative of feedback where students are constantly feeling like you're watching and you're paying attention and you're giving them suggestions. i often think about like a basketball... | [
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X | 5 | 4.4 | 4.8 | 1,455 | Male | Train | coach. it's like, you would never think about like a basketball coach. you'd be like, i watched your game, i'll get back to you in a month. it's like, no, they're doing these... | [
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X | 5 | 4.4 | 4.8 | 1,455 | Male | Train | little things in practice. they watch layup drills or focused on something. and then they kind of do this quick thing or a quick... | [
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X | 4 | 4 | 4.6 | 1,455 | Male | Train | passing drill, and then they give them feedback on it. and then yeah, they do get feedback on the game too. | [
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H | 4 | 4.2 | 4.6 | 1,455 | Male | Train | but, they also have that. so i love that idea of like rapid makes and that's a really cool way to think about that. i haven't fully thought about... | [
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H | 5.4 | 5.4 | 5 | 1,455 | Male | Train | it like that. and also the surveys, i'm planning on having students do a letter, but i might add a... | [
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H | 3.8 | 4.6 | 3.8 | 1,455 | Male | Train | kind of, and i was thinking about a survey. so i think i'm definitely going to do a survey with that and they're both the same idea, which is just making... | [
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X | 4.6 | 5 | 4.6 | 1,455 | Male | Train | this thing a two way street where it's like, how are you? what are the questions i was going to ask is just like... | [
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X | 4.6 | 4.4 | 4.6 | 1,455 | Male | Train | what is your learning environment like? just tell me about it. because that's going to be really important. and for me, it's going to be... | [
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H | 5.2 | 4.6 | 4.6 | 1,455 | Male | Train | babies up. i'm going to go outside and sit on the lawn. i mean, and i'll be honest with my kids. that's my environment. and so hearing that from them is really cool. | [
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H | 4.8 | 5.4 | 4.4 | 1,455 | Male | Train | and then i also really like this idea of... | [
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U | 5 | 5 | 5 | 1,455 | Male | Train | kind of finding deeper ways for them to interact. i've been thinking a lot about how... | [
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X | 4.8 | 4.4 | 4.4 | 1,455 | Male | Train | community. we can, especially if you're a veteran teacher, you can kind of walk around the class at the beginning, at the end of class, you can... | [
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X | 5 | 5 | 5 | 1,455 | Male | Train | check in, you can get all these moments that help to sort of build community. you can kind of sit there at the center and ask kids questions. other... | [
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X | 4.6 | 4.2 | 4.8 | 1,455 | Male | Train | there's a teacher named matt kay out of philadelphia who wrote a wonderful book called not light, but fire. and he talks about that. how he just starts every... | [
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S | 4.6 | 4.2 | 3.6 | 1,455 | Male | Train | class with five minutes, he's just asking kids questions and going back and forth and giving them what he calls high grade compliments. and it's going to be harder to do... | [
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H | 5 | 5.2 | 4.6 | 1,455 | Male | Train | that on zoom, right? but you can get them into small groups and you can have them do that with each other. and so there's a... | [
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N | 4.2 | 4.8 | 4.8 | 1,455 | Male | Train | another writing project leader named troy hicks up the road from me in san central, michigan for the chippewa river writing project. and he's talking about like having | [
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N | 4.8 | 4.8 | 4.2 | 1,455 | Male | Train | different types of groups, like quick groups, but then also established groups. they're together the entire semester to do the heavy lifting of things like peer review, which... | [
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N | 4.8 | 4.8 | 5.2 | 1,455 | Male | Train | can be really scary for high school kids to do with each other, but they can be together and really get to know each other and then dig into each other's work and... | [
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X | 4.6 | 4.8 | 4.6 | 1,455 | Male | Train | and do all this great stuff. so, i think this has been both wonderfully eliminating and also, kind of validating of where i'm going so. | [
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X | 5.8 | 5.6 | 5.4 | 1,458 | Female | Train | also a point that we could bring up, there's feedback in the sense of what i notice you're doing, and let's help make that better. the kind of thing you might want to do on... | [
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H | 5.6 | 5.2 | 5.4 | 1,458 | Female | Train | on the way to larger projects or something like that. and then there's sort of response. i see it, i got this, it was funny, and it's not really oriented necessarily. | [
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N | 4.4 | 3.8 | 3.8 | 1,458 | Female | Train | toward you doing it again or making it better. it's one of the things i think, anna, that you brought up. not everything has to be revised into the final product. | [
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U | 4.6 | 4.4 | 4.4 | 1,456 | Female | Train | i really like anna, the rapid make idea is a really smart way to think of it. | [
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U | 4.6 | 3.4 | 4.2 | 1,456 | Female | Train | also, because it kind of honors that it's can be messy and right too, that it's not going to be through college. you're throw an idea there to the community to... | [
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S | 4 | 3.6 | 3.6 | 1,456 | Female | Train | i'm going to put myself and be vulnerable to you. so i'm going to give you something that i want to make better and i want and i know you're going to give me feedback... | [
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F | 5.2 | 4.6 | 5.2 | 1,456 | Female | Train | because some of it's going to be what you didn't get, what you didn't hear, what wasn't in this thing that i invested in. right. so that kind of a relationship... | [
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H | 4.2 | 5.2 | 4.2 | 1,456 | Female | Train | like you said, it takes some trust, it takes some time. and i think creating something together as a first step before we get to the feedback... | [
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H | 5 | 4.6 | 4.2 | 1,457 | Female | Train | and so i've been thinking about something like that, doing something like that as well. so getting a group together and giving them some task. so instead of going into a... | [
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X | 4 | 4.6 | 4.8 | 1,457 | Female | Train | redo this one of these weeks, we're going to... so i've been thinking about what could i have them create together? | [
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X | 4.2 | 4 | 3.6 | 1,457 | Female | Train | in 20, 30 minutes and that they get to come back and share to the whole group. it might be kind of again fun and start to build that relationship... | [
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H | 5 | 4.8 | 5 | 1,457 | Female | Train | of trust because i've created something with you, alongside you. i just think that helps... | [
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H | 5.6 | 4.6 | 5 | 1,458 | Female | Train | and making in the context of it, even if we're actually making, we're making something by hand and we're going to hold it up to the camera, that it doesn't have... | [
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X | 3.4 | 3 | 3.4 | 1,458 | Female | Train | to be here are the directions go away and make, and in their case, they were working with middle school students. and that thing that happens when you're... | [
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X | 3.2 | 4.4 | 4.4 | 1,458 | Female | Train | making, you're chatting. and you sort of hear and learn because we talk while we make in a way that we would never just speak things... | [
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X | 4 | 4 | 3.6 | 1,455 | Male | Train | yeah. i think that this notion of creation together and play together and silly conversation here and there together is going to be super important. i've been thinking about that... | [
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X | 4.4 | 4.6 | 4.6 | 1,455 | Male | Train | a lot. how that's a normal part of school. and if it's just kind of go in here, the directions go off and zoom do your thing... | [
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X | 5 | 5.4 | 4.8 | 1,455 | Male | Train | and it's all just business, business, business. that's, i mean, the business is important. we got to get to that, but for peer review... | [
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X | 4.4 | 4.6 | 3.8 | 1,455 | Male | Train | like maybe that's week five or six and maybe they've created a lot of lovely things and had some fun and kind of got to play with some puzzles and have... | [
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X | 3.2 | 4.2 | 4 | 1,455 | Male | Train | a little bit of time to maybe just chat and be kids too. i've been thinking a lot about kind of like purposefully building in places for of them to do that. so i think... | [
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H | 6 | 4.8 | 5 | 1,456 | Female | Train | i've started to do something called studio hours. and i can't remember exactly where i first heard this. it might have been with maha bali, it's kind of an off-branch of- | [
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X | 4.6 | 4.8 | 5 | 1,456 | Female | Train | ...classes. these last couple of years, right around midterm, i will have a couple of studio hours, and i think of it as kind of like i tell- | [
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X | 5.2 | 4.6 | 4.6 | 1,456 | Female | Train | it's kind of like an art studio where people have their areas, but it's kind of an open design. so there might be somebody sculpting, somebody painting over here, somebody over here. | [
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H | 5 | 5.2 | 5.2 | 1,456 | Female | Train | and so you don't have to come, you don't have to whatever, but you could come and you could ask questions and we could look at what you're working on and we can talk- | [
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H | 5.2 | 5 | 4.8 | 1,456 | Female | Train | ... talk that through. it's just open studio hours. and that has turned out to be really great where we both get to- | [
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H | 4.4 | 3.8 | 3.8 | 1,456 | Female | Train | ... work together because it's just a few people at a time they come in and they come out. but what's been awesome is to see- | [
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X | 3.6 | 3.2 | 3 | 1,456 | Female | Train | ... in a writing lab and- | [
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D | 4 | 4.4 | 3.8 | 1,456 | Female | Train | ... and again, to allow for the informal, allow for the serendipitous to really happen would be something that- | [
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A | 5.2 | 4.2 | 4.8 | 1,458 | Female | Train | ... that i think is important.i think kim, you want to jump in, but i just want to make sure that people get the make with me reference if you didn't- | [
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X | 5.4 | 5 | 5 | 1,458 | Female | Train | ... if you weren't part of [cl mooke 00:01:39] it was a drop in opportunity. there was a biweekly, every two weeks' challenge, but you could drop- | [
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N | 5 | 4.4 | 4.4 | 1,458 | Female | Train | ...in and somebody would just do the challenge, make the thing, and you could make along with them, or you could just watch them and have that kind of chatter. | [
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H | 5.2 | 5.8 | 5.2 | 1,458 | Female | Train | ...just to clarify that i love the ambient learning. i think that's what cindy and steve were talking about. everybody just having that kind of experience. but kim, go. | [
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S | 4 | 3.2 | 3.4 | 1,456 | Female | Train | ...has been. i don't use zoom, and very often in the teaching even now, and i don't teach synchronously, it's all asynchronous. but what i- | [
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X | 4.6 | 4.2 | 4.4 | 1,456 | Female | Train | ... we make a plan. we do some writing and we stay actually on the screen in case someone has a question. or someone... we are kind of working together- | [
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S | 4 | 4.2 | 4 | 1,456 | Female | Train | ....together. so i've offered that up as a structure in a number of my classes. and i think that's been... that's where i've learned- | [
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N | 4 | 4.4 | 4.8 | 1,456 | Female | Train | ... side conversation things from them, or if they have a problem. two hours, one day a week, or every few weeks and say, "hey-" | [
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X | 3.8 | 4.4 | 4.2 | 1,456 | Female | Train | ...check in, answer questions, go do some writing, come back, get some feedback. and i think if we think about the ways we use online to build- | [
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N | 3.6 | 4.4 | 3.8 | 1,456 | Female | Train | ....communities in our professional lives, that some of those will translate to teaching instead of- | [
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N | 5.6 | 4.8 | 5.6 | 1,458 | Female | Train | we have been talking a lot as if it is synchronous we're talking about, but that's a really good point. i wonder if any of you also want to jump in on- | [
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S | 4.2 | 5 | 4 | 1,456 | Female | Train | people forget... anna was saying earlier, i'm close to a lot of people on twitter who i have never met before, and still weigh in all the- | [
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H | 5.8 | 5.8 | 6 | 1,456 | Female | Train | time [crosstalk 00:03:25].kim and i know each other.exactly. like that's how in real life. so we can learn from the ways. and it is a- | [
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H | 4.4 | 4.6 | 4.8 | 1,456 | Female | Train | almost back to noticing again, it doesn't have to be at the same time. it could be putting something out there, like anna said, that someone else remixes, which is a lot of- | [
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N | 4.6 | 4.6 | 4.4 | 1,456 | Female | Train | ...of how we function. i also just want to... for those of us who are in really rural areas- | [
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H | 5 | 5.2 | 5 | 1,456 | Female | Train | ...this synchronous thing is really not an option. we do have to problem solve the asynchronous way is to honor the families that- | [
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S | 3.8 | 3.4 | 4 | 1,456 | Female | Train | ...here's no way six people are getting on the internet in the middle of weed, california. it's- | [
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X | 4.4 | 4 | 4.8 | 1,455 | Male | Train | but it's mostly synchronous. and this actually brings one of my big worries about this whole thing, just having absorbed a lot of pd where it's just- | [
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X | 3.4 | 3.4 | 3.6 | 1,455 | Male | Train | ... somebody sitting and talking at you at zoom for 90 minutes. i'm very worried that a lot of teachers are going to feel like that's kind of what- | [
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N | 4.2 | 4 | 5.2 | 1,455 | Male | Train | ...they're supposed to do. whereas maybe in normal classes they kind of have a few minutes and then the kids get down to- | [
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X | 4.8 | 4.4 | 4.2 | 1,455 | Male | Train | ...the real stuff you learn from the reading and the writing when they're doing it. not just because we say something doesn't mean that they know it. and so- | [
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H | 3.2 | 4.2 | 4.2 | 1,455 | Male | Train | ...for my classes, they're live, they're synchronous most of the time, but most of what we're going to do is going to be asynchronous- | [
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H | 4.2 | 4.6 | 4.6 | 1,455 | Male | Train | yeah. it's going to be i have every week, okay, this is a 50 minute writing block, and what i'm going to do is i'm simply just going to- | [
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N | 4.4 | 4.4 | 4.8 | 1,455 | Male | Train | ...leave my chat bar up and me up there. i'm going to say, "you can feel free to mute it, but if you have any question, come find me." so it's like that kid raising their- | [
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N | 4.6 | 3.4 | 4 | 1,455 | Male | Train | ...hand or using the chat bar, or if their internet's not working and they're not there that day, they can- | [
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N | 4.6 | 4.6 | 4.6 | 1,455 | Male | Train | ...but they have a little bit of signal from a phone, they can work on their google doc and then send it to me and maybe we could use- | [
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X | 4.6 | 5 | 4.4 | 1,455 | Male | Train | an audio thing. i use a audio plugin called [mo 00:05:30] which plugs in with google classroom and i could send them a little- | [
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H | 5.2 | 4.6 | 4.6 | 1,455 | Male | Train | ...walkie talkie thing back to them. and so that's how most of my classes going to look in fact, more so than- | [
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