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 |
|---|---|---|---|---|---|---|---|---|
X | 3.6 | 4.2 | 5.2 | 1,455 | Male | Train | ...normal. i try and have most of the time with them... have them read and write normally, but even more so i can now- | [
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N | 5 | 4.6 | 4 | 1,455 | Male | Train | ...take those five minutes where i was going to talk about how awesome dashes can be, and i can just make a screencast that they can watch a whole bunch and- | [
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N | 4.6 | 5 | 5 | 1,455 | Male | Train | ...then i can use that time to talk to students and continue to build that connection and community, or facilitate them talking to each other. so that's- | [
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X | 3.4 | 4 | 4 | 1,455 | Male | Train | ...me just talking to students or them talking to each other. now for the same concerns though. i am also very concerned about the divide between- | [
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C | 3.4 | 3.2 | 3.6 | 1,455 | Male | Train | ...synchronous and asynchronous. and who's going to get to do that. our district's trying. there's something out school buses with hotspots and things, but kids are- | [
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X | 3.6 | 4.4 | 4.6 | 1,455 | Male | Train | ...going to be missed. and i don't want them be any of the kids in my class. | [
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S | 3.6 | 4.8 | 4.2 | 1,456 | Female | Train | one thing that we found important that... what we're trying to stress, and we have both cities and rural areas that we're working with here as well- | [
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X | 5.8 | 4.6 | 4.6 | 1,456 | Female | Train | ...is that early on, the state started using the word "remote learning," which at first i was like, "oh, that's just another way to say," but i started to really- | [
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N | 3 | 3.6 | 3.6 | 1,456 | Female | Train | ...grab that term actually and say, "we need to not think of this as online learning. or online instruction. this is learning at a distance from me." | [
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N | 4.8 | 5 | 4 | 1,456 | Female | Train | and so how can i design something... you were talking about matt, where you... i'm giving you an experience. you're going to learn through that experience- | [
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H | 4.8 | 4.2 | 5 | 1,456 | Female | Train | ... and then i'm going to, like you said, set up some kind of a structure, so that you can get this feedback back and forth from me, but we're designing an experience- | [
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X | 5 | 5.4 | 5.6 | 1,456 | Female | Train | ... for young people and they're doing the learning. and so how could we design a learning experience- | [
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X | 5.8 | 5.2 | 5.6 | 1,456 | Female | Train | ...for someone to learn at a distance? and it means that i think that it helps people stop thinking that i have to do an hour set, 50- | [
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H | 5 | 6 | 6.2 | 1,456 | Female | Train | 45 minutes, whatever the hour block is that where you are, 35 minute, then the bell rings. what are we doing? but i don't have to do this- | [
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H | 6.4 | 6 | 5.8 | 1,456 | Female | Train | everyone's on for that whole timepiece. i could think across a week. and so, yes, because my district is requiring me to be online during this- | [
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H | 5 | 5.4 | 4.8 | 1,456 | Female | Train | ...hour with these students, i could be available in this way. but i love the way you're thinking about- | [
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C | 5.4 | 5.6 | 5.2 | 1,456 | Female | Train | ...using that time that you're required to be on almost to avert what, what the expectations might be, because we know- | [
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H | 4.8 | 5 | 5.8 | 1,456 | Female | Train | ...no one can sustain that kind of attention in this kind of modality. we know that. as adults, we steer clear of it as much as possible- | [
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N | 4.6 | 3.8 | 3.8 | 1,456 | Female | Train | ...and i think the last thing that i'll pop in here with too, to think about, is when we start talking about digital divides, we often talk about the haves, havenots- | [
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X | 5.6 | 4.8 | 5 | 1,456 | Female | Train | ...that becomes this kind of like whitewashed way of saying, "here's how to be in this world." and so i think that- | [
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H | 4.2 | 4.2 | 4.2 | 1,456 | Female | Train | that's a way for us to keep pushing ourselves. when we think about all these kids don't have it. so they can't participate in x, y, z. rather you were talking about really learning- | [
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H | 5.2 | 4.4 | 5 | 1,456 | Female | Train | ...what are you, what do you do? how does your family write? how does your family learn together? use technologies? and that's a different frame- | [
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A | 3.6 | 3.4 | 4.4 | 1,456 | Female | Train | framing of that question that i think some people are asking: do you have a computer? do you have your separate learning space? do you have... which is imposing a particular way of- | [
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N | 4.4 | 4.4 | 4.8 | 1,458 | Female | Train | on the ideas that we take. but i think at that point, we're kind of coming to a close here. and what i'm going to say is it- | [
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H | 5.4 | 5.2 | 4.8 | 1,458 | Female | Train | each one of you would sort of name something that you took from this conversation that you think you can use, that you might want to build some thinking or action around and- | [
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N | 4.8 | 4.2 | 4.2 | 1,458 | Female | Train | and can go in any direction. | [
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U | 4.8 | 5 | 5.2 | 1,455 | Male | Train | i can start, cause it kind of dovetailed off what anna was just talking about, which is, i also wrote down and starred like five times kim's notion... | [
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X | 5 | 5 | 4.6 | 1,455 | Male | Train | ...of just starting out a survey with, "how are you?" these big questions, "how are you? what does your space look like right now?" | [
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F | 4.4 | 5 | 4 | 1,455 | Male | Train | tell me how this learning is. and just that keeps it, where it's just... | [
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H | 4.6 | 5.2 | 4.8 | 1,455 | Male | Train | ... you just allow them to sort of say what they need to say. you're giving them the space to tell you what they need to tell you and so... | [
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H | 4.8 | 5.2 | 4.6 | 1,455 | Male | Train | ... i really like that notion right there. and also this is another shout out to linda christensen and the oregon writing project, but she always has her students do all these memoir... | [
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X | 4.4 | 5 | 4.8 | 1,455 | Male | Train | ... poems at the beginning of the year for the same reason. she's like, they tell you what you need to know. and once you get into that poetic structure all... | [
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N | 4 | 3.8 | 4.2 | 1,455 | Male | Train | ... the sort of normal restrictions come off and they just go for it. so that notion of how are you, i think is going to be a big one of mine. | [
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H | 4.4 | 4.6 | 4.4 | 1,456 | Female | Train | anna, i'm going to leave just even thinking a lot more about what you just said, which is that a thing i believe at my core, and yet i don't think i... | [
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H | 4.8 | 4.6 | 4.8 | 1,456 | Female | Train | ... always articulate it in the way that you do in terms of honoring the learner in ... they bring rich literacies... | [
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H | 5.2 | 4.6 | 4.8 | 1,456 | Female | Train | ... to our spaces that we should be grateful for. and usually what any of us sometimes fear doing is that we'll get in the way of those rich literacies by... | [
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S | 3.6 | 3.4 | 4 | 1,456 | Female | Train | ... other ways of making, other ways of reading and writing and all those things. so, anna you're reminding me to the way that i talk to other educators about digital things... | [
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C | 5.4 | 4.8 | 5 | 1,456 | Female | Train | ... can be a deficit model and to be really careful about my language around that. so appreciate that last nod you made to that idea. | [
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H | 5 | 5 | 4.6 | 1,456 | Female | Train | the couple of hours with my doc class, or i'm doing, "oh, no, i'm doing that. oh, i'm doing that." even the things i'm saying, so i'm going back and checking... | [
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X | 3.8 | 3.6 | 4 | 1,456 | Female | Train | ... the chat bar, not the video, but we ask for synchronous for this hour, but during this hour it's chat or it's a voicemail, right? it's... | [
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H | 4.8 | 5.2 | 4.2 | 1,458 | Female | Train | from you all. that's great. this has been a great conversation. i would want to remind all of our viewers that everybody here has also put a whole... | [
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H | 3.6 | 5.2 | 4.8 | 1,615 | Male | Development | so pleased to welcome to our show today, shelby witty, sarah bonner, tracy willis, and joe pizo. thank you all for being here. | [
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X | 5 | 5.2 | 5 | 1,461 | Female | Train | i am in almost a quarantine-like situation here in oklahoma. so hello to everyone. | [
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N | 5.8 | 4.8 | 4.6 | 1,614 | Female | Development | in addition to that, i also teach as an adjunct for illinois state university and- | [
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H | 4 | 5.8 | 4.6 | 1,462 | Female | Train | ...or my seven year old and i, we are really big into the land of stories right now, chris colfer's like set of books. so we would probably be outside... | [
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H | 4.8 | 5.8 | 4.8 | 1,450 | Female | Train | thank you.let's talk about this lovely book that you all made. it's so exciting to have in my hands and later i'll talk about how it... | [
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S | 5.2 | 4.8 | 4.8 | 1,450 | Female | Train | ...feels like being at the writing project to read this book. but shelby, let's start with you, as the editor, and you can tell us a little bit, about... | [
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U | 5 | 5.2 | 5.4 | 1,450 | Female | Train | ...about how it came to be. and i feel like it does all the things you just said that you wanted it to do. | [
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U | 3.8 | 4.8 | 5 | 1,450 | Female | Train | ...gives teachers a real window, other teachers, a real window into what the practice looks like in other teacher's classrooms. and it offers opportunities for writing that really stays in the classroom... | [
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X | 4.8 | 4.6 | 4 | 1,450 | Female | Train | ...and does the work there and writing that goes out into the wider world and touches many people and... | [
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N | 4 | 4 | 4.4 | 1,450 | Female | Train | so what i'd like to do next is take a peek into the book for listeners so they can get a sense of what they can find there, knowing... | [
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F | 4.4 | 4.4 | 4.4 | 1,450 | Female | Train | you wrote a chapter called the classroom that inquiry builds, student and purpose-driven literacy learning. it appears in the first section of the book, writing that enters | [
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X | 4 | 5 | 5 | 1,450 | Female | Train | the world. and i think it will help orient listeners to our conversation to know that your chapter focuses on what happened when you introduced genius hour into your classrooms. so, maybe we can start by you just | [
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N | 3.2 | 4.6 | 4.6 | 1,450 | Female | Train | telling us how you decided to do that, what was the process of | [
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X | 5 | 4.4 | 4.6 | 1,462 | Female | Train | sure. but she and i had done some inquiry work about six years ago, and at that point i had already been 10 years into teaching, but i | [
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X | 4.6 | 5 | 4.8 | 1,462 | Female | Train | was getting complacent, and everything was getting easy, and i knew that if was getting easy, i wasn't working to keep up with everything, and i knew i needed | [
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X | 4.4 | 4.4 | 4.4 | 1,462 | Female | Train | to keep changing and growing. but i didn't know how to do that.and, working with her side by side, throughout an inquiry framework in the fall, | [
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N | 5.2 | 4 | 5.2 | 1,462 | Female | Train | always kind of... genius hour is not a new concept by any means, but we both opted to kind of place it in this separate realm, whether it might be | [
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