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 |
|---|---|---|---|---|---|---|---|---|
N | 5.2 | 5 | 4.6 | 1,462 | Female | Train | i appreciate the freedom to bring it into a writing classroom, because so much of the writing that is involved in doing something like that. and | [
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X | 4.6 | 5.4 | 5.2 | 1,462 | Female | Train | just to let my students take hold of their learning was such an amazing feel. i couldn't say no to bringing that into my classroom. for as scary as change can be for | [
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X | 3.8 | 3.6 | 3.4 | 1,450 | Female | Train | that is part of, or supports genius hour in your classroom. | [
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X | 5.2 | 3.6 | 4.4 | 1,462 | Female | Train | i would say that the range is definitely from agency. i had students that had to write an email, several emails. | [
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N | 4.6 | 4.8 | 4.8 | 1,462 | Female | Train | students were a part of, invited them to take some more civic engagements in their world. so, what they were creating, either out of agency or out of | [
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H | 5.2 | 4.2 | 5.2 | 1,462 | Female | Train | activism, also spread, even broke boundaries of traditional writing practices, because they're getting into a lot of multimodal thinking. and they're really being the | [
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A | 4.6 | 3.8 | 4 | 1,462 | Female | Train | owners of, the authentic producers of their words. they're really building their voice. as an eight grade teacher, that's what you want for your | [
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H | 4.8 | 4.6 | 4.6 | 1,462 | Female | Train | kids, right? obviously we want that, but they're getting so formed into their beliefs and kind of really asking these questions, and they're trying to make sense of this crazy world. | [
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X | 5.2 | 5 | 5.8 | 1,462 | Female | Train | to me it was such a freeing moment as a writing teacher, to be able to let them, and see them, and empower them to | [
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N | 4 | 4.4 | 4.6 | 1,450 | Female | Train | out in the world. so, can you maybe give us a couple of examples of... | [
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N | 4.4 | 4.6 | 5 | 1,462 | Female | Train | for the projects that kind of stand out from my students that i've had over the years, i had a group of students at a time where we didn't have any type | [
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N | 5.6 | 5.2 | 5.2 | 1,462 | Female | Train | any type of 3d printing or any type of steam program. but they worked collaboratively together to write a proposal, and presented that to our school board, and | [
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D | 4 | 4.4 | 4 | 1,462 | Female | Train | was able to create, and move forward, and create that change, and have that be a part of our school culture, because we didn't have that, but they | [
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X | 2.8 | 3.6 | 4 | 1,462 | Female | Train | saw the need for it. we were in the hub of state farm, they were able to work with people at state farm and see what they do at state farm | [
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H | 5.4 | 5.8 | 5.4 | 1,462 | Female | Train | with this technology, with this idea. and they brought that back to school, and they were able to write and construct for this change. | [
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H | 5 | 5.2 | 4.4 | 1,462 | Female | Train | take care of our heart, and our social needs as a community, as well. the writing in genius hour has just been | [
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H | 4.8 | 5.2 | 4.8 | 1,462 | Female | Train | in so many different directions. and, for me as a teacher, it just keeps being exciting because i don't even know what they're thinking of next. so great, because they're in charge. | [
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N | 3 | 4.8 | 3.8 | 1,450 | Female | Train | that's awesome. i was struck when i read your chapter, and i feel like your enthusiasm in describing these things that kids have done and | [
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X | 4.2 | 4.4 | 4.8 | 1,450 | Female | Train | what they might do next. it really kind of captures it, but i'd like for you to unpack it a little bit. several times in the book you say | [
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N | 5.2 | 5.2 | 4.4 | 1,450 | Female | Train | genius hour is more than just a project. and you refer to that in terms of what kids do and thinking about assessments | [
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X | 4.2 | 4 | 4.2 | 1,450 | Female | Train | all of these things. i wonder if you could just say a little bit more for our listeners what that means to you. what's the difference between what you're doing in genius hour and just a project? | [
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H | 4.6 | 4.4 | 5.2 | 1,462 | Female | Train | when i first started the seno years ago, and i said, "i don't know what i'm doing. please give me some forgiveness. we're going to walk through this together. i just | [
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H | 5 | 4.6 | 4.8 | 1,462 | Female | Train | want to see how it goes." and they superseded my expectations by coming up with some really great things. but, from there on out, | [
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H | 5.4 | 5.6 | 4.8 | 1,462 | Female | Train | being in a small town, being in a small community, i am the eight grade language arts teacher. but, what became really interesting over time is that as i | [
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X | 4.6 | 4.8 | 4.4 | 1,462 | Female | Train | would maybe coordinate some efforts at the r.l. elementary building, i would have fifth or sixth graders come to me and say, "are you mrs. banner? i know what i'm going to do for my genius hour | [
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H | 6 | 6 | 5.6 | 1,462 | Female | Train | " one of the things i noticed is that it kind of gained this momentum, it kind of gained this reputation, so to speak. and the lockdown | [
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H | 5.8 | 5 | 5.4 | 1,462 | Female | Train | that kids had, leaving in march for covid. we were [crosstalk 00:06:04] youth participatory action research, so we were kind of broadening our | [
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N | 5 | 4.8 | 5 | 1,462 | Female | Train | that the kids felt with us. really comes back to... it doesn't | [
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X | 4.6 | 4 | 4 | 1,462 | Female | Train | need a project. the first year that i did it really pushed against my traditional grading practices, which i have now since walked away from because i | [
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X | 5.4 | 5.4 | 5 | 1,462 | Female | Train | will never forget the student who looked at me and said "mrs. banner, you mean to tell me that my passion is only worth 50 points? my passion!" | [
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H | 4.2 | 5 | 4.4 | 1,462 | Female | Train | and it just keeps growing and building. it's really been such an amazing thing. when your kids come to you and they say, "you know mrs. banner, | [
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U | 5 | 4.4 | 4.8 | 1,462 | Female | Train | this is the first time i've really been able to think." and i'm like, "yes, that's what we want you to do, yes." | [
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H | 5.2 | 5.2 | 4.8 | 1,450 | Female | Train | tell us, how does the work you discussed in this chapter move the world? | [
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H | 4.4 | 5 | 5 | 1,463 | Female | Train | i think that in order to move the world, we first have to know who we are. and that's where i start with my students, like, "what do you believe? | [
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X | 4 | 4 | 4.2 | 1,463 | Female | Train | and what do those beliefs mean to you? and what do you want?" first we have to get to know ourselves and we | [
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S | 4.2 | 4.6 | 4.8 | 1,463 | Female | Train | write about who we are as people. i write when they write, we get to know each other that way. | [
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H | 4 | 5 | 4.2 | 1,463 | Female | Train | what is it that you want from this world that we are in? and how can we change it? how are we affected by what's going on? | [
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N | 5 | 5.2 | 5 | 1,463 | Female | Train | when i ask them all these questions and provide all these pieces of mentor text for them, it's for them to find the answers, because i don't have | [
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N | 4.6 | 5 | 5 | 1,463 | Female | Train | that's their way, their time to discover who they are and what they want. | [
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S | 4.2 | 4 | 4 | 1,463 | Female | Train | they just write their way out of it. or into the world, in a way that | [
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X | 4.2 | 4 | 4.8 | 1,463 | Female | Train | counterintuitive to what we want to see happen. so, why would we do that to kids? because that's not what real writers do and- | [
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H | 5 | 4.8 | 4.6 | 1,463 | Female | Train | i ask them to read it to me. i'm not going to read it. i want to hear it in your voice. you sit right here. you read it to me. it's just me- | [
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D | 3.8 | 3.8 | 4.4 | 1,463 | Female | Train | i'm just like, "okay, so first, when you finish reading it, then you tell me what you like about it." | [
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S | 4.6 | 3.4 | 3.2 | 1,463 | Female | Train | you tell me what you don't like about it. | [
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N | 4.2 | 4.6 | 4.6 | 1,463 | Female | Train | i tell you what i liked about it. i tell you what- | [
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N | 4.6 | 4.8 | 4.4 | 1,463 | Female | Train | writer. you have something to say, your voice matters. i'm just here to listen and- | [
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F | 4 | 4.6 | 3.8 | 1,463 | Female | Train | what did you want to say? can you say it better? can you say it differently? that's all on you- | [
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A | 4.2 | 3.4 | 4.2 | 1,463 | Female | Train | so, if i could stop being pressured to grade things and having x number of grades in the grade book by the end of the nine weeks- | [
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H | 5 | 4.8 | 4.2 | 1,463 | Female | Train | i can get away with it.mm-hmm (affirmative).because that's what, i don't think that- | [
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N | 4.8 | 5.4 | 4.6 | 1,460 | Male | Train | to allow lessons like sarah's creating, like tracy's creating. and those things need to be praised and elevated- | [
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X | 3.8 | 4.2 | 4.4 | 1,460 | Male | Train | to be a human first, before anything else. | [
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X | 5.2 | 5.2 | 5.4 | 1,450 | Female | Train | we can't talk about your chapter without reflecting on this moment that we're living in right now and all the needs for writing that heals, that we're seeing. | [
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S | 3.6 | 4 | 4 | 1,450 | Female | Train | conveying sympathy must mean to them right now. | [
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N | 4.2 | 4.8 | 4.8 | 1,460 | Male | Train | the monies, and was putting them into the collection bag- | [
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X | 4.6 | 4.2 | 4.8 | 1,460 | Male | Train | passed out, hit the floor. her mom and dad were there. they gathered around her and- | [
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H | 5.4 | 5.8 | 5.6 | 1,460 | Male | Train | i thought, my god, i'm not a medical person, but i've got to do something. | [
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X | 4.6 | 5.2 | 4.2 | 1,460 | Male | Train | so i ran to the front of the church, found a sink, wet some paper towels. took some dry paper towels, brought them back and said, "here, use these to-" | [
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S | 3.2 | 4.2 | 4.2 | 1,460 | Male | Train | to make her comfortable. to at least keep her cool until the help can come. | [
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N | 4.4 | 4.8 | 5.2 | 1,460 | Male | Train | and unfortunately, the young lady, we found out later, had passed away as soon as she hit the floor. | [
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... |
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