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 | 3.8 | 3.8 | 4.6 | 1,460 | Male | Train | ended up on social media. | [
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X | 2.6 | 2.8 | 3.6 | 1,460 | Male | Train | realize the impact of what we're doing and how impactful that can be. how important it can be to someone. | [
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N | 3.8 | 4.2 | 4.6 | 1,460 | Male | Train | the short story is entitled a day's wait. | [
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C | 3.8 | 4.8 | 4.4 | 1,460 | Male | Train | well, the dad wants to deal with the young man by reading to him and comforting him. and he says, "no, no, no, dad, it's fine. you can go somewhere." so the dad goes out hunting- | [
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X | 4.6 | 5.6 | 4.4 | 1,460 | Male | Train | and the young man interrupts him and says, "excuse me dad, can i ask you a question." | [
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N | 4.4 | 4.4 | 4.4 | 1,460 | Male | Train | that's the difference between celsius and fahrenheit. | [
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H | 5.2 | 5 | 5.2 | 1,460 | Male | Train | and perspective brings so much to that. | [
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X | 4 | 3.8 | 3.4 | 1,460 | Male | Train | and i thought, okay, i want something creative for this story. and i reached back to that incident that i saw in the church- | [
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S | 3.8 | 3.2 | 3.4 | 1,460 | Male | Train | and i said, let's write a comfort note to shots. | [
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A | 5.2 | 2.8 | 5.6 | 1,615 | Male | Development | don't use specifics, don't say you did. | [
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H | 4.4 | 4.4 | 4.6 | 1,460 | Male | Train | it might be helpful if you think about- | [
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U | 4.6 | 2.6 | 5 | 1,460 | Male | Train | but i thought there's not enough to this. | [
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X | 4.8 | 4.6 | 5.4 | 1,460 | Male | Train | because the most significance that can happen when someone is in pain- | [
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U | 4.4 | 3.6 | 3.8 | 1,460 | Male | Train | is for that person in pain, to appreciate it so much, that they say back to the person giving the comfort- | [
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N | 4.6 | 3.6 | 4.4 | 1,460 | Male | Train | you know what, i really appreciate that. thank you. and then that person giving the comfort says- | [
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X | 3.8 | 3.8 | 4.4 | 1,460 | Male | Train | i'll tell you what, if i'm ever in need, may i please reach out to you. | [
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F | 4.6 | 4.4 | 4.6 | 1,460 | Male | Train | and that to me makes all the difference in the world. | [
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X | 4.6 | 4.8 | 4.6 | 1,460 | Male | Train | vulnerable and uneased to say, "gee, maybe i can be helpful too." | [
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H | 3.6 | 4.6 | 4.2 | 1,460 | Male | Train | maybe i can give back to a place where i've been given. | [
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N | 4.4 | 4.2 | 4.8 | 1,460 | Male | Train | and that to me is the whole motivation behind behaviors that change us. behaviors that put us in a better place. | [
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F | 4.2 | 4.2 | 4.6 | 1,450 | Female | Train | so some teachers feel nervous when we start to talk about social, emotional learning or- | [
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X | 3.4 | 2.8 | 3 | 1,460 | Male | Train | what would you say to them about this work?i think it begins with the way you approach lessons. and the way you see yourself in the classroom. | [
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X | 3.6 | 4.2 | 4.4 | 1,460 | Male | Train | are you the purveyor of information? | [
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C | 3.8 | 4 | 4 | 1,460 | Male | Train | or are you someone who listens to what comes from the mind but is also emanating from the heart, from the soul? | [
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N | 4.2 | 4.2 | 5 | 1,460 | Male | Train | are you someone who is willing to engage? | [
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A | 4.4 | 3.2 | 5 | 1,460 | Male | Train | rather than distribute? i don't think you can be an effective teacher unless you do that. | [
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U | 5 | 4.8 | 5.2 | 1,460 | Male | Train | because if you don't have those, you can't make a difference. | [
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H | 4.2 | 4.6 | 4.2 | 1,450 | Female | Train | joe, before i let you go, i want to ask you about another incident, another teaching incident, in which one of your student's work got let out into the world. | [
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H | 3.6 | 4 | 3.6 | 1,450 | Female | Train | i understand that one of your students wrote a poem that was featured on the u.s. department of veterans affair website on 4th of july. how did that opportunity happen? | [
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H | 3.6 | 4.8 | 4.2 | 1,460 | Male | Train | and the giver of course has no color until the end when the colors come.right.so i said to the students, what a great time to write some poems. | [
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C | 4.8 | 4.8 | 5.4 | 1,460 | Male | Train | let's write a color poem. you can write about as many colors as you wish. i showed them a published poem about colors. | [
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H | 4.4 | 4.8 | 4.6 | 1,460 | Male | Train | and said, "now create your own." | [
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H | 4.2 | 5.2 | 4.8 | 1,460 | Male | Train | "find the colors. think about what those colors signify." | [
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F | 4.8 | 4.6 | 5.2 | 1,460 | Male | Train | so while i gave the students time to write- | [
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U | 4.2 | 3.6 | 3.8 | 1,460 | Male | Train | ... one of my students is sitting in the back of the room, michael, and he's shaking his head. finally, he comes up to me, and he says, "i got a problem." | [
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A | 5.6 | 2.4 | 5.2 | 1,460 | Male | Train | i said, "okay, what's your problem?"he said, "i'm not feeling it. i just don't get it. i'm not feeling it." | [
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X | 5 | 4 | 5.2 | 1,460 | Male | Train | "okay, so maybe you want different colors? whatever you do, don't erase what you've done, because you may end up having to come back-" | [
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N | 4.8 | 4.4 | 5 | 1,460 | Male | Train | "... to it, and then you won't be able to get to it. so, make another document, but what do you want to do?"he said, "i want to write about the flag. red, white, and blue." | [
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D | 4.2 | 4 | 4.8 | 1,460 | Male | Train | "okay."so, he wrote this poem, came in within the next day, showed it to me, and i almost fell out of my chair. | [
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U | 5 | 5 | 5 | 1,460 | Male | Train | i said, "oh my gosh." | [
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A | 4.8 | 3.8 | 4.2 | 1,460 | Male | Train | he said, "well, this is what i felt.""good, i'm glad you wrote what you felt because this is wonderful." | [
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X | 4.2 | 4.8 | 4.6 | 1,460 | Male | Train | and there were a few very small tweaks with- | [
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N | 3.4 | 4.2 | 3.8 | 1,459 | Female | Train | ... designed to support writing and learning at large and online spaces. and what have you been thinking about recently, too, sort of in the moment of covid? | [
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... |
H | 5 | 5.2 | 5 | 1,464 | Female | Train | writing for english teachers face to face is a completely different space than- | [
{
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... |
X | 5 | 4.6 | 4.6 | 1,464 | Female | Train | ... online. especially with high schoolers, it's so much more that you have to sit back and examine and think about, is this really necessary during this time? | [
{
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N | 4.8 | 4.6 | 5.2 | 1,464 | Female | Train | it's a totally different beast to kind of think about and conquer. | [
{
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S | 4 | 3.6 | 3.4 | 1,464 | Female | Train | as i started to think about things i was like, "is that the writing that's really necessary for this time?" | [
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N | 4.2 | 3.6 | 3.6 | 1,464 | Female | Train | i really wish more teachers would think that way, and i know it's harder because that means you're constantly adapting. | [
{
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H | 4.8 | 5.2 | 4.8 | 1,464 | Female | Train | i had to make a shift because i'm like, "i can't make these research papers due with me not there because there'll be a zillion questions. | [
{
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X | 5 | 5 | 4.6 | 1,464 | Female | Train | ... digitally, something they can share out to the world versus something that- | [
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C | 4.8 | 4.4 | 5 | 1,464 | Female | Train | ... did research, not the same as what i usually do with the research paper- | [
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N | 4.2 | 3.8 | 4.8 | 1,464 | Female | Train | ... a couple things. like they wrote a plan of action. | [
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H | 5 | 4.6 | 4.6 | 1,464 | Female | Train | ... in a powerpoint. they had to write out the different notes that they wanted to say if they were saying it- | [
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H | 3.6 | 4.8 | 5.2 | 1,464 | Female | Train | ... in front of someone or record themselves like a ted talk. that kind of online writing. | [
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H | 5 | 5.2 | 5 | 1,464 | Female | Train | with my juniors, we got to do some things that we usually don't get to do. during this time usually in this- | [
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... |
N | 4 | 4.6 | 4.2 | 1,464 | Female | Train | is there really a necessity for shakespeare during this time? | [
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N | 4.2 | 4.4 | 3.8 | 1,464 | Female | Train | so instead we do spoken word poetry. | [
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H | 5 | 5.2 | 5 | 1,464 | Female | Train | i made a playlist of amazing spoken word artists of all backgrounds. | [
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H | 4.6 | 4.2 | 4.4 | 1,464 | Female | Train | all playlists had i think 15 different artists. | [
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N | 5 | 4.6 | 4 | 1,464 | Female | Train | artists is what they do, and they did that evaluation. and then i gave them 15- | [
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... |
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