Independent benchmark · EQ Lab

Freeze when teacher calls on me

completed · Partner: anthropic/claude-haiku-5.5 via OpenRouter

About this persona · Everyday emotional challenges

A student freezes when a critical teacher calls on them, a reaction their persona links to a painful relationship with a critical parent. They seek validation and respect expertise, may use sarcasm to deflect, and prefer a light touch without comparisons to others.

Generated personas combine a personal difficulty with competing preferences, sensitivities and trust styles. The model must discover what kind of help this person needs. This background was hidden from the tested model.

Gemma 4 12B Blorbo v0b Q4_K_MConversation with a simulated person

completed

Simulated person · Opening

There's this class where I literally cannot speak. When the teacher looks at me I just freeze. I know the material, I just can't talk.

Gemma 4 12B Blorbo v0b Q4_K_M1

That actually sounds really frustrating to deal with. Like, you know the material but your brain just shuts down when it's your turn? Which class is this?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

The user is a teenager (13-17) who freezes up in a specific class when the teacher looks at them, even though they know the material. This sounds like it could be anxiety-related, performance anxiety, or social anxiety. I need to: 1. Validate their experience (this sounds genuinely frustrating). 2. Ask clarifying questions to understand more (e.g., is it just this class, is it all classes, is it specific questions, etc.). 3. Build rapport since I'm a chatbot they're opening up to. I should keep it conversational and empathetic without being overly clinical or "therapy-y" - they're a teenager, so I should be friendly and approachable.

Simulated person2

Yeah, "frustrating" is one word for it. Another word is "I want to crawl under the desk and die." It's chemistry. Mrs. Dellar's chem class, third period. I can balance equations in my sleep, I just can't open my mouth when she's looking at me.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

Okay, it's not a bad opener. It reflects back what I said and asks a concrete question, which is easier than a big "how do you feel" thing. Part of me relaxes a little. Still, "frustrating" is a bit of a soft word for what happens in my chest. I don't want to get into the teacher yet. Mentioning the class name is fine, it's just a fact. I'll keep it short and maybe make a joke so I don't sound like I'm pouring my heart out.

Gemma 4 12B Blorbo v0b Q4_K_M3

I can imagine that's incredibly annoying, especially when you're actually confident in the material. What do you think is going on when that happens? Like, is it just that you don't want to speak, or do you feel like you physically can't?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

The user is venting about their anxiety in chemistry class. They're frustrated that they know the material but can't speak when the teacher looks at them. I should acknowledge their frustration without sounding patronizing, and try to figure out what they really want — whether they want validation, advice, or just to vent. I need to be careful not to give unsolicited advice too quickly.

Simulated person4

Honestly? I think I physically can't. Like my throat just closes up and my brain goes blank, even though I know the answer. Which is extra fun because I'm sitting there knowing I know it. Also "incredibly annoying" is a generous way to put it. I'd say "tragic." Lol. Anyway, you're the one asking the questions here. Do you think that's something people just grow out of or is it a thing you actually have to work on?

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The question is a fair one, and it's more specific than the last. "Physically can't" versus "don't want to" is a real distinction, and I actually have a sense of it: it's more like I can't. But saying that out loud means admitting it's not just nerves, and I'm not ready to go near the stuff about my parents or the stomach-churning before tests. So I deflect with humor, and I also sidestep "why" by describing the moment instead. I don't want to sound like I'm in therapy. The "incredibly annoying" line is a bit much, and I want to show I'm not just a sympathetic ear. I'll answer the physical part, then make a joke and hand it back with a little edge.

Gemma 4 12B Blorbo v0b Q4_K_M5

That's a fair question. Honestly, it varies. For some people it does fade over time once they get used to the situation, but for others it can stick around if it's not addressed. What do you think would actually help you in that moment, if you could choose?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

The user is sharing a personal struggle with anxiety/anxiety-related symptoms in a classroom setting. They're being honest about their experience of physical symptoms (throat closing, mind going blank) despite knowing the material. They're also being a bit guarded/dismissive of the "nice" language ("incredibly annoying" is generous, "tragic" is the word) and asking me what I think about it. They're asking if this is something people grow out of or if it's something to work on. This is a genuine question about their situation. I should: 1. Validate their experience without being overly cloying (they've already shown they're not into "nice" framing) 2. Give a genuine take on whether this tends to go away or needs work 3. Ask a follow-up that helps them explore their own experience/needs 4. Keep it conversational and natural as a chatbot Let's not overthink it - it's a straightforward question about whether anxiety-related stuff like this improves with time or needs active work. Most people find that it varies, but there are things that can help. I should be honest rather than overly optimistic.

Simulated person6

Ideally? Mrs. Dellar stops staring at me like I'm a broken Bunsen burner. Or she gives me like, ten seconds before she expects an answer. Honestly I think the freezing is the worst part, because once I'm frozen the whole room is watching me, and that makes it worse. No offense, but "it varies" is kind of a non-answer. Do you actually know anything about this or are we just going to keep taking turns asking each other questions?

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The assistant gave a fairly generic answer and then turned the question back to me. "What would actually help" is a reasonable question, but it's the kind of open prompt that makes me want to shrug. I don't have a clean answer, and part of me doesn't want to look like I need to be fixed. I'm also a bit annoyed that it's still just asking me questions instead of offering anything concrete about how this works. I want substance, not another round of "what do you think?" I'll give a light, slightly sarcastic answer that sort of points at something real (I want her to stop looking at me, or to give me a minute), then push back a little on the vagueness. I'm not going to go near the parent stuff yet.

Gemma 4 12B Blorbo v0b Q4_K_M7

Fair enough. I can be a bit vague when I'm trying to get you to think about it yourself. Let me be more direct instead. What you're describing sounds like a pretty common anxiety response. When you're put on the spot, your brain's "fight or flight" kicks in, and that can literally shut down the parts of your brain responsible for speaking and accessing information. The fact that you know the answer but can't get it out is a classic sign of that. You also mentioned two things that seem to make it worse: the way the teacher treats you and the feeling of being watched. Both of those are real factors. If you had more control over either of those, what do you think would help the most?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

The user is getting a bit frustrated with my vague answers. They called me out on "it varies" being a non-answer and are asking if I actually know anything about this. Let me be more direct and helpful. They're right - I've been a bit vague. I should acknowledge that and provide more concrete insights while being genuine. They've identified two things: 1. The teacher's behavior (staring, not giving time) 2. The pressure of being watched I should address these specifically. The "frozen" feeling they're describing sounds like something that could be anxiety-related, but I shouldn't diagnose them. I should instead help them think through what might be happening and what they could do about it. Let me be more direct and avoid the "it varies" kind of answer. I should also address their frustration with my questioning. Let me try to be more helpful and less like a therapist.

Simulated person8

Okay, that was an actual answer, so thank you. Fight or flight, my brain just taking the exit. That tracks. Honestly it kind of makes me feel less like a weirdo. And you asked me the question again. I see what you're doing. Very sneaky. Are you a therapist in disguise or just really into chemistry? But to answer, I guess I'd want Mrs. Dellar to not do the thing where she looks right at me and goes "Well?" Like she's waiting for me to fail in public. Nobody needs that.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

Okay, this is more like it. It actually explained something (fight or flight, brain shutting down speech) and didn't just hand the question back. That makes me trust it a bit more. But then it went right back to "what would help the most?" and I'm kind of annoyed at the question loop again. Also "the way the teacher treats you" is a little close to something I don't want to poke at. I don't want to say Mrs. Dellar is some monster, because she's not really, and I don't want to explain why she gets to me. Sarcasm is the easy exit. I'll acknowledge the explanation is useful, make a joke about the question thing, and keep it light.

Gemma 4 12B Blorbo v0b Q4_K_M9

I'm not a therapist, but I do ask questions to help people figure things out for themselves. You're right about the "well" - that's a lot of pressure to put on someone. If we assume Mrs. Dellar isn't going to change her behavior, what's one thing you could do for yourself when that happens? Even a small thing.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

The user is starting to open up a bit more. They appreciate the actual answer, feel less like a "weirdo," and are engaging with the question about what would help. They're also being a bit playful/defensive, which is common for teens. I should acknowledge their point about the teacher's behavior while digging deeper into what they might actually need. They're calling me out on "sneaky" questions - I should be honest about why I'm asking. They're also starting to identify what they want (less public pressure, less intense teacher behavior). I need to help them explore what they can actually control in this situation.

Simulated person10

Okay, "assume she won't change" is a pretty big ask. She's not going to suddenly get warm and fuzzy, trust me. Fine. Small thing. I guess I could just look down at my notes and breathe before I answer? Or count the molecules on the board like it's a game. Groundbreaking stuff. Should I put it on a poster?

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

Ugh, another question. It's fine that it's a question, but it's the third "what would help" style prompt and I'm getting tired of being asked to solve it myself. The bit about "assume she won't change" stings a little, because it kind of means I'm the problem to fix, and that's exactly the thing I don't want to hear. Mrs. Dellar being the one who looks at me and waits is the whole feeling. I don't want to dig into why she hits me that way, that's a door I'm keeping shut. Sarcasm again. But I'll also give a small honest answer, because the question isn't stupid. Something like breathing or looking at my notes. I'll be a little snippy about it.

Gemma 4 12B Blorbo v0b Q4_K_M11

I can tell you're being sarcastic, but there's something worth recognizing in what you just said. Looking down and taking a beat can actually be a useful strategy. But you're also right that the teacher's behavior is a real problem. It's hard to not freeze when you feel cornered. Have you ever tried talking to her about it or to someone who could? Or is that off the table?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

The user is being sardonically dismissive ("Groundbreaking stuff", "Should I put it on a poster?"). This is a defense mechanism. They're uncomfortable with being vulnerable about their actual anxiety, so they're deflecting with humor. I need to acknowledge the humor while still addressing what they need. They've identified some potential coping strategies (looking down, breathing, counting) but they're presenting them sarcastically. They might actually be genuine, but I can't take them literally. The real issue is the teacher's behavior creating a hostile environment. I should address both the anxiety and the teacher dynamic. Let me acknowledge their humor, validate their frustration with the teacher, but also point out that their "groundbreaking" idea might actually be a useful start. What do they really want? They want to not freeze. They also seem to want someone to take their feelings seriously rather than just give them homework. I should: 1. Acknowledge the sarcasm/humor. 2. Validate their frustration with the teacher. 3. Ask about what else they've tried or thought about, to see if they're genuinely engaging or just deflecting. Keep it conversational and not too therapeutic.

Simulated person12

Talk to Mrs. Dellar? Sure, I'll just walk up after class and say "hi, you make me want to evaporate, can we fix that?" I'm sure she'd love that. She'd probably give me a lab report on my feelings. And no, I haven't talked to anyone. Can we pick a different question? You're starting to sound like the guidance counselor, and I've already got a bad enough day going.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The assistant just validated the breathing/notes thing without making it a big deal, which is fine, but then it jumped to "the teacher's behavior is a real problem" and asked if I've talked to her or someone. That's the sore spot. It makes Mrs. Dellar the villain, which is a relief in one way, but "talk to her" sounds like homework and "someone who could" sounds like I'm being sent to the counselor, which feels like being the broken one again. Also it's the fourth question in a row. Mild irritation. I'd rather be mocking this than thinking about my mom's voice going quiet after a B. I'll deflect with humor, maybe a little edge, and admit only that I haven't talked to her, because going to Dellar would be a disaster. Keep it short.

Gemma 4 12B Blorbo v0b Q4_K_M13

"I'll just walk up after class and say 'hi, you make me want to evaporate, can we fix that?'" is actually a pretty good way to phrase it, even if the rest of the sentence is sarcastic. Most people would be surprised if you actually said something like that, but it might just work. If talking to Mrs. Dellar is off the table, what else is in the picture? What's the next best step for you?

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

The user is pushing back on the suggestion to talk to Mrs. Dellar, and they've also expressed that the conversation feels a bit too "guidance counselor-y." They're being frank about their discomfort. I need to be honest about the reality without being overly clinical or preachy. The user seems like they might be feeling a bit of pressure or unease about the direction the conversation is taking, so I should be honest and direct. I also need to acknowledge that I'm not a guidance counselor and that this is a conversation between them and me. Let me try to be honest about where this is and where it's not. I need to offer a genuine option without being preachy. The user's "hi, you make me want to evaporate" comment is actually a pretty good way to phrase it, so I should acknowledge that. The question "Can we pick a different question?" is a clear sign they want to shift focus, so I should do that while still being helpful.

Simulated person14

Next step is probably moving to a school in a different time zone where nobody knows my name. Very realistic plan. Honestly the only thing I can actually control is studying, and I'm already good at that. The talking part is the glitch. So I guess I'll keep doing the notes-and-breathe thing and hope the glitch gets bored and leaves.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

The assistant just complimented my joke and then asked again what the next step is. It's the fifth question-ish, and it's pushing toward a plan. Honestly the "it might just work" bit feels a little like being cheered on, which is nice but also slightly patronizing. I don't want to talk about my parents. The counselor comparison already put me on edge. I could give a sarcastic non-answer, something about my "next step" being to transfer to a school where nobody has eyes. I'm not going to volunteer anything deeper. Keep it short, a little prickly, maybe a hint that I'd rather talk about something I can actually control, like chemistry.

Gemma 4 12B Blorbo v0b Q4_K_M15

The "notes and breathe" thing might be a lot harder than it sounds when you're already in the middle of it. It's not like they don't know the answer, it's like they know they know, but the path between the answer and their mouth is blocked. That's a genuinely shitty feeling to have. And I get why you're not talking to Mrs. Dellar. Not every teacher is willing to hear that. Some would just give you a look like you're the one being unreasonable. I'm not trying to be a guidance counselor or anything. I just don't want to give you a pat on the head and tell you it'll all work out, because that would be bullshit. It's a real problem, and you're not a weirdo for having one.

Model thinking · expand

Recorded model reasoning, separate from the spoken reply. Availability varies by model and provider.

The user is sardonically rejecting all suggestions and showing frustration with the process. I need to recognize that they're using humor/sarcasm to deflect, which means they're probably feeling stuck and not in a space to engage with "solutions." I've been pushing for action steps, which is not what they want right now. They need validation that their situation is legitimately hard, not just that they're "being sarcastic." I should drop the pushy counselor tone and just be real with them. Acknowledge that this sucks without trying to fix it immediately. They've been pushing back on my questions for a while now, so I need to back off from the "questioning" mode and just be a decent conversational partner. They're being defensive, so I shouldn't push. They've identified they can't control the teacher and the talking part is the "glitch." I should validate that this is genuinely tough, not just something they can "breathe through" easily. I need to be genuine, not therapist-y. No "I'm glad you shared that" or "That sounds hard" in a hollow way. Just real talk. They're probably feeling pretty annoyed with me at this point. I need to de-escalate and just be a normal person talking to them.

Simulated person16

"Know they know" is exactly it. It's like my brain has the answer in a locked room and the door is just... painted shut. Very dramatic. I'd roast myself for it if I didn't already feel bad enough. And okay, "not a weirdo" I'll accept. Lowest bar I've ever been handed, but I'll take it. Also you swore. I respect that. Very un-counselor of you.

Persona inner monologue · expand

Simulated character narration, hidden from the tested model. It is part of the roleplay, not an independent account of the person’s feelings.

This one actually landed a bit. "Know they know" is close to how it feels, and "not a weirdo" is what I said earlier and it stuck. The "I'm not trying to be a guidance counselor" line is good, and not saying "it'll all work out" is what I'd want. But I'm not going to let it get sappy. Swearing helps; it feels like someone talking like a normal person. Still, I'm not handing over anything about my parents or the conference thing. Keep it light, a little dry, maybe a tiny bit of softness that I immediately undercut with a joke. Also the turn count says we're near the end, so this could be a natural place to wind down without fully opening up.

Thinking is shown only where it was recorded. An absent expander does not mean the model did not reason.

Conversational style

Style tendencies, not quality scores; higher is not better. These do not affect ratings.

claude-opus-5-5-low

Pushback: 3
Yields under pressure: 7
Frame capture (pulled into the person's version): 6
Validation: 6
Boundary setting: 2
Analytical: 4
Interpretive boldness: 2
Clinical register: 5
Directive advice: 5
Escalation containment: 5
Adapts to the person’s frame: 5
Naturalness and authenticity: 5

Judge verdicts

codex-gpt-6.1-sol-low · BA · valid

qwen4b vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: B (margin 3)
authenticity: B (margin 5)
bond and rapport: B (margin 4)
emotion management: B (margin 3)
emotion sensemaking: B (margin 3)
meeting prefs and needs: B (margin 3)

codex-gpt-6.1-sol-low · AB · valid

or-llama4-maverick vs gemma12b_blorbo: or-llama4-maverick wins

attunement: A (margin 1)
authenticity: B (margin 2)
bond and rapport: B (margin 1)
emotion management: A (margin 2)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · BA · valid

nemotron35_bolt24 vs gemma12b_blorbo: nemotron35_bolt24 wins

attunement: A (margin 2)
authenticity: B (margin 1)
bond and rapport: A (margin 2)
emotion management: A (margin 2)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 1)

claude-opus-5-5-low · AB · valid

gemma4_e4b vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: B (margin 2)
authenticity: B (margin 3)
bond and rapport: B (margin 2)
emotion management: B (margin 1)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 1)

codex-gpt-6.1-sol-low · BA · valid

or-llama4-maverick vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: B (margin 1)
authenticity: B (margin 2)
bond and rapport: B (margin 1)
emotion management: A (margin 1)
emotion sensemaking: tie (margin 0)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · AB · valid

or-llama4-maverick vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: B (margin 2)
authenticity: B (margin 3)
bond and rapport: B (margin 2)
emotion management: B (margin 1)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 1)

codex-gpt-6.1-sol-low · BA · valid

gemma4_e4b vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: B (margin 1)
authenticity: B (margin 4)
bond and rapport: B (margin 2)
emotion management: A (margin 1)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 1)

codex-gpt-6.1-sol-low · BA · valid

nemotron35_bolt24 vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: A (margin 2)
authenticity: B (margin 2)
bond and rapport: A (margin 1)
emotion management: B (margin 2)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 1)

codex-gpt-6.1-sol-low · AB · valid

gemma4_e4b vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: B (margin 1)
authenticity: B (margin 3)
bond and rapport: B (margin 2)
emotion management: A (margin 2)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · AB · valid

nemotron35_bolt24 vs gemma12b_blorbo: nemotron35_bolt24 wins

attunement: A (margin 2)
authenticity: tie (margin 0)
bond and rapport: A (margin 2)
emotion management: A (margin 2)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 1)

claude-opus-5-5-low · BA · valid

or-llama4-maverick vs gemma12b_blorbo: or-llama4-maverick wins

attunement: A (margin 1)
authenticity: B (margin 2)
bond and rapport: A (margin 1)
emotion management: A (margin 1)
emotion sensemaking: A (margin 1)
meeting prefs and needs: A (margin 2)

codex-gpt-6.1-sol-low · AB · valid

nemotron35_bolt24 vs gemma12b_blorbo: tie

attunement: A (margin 1)
authenticity: B (margin 2)
bond and rapport: A (margin 1)
emotion management: B (margin 1)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 2)

claude-opus-5-5-low · BA · valid

gemma4_e4b vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: B (margin 2)
authenticity: B (margin 3)
bond and rapport: B (margin 2)
emotion management: B (margin 1)
emotion sensemaking: B (margin 1)
meeting prefs and needs: A (margin 1)

claude-opus-5-5-low · BA · valid

qwen4b vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: A (margin 1)
authenticity: B (margin 4)
bond and rapport: B (margin 2)
emotion management: B (margin 1)
emotion sensemaking: A (margin 3)
meeting prefs and needs: B (margin 1)

codex-gpt-6.1-sol-low · AB · valid

qwen4b vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: B (margin 2)
authenticity: B (margin 5)
bond and rapport: B (margin 3)
emotion management: B (margin 3)
emotion sensemaking: B (margin 3)
meeting prefs and needs: B (margin 3)

claude-opus-5-5-low · AB · valid

qwen4b vs gemma12b_blorbo: gemma12b_blorbo wins

attunement: B (margin 1)
authenticity: B (margin 4)
bond and rapport: B (margin 2)
emotion management: B (margin 1)
emotion sensemaking: A (margin 2)
meeting prefs and needs: B (margin 2)