Itz_Nami
Level 29
Out-Of-Character Information
What is your Minecraft username?
Main: Itz_Nami
Applying on: nami_thename
What is your discord username?
itz._.nami
What is your time zone?
UTC+1 (Germany)
Link(s) to any previous applications on the server:
http://schoolrp.net/threads/plzbailleopolds-language-application.86931/ [Accepted]
http://schoolrp.net/threads/plzbailleopolds-language-application.86930/ [Accepted]
http://schoolrp.net/threads/itz_namis-language-application.85927/ [Accepted]
http://schoolrp.net/threads/itz_namis-other-application.85815/ [Accepted]
http://schoolrp.net/threads/itz_namis-language-application.85740/ [Accepted]
http://schoolrp.net/threads/itz_namis-language-application.85738/ [Accepted]
http://schoolrp.net/threads/itz_namis-language-application.72473/ [Accepted]
http://schoolrp.net/threads/itz_namis-language-application.72277/ [Denied]
http://schoolrp.net/threads/plzbailleopolds-professor-application.86960/ [Denied]
What are your current roles on the server? (If you're college, specify your degree level):
Itz_Nami:
[College][M] Leopold Watcher
[Grade-12] Aaron Grimes-Meyer
[Dog] Komorebi Watcher
[Grade-12][Baseball] Maddie Watcher
[Grade-7] Benjamin Meyer
[Bird] Crux
[Grade-11] Rina Rosel
Empty Character slot
nami_thename:
[Grade-8] Lorenzo Watcher
Empty Character slot
Describe your activity and roleplay experience on the server:
GangRP
I was first introduced to GangRP after about the first two months of me playing on the server. At that time I decided to apply and join a gang. However, when I joined, I quickly realized that I did not really understand GangRP or CombatRP. I did not even know the basic things that were important for it. Because of this, I decided to leave the gang not long after joining, and at that time I did not think too much about it. Later, after I took a break from SchoolRP and came back to the server again, I wanted to try different kinds of roleplay that I had not really explored before. Because of this, I decided to try GangRP again and joined another gang. At first I still did not know very much, but over time things started to change. After being part of the gang for several months, taking part in activities, and attending trainings, I slowly began to improve my DetailRP. I also started learning more about CombatRP and how it works. After around five months of being in the gang, I was promoted to a higher position inside the gang. Because of this role, I continued improving both my CombatRP and my DetailRP. During that time I also met many really cool people and had many good roleplay experiences with them.
FamilyRP
During the first few months of me playing on the server, I actually did not know that FamilyRP even existed. After some time I was introduced to it and learned more about what it was. After learning about it, I decided to apply to the Meyer family. I was accepted into the family and stayed in it for about four months. I am still part of the Meyer family today.
At the time, however, the family was not very active, so I also decided to join other families to have more roleplay opportunities. Because of this I joined the Watchers and also the Grimes family. Both of these families were very active, which helped me improve my FamilyRP and also my DetailRP even more. While being part of these families I also met many friendly and nice people on the server.
JockRP
I have also taken part in JockRP on the server. In the past I was part of the high school baseball team, but at that time my activity was not very high, so I had to leave the team. After a few months, once I improved my activity and started playing more again, I decided to join the team again. Currently I am part of the high school baseball team. I attend almost every training and take part in the team activities. During this time I have taken part in many fun and memorable team bonding moments, rivalry events, and other cool and fun smaller events that the team has done together. Through being part of the team I have also met one of the coolest people on SchoolRP, and because of the great experiences I have had, I am not planning on leaving the team any time soon.
General
Overall, my experience with SchoolRP has been very positive. When I first joined the server I quickly became part of a really nice friend group. We spent a lot of time together, lived together in roleplay, and had many memorable moments together. As time went on, I started exploring more types of roleplay on the server. The types that interested me the most were GangRP, FamilyRP, and JockRP. By taking part in these different roleplay styles I became more interested in the server and wanted to keep learning more about the different roleplay opportunities that SchoolRP offers. I also take part in BusinessRP. At the moment I am a Deacon and also the Vocations Director of the Archdiocese of Karakura, which means I am the Co-Lead of the verified business. In this role I have hosted Sunday schools, events, ceremonies, and other activities while learning more about this type of roleplay.
I am also somewhat experienced with AnimalRP. I received my first Animal Whitelist about five months ago. Even though I am still learning more about it, I actively play on that character and continue to take part in that roleplay as well. Other than SchoolRP, I do not have experience with other roleplay servers or roleplay networks, as SchoolRP is currently the only roleplay server that I play on.
I usually play for around 5 hours each day. Some days it may be a little less, and other days it may be more. It mostly depends on the day and if something unexpected comes up that changes my schedule. Below you can see my general schedule and the times when I am usually available to be online. All of the times listed are in UTC+1, which is the same as Germany time
Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
14:00 (2PM) Until 22:00 (10PM) | 15:00 (3PM) Until 22:00 (10PM) | 16:00 (4PM) Until 22:00 (10PM) | 15:00 (3PM) Until 22:00 (10PM) | 14:00 (2PM) Until 1:00 (1AM) | 7:00 (7AM) Until 1:00 (1AM) | 7:00 (7AM) Until 22:00 (10PM) |
I have been playing SchoolRP for about 2 years now. I originally joined the server on February 12, 2024. After I first discovered the server, I started playing it regularly for around 6 months and spent a lot of time learning more about the different types of roleplay. After that time, I began playing a little less often and eventually decided to take a break from the server for about 5 months. Once I returned, I became active again and started playing regularly and almost every day since then.
Below you can see my current playtime. This playtime is from my main account that I have been using for most of the time I have played on the server. The account that I am currently applying on was bought recently, so the playtime shown comes from my main account where I spent most of my time playing SchoolRP.
In your own words, why do you think professors are important to SchoolRP?
Professors are very important to SchoolRP because they help make the school environment feel more real and meaningful for the players. Since the server is centered around a school, professors help give the school purpose. They provide lessons, guide students, and help create situations where players can take part in school related roleplay instead of just walking around the map. Another reason professors are important is because they help create learning experiences inside the roleplay. Through lessons and classroom discussions, students can take part in activities that feel similar to a real school. This allows players to experience a different style of roleplay where they can ask questions, complete small tasks, and take part in class topics. These interactions make the school environment more engaging for everyone involved. Professors also help keep the school system running properly. They are responsible for managing their classes, keeping track of students during lessons, and making sure things stay organized during school hours. When professors are active, it helps the school feel structured and active instead of empty. This also helps students enjoy going to school instead of seeing it as something boring or annoying. When there are active professors holding classes, students know that something interesting will happen during school time, which makes them look forward to attending instead of disliking that part of the roleplay. Another important role professors have is helping students stay involved in the server. When students attend classes or interact with professors, it gives them more chances to meet new people and form connections with other players. These interactions can lead to new friendships, new roleplay situations, and more involvement in the server community. Professors can also help introduce students to new topics and ideas during roleplay. Different professors may teach different subjects, which allows for variety in the classes that students attend. This variety keeps the school interesting and allows players to experience different kinds of lessons instead of the same thing every time.
Lastly, professors help support the overall roleplay atmosphere of the server. By acting as teachers, they help maintain the feeling that the school is an important place in the city. Their presence helps connect the school with other parts of roleplay on the server and makes the world feel more complete. Because of these reasons, professors play a very important role in SchoolRP. They help support the school system, create engaging lessons, and give students more opportunities to participate in meaningful roleplay experiences.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
Yes, I acknowledge that if I become inactive, I may face demotion or removal from the faction. I understand that activity is important for the role and for the faction to function properly. Because of this, I will do my best to stay active and continue contributing to the faction and the roleplay it provides.
Do you understand if your application is accepted, you may have to undergo professor training?:
Yes, I understand that if my application is accepted, I may have to go through professor training. I am willing to take part in the training and learn what is needed for the role. I understand that the training is there to help new professors understand how things work and how to properly perform their duties on the server.
In-Character Information
What's your character's full name?
Lorenzo sits up straight, adjusting his jacket before answering with a confident tone.
"My full name is Lorenzo Watcher."
He pauses for a moment, giving a small nod as if making sure it’s remembered.
Age (Minimum is 27):
Lorenzo took a brief moment before he answered, glancing down at his hands as if recalling the exact date.
"I am currently 36 years old, born on the 8th of August, 1989."
He straightened his posture, speaking with calm confidence.
Nationality:
Lorenzo leaned back slightly in his chair, a small smile playing on his lips as he spoke with quiet pride.
"I am fully Italian. I was born in Naples, a city in Italy, and I’ve always carried a deep connection to my roots and culture."
Preferred Subject:
He straightened in his seat and clasped his hands together for a moment, a thoughtful look crossing his face before he spoke. A flicker of excitement passed in his eyes as he spoke clearly and with energy.
"I would like to teach Performing Arts!"
Describe the character: How do they look and act? What makes them unique and different? What are their plans for the future? Optionally, what is their past?
AppearanceLorenzo Watcher is a 36 year old Italian man from Naples, Italy. He has thick black hair that reaches just past his shoulders, with a streak of grey white running through it, which gives him a distinguished and slightly artistic look. His hair is naturally straight and well kept, often worn loose, sometimes tucked behind his ears when he is focused or teaching. His grey eyes are calm, reflective, and often give the impression that he is deep in thought. His skin is light, reflecting his Italian heritage and he carries himself in a relaxed but tidy way, maintaining a professional yet approachable appearance. Lorenzo prefers wearing button up shirts with the sleeves rolled up, paired with simple trousers, and always wears an old wristwatch that holds precious value, a keepsake from his family. His overall appearance balances elegance and casual comfort, giving a sense of his Italian background.
What Makes Him Unique
Lorenzo’s uniqueness comes from a combination of his talents, interests, and experiences. He is multilingual, speaking fluent Italian and Japanese, and is also experinced in Japanese Sign Language. This allows him to communicate effectively with students or individuals who are deaf or hard of hearing, making him inclusive and accessible in ways that many others cannot. He has a lifelong passion for music, especially guitar, which he taught for years both in person and online. Even though his formal career is in Performing Arts, his deep knowledge of music allows him to incorporate creative approaches into his teaching, combining various artistic skills and motivating students to do the same. Beyond his skills, Lorenzo loves learning about languages, music, history, and cultural practices from around the world. His curiosity helps him learn about many different things and try new activities, which sets him apart from others.
Personality
Lorenzo is calm, patient, and friendly, with a natural ability to make others feel at ease. He has a warm and approachable presence but can be serious and focused when the situation demands it. He enjoys humor and light hearted moments, often using small jokes or stories to make situations more relaxed, but he knows when to maintain authority and professionalism. He is highly observant and reflective, often noticing small details that others may miss, which helps him in planning lessons and understanding situations thoroughly. Lorenzo is caring and empathetic, valuing meaningful connections and showing respect for everyone he meets. Outside of work, he enjoys a variety of hobbies that reflect his personality such as, cooking traditional Italian meals, listening to diverse music genres, reading both fiction and non fiction books, taking long walks to reflect, exploring different cultures, and attending church to support his spiritual side. He appreciates simplicity and finds joy in small, everyday pleasures
Past Life
Lorenzo was born into a struggling period for the Watcher family. His older brother, Benicious and him grew up witnessing the hardships of their parents. Their father, Matteo, worked tirelessly at multiple jobs, sometimes resorting to minor crimes, to ensure the family’s survival. Their household, which had once been financially comfortable, had fallen on hard times by the time Lorenzo was a child. Food was often hard to get, and warm clothes in winter were not always available. Despite this, Lorenzo learned to be patient, careful, and strong. As a child, he was quiet and thoughtful, usually observing instead of taking risks like his brother. These experiences made him observant and good at understanding people.
From a young age, Lorenzo exhibited a love for knowledge and learning. He would spend hours reading books, often borrowing them from neighbors or the local church when resources were rare. He asked questions about everything from plants and animals to history and human behavior, being curious more than most kids his age. While many children his age were playing or helping with family work, Lorenzo prioritized understanding the world around him. Even when his family struggled to survive, he made time to study and seek knowledge, showing dedication and focus. Alongside his academic interests, Lorenzo developed a passion for music. He taught himself to play the guitar and spent countless hours practicing. Eventually, he began teaching small groups of students locally. Through teaching music, he discovered the joy of helping others learn and the satisfaction of seeing their progress. These experiences prepared him to be a teacher and showed him the value of patience. After completing his education in Italy, Lorenzo moved to Karakura, Japan, to continue teaching. Moving to a new country had challenges, including adapting to a different language, culture, and lifestyle, but Lorenzo used the opportunity. In Karakura, he became a professor, focusing primarily on Performing Arts while occasionally teaching guitar to students outside of School. Over time, he became known for his intelligence, patience, kindness, and ability to make lessons engaging. His teaching style focuses on creativity and careful instruction, helping students grow and try new things with confidence. Lorenzo’s experience teaching guitar, combined with his love for music and performing arts, allows him to create fun and high quality lessons.
Plan for the Future
Lorenzo’s long term goal is to continue teaching and helping students develop their skills and confidence. He hopes to have a long, fulfilling career as a professor, making a lasting impact on the academic community and the students he teaches. Beyond his career, he dreams of having a family and living a peaceful life filled with love and happiness. He also wishes to revisit Italy, reconnecting with his roots and the place that shaped much of his early life. He wants to keep building his career as a professor while making a positive impact on the students he teaches.
What is their outlook on students and their co-workers?
Outlook on Students
Lorenzo cares deeply about his students. He is friendly and knows how to make them feel comfortable in class. He doesn’t just want them to memorize information, he wants them to enjoy learning. He likes to share laughs and make lessons fun while still keeping the classroom respectful. He encourages creativity and works to make each lesson engaging and interesting for every student.
Outlook on Faculty
Lorenzo gets along well with the school’s staff and faculty. He respects everyone who works at the school, whether in classrooms, the library, the kitchen, or elsewhere. He enjoys discussing ideas and finding ways to make the school better. During breaks, he likes to relax with a warm coffee in the faculty lounge. He avoids drama or gossip and stays focused on his work and goals.
What is their motivation for becoming a professor?:
Lorenzo wants to be a professor because he loves to learn and help others learn. He found that teaching made him happy because he could share what he knew and help others understand. For him teaching is not just giving lessons, it is a moment that he uses to share his knowledge. He wants students to enjoy learning, try new things, and feel proud of the progress that his students made. He loves music and performing arts, and teaching lets him share that with students that have the same interests as him. He likes to see them get better and feel proud of themselves. Enzo also loved the time he taught guitar, and he wants to use that experience to teach more professionally in the future, using his love for art to help students grow. Being a professor lets him use what he knows and help students every day, supporting them do their best and reach their goals.
Roleplay Scenarios
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
Lorenzo would first stay calm and patient. He would first stop what he is doing and address the student directly, asking "[Students name], can you repeat what I just said? This is a classroom. We are supposed to stay respectful. If you are not here to learn then at least allow the others too. You are in college, you do not need to attend this class if you wish to not pay attention". He would speak in a calm voice, making it clear that the behavior is not acceptable, but without embarrassing the student in front of the class.
If the student continued, Lorenzo would give a second warning "[Students name]! This is your last warning. If you wish to disturb my class, you will see yourself outside of my classroom with a detention slip." He would stay patient and controlled, focusing on keeping the classroom calm.
If the behavior continued a third time, he would take appropriate action, "I gave you enough warnings, and for a mature soul like yours I think that is more than enough. I would like to see you in detention" Lorenzo would then hand them a detention slip and finally removing them from his classroom.
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
Lorenzo would notice it quietly. He pays close attention to his students and can tell when someone is struggling even if they don’t speak up. He would approach the student calmly and ask if they need help, using a friendly and encouraging tone so they feel comfortable "Hey, are you running into any issues with the task? You seem a little confused" Lorenzo waited for them to answer him. He then would explain the material in a simpler way and give an example to make it easier to understand. Lorenzo would also offer extra guidance, like staying after class or giving a small tip to help them practice. His goal would be to make the student feel supported and confident, showing that it’s okay to ask questions and that learning is a positive experience. After the problem was solved he would then explain to them that next time they are having problems understanding they can just raise their hand and ask. He would show them that having questions is no wrong, it is actually very important in the learning process!
When in the faculty lounge, how does your character act?
When Lorenzo is in the faculty lounge, he likes to take a few quiet moments to relax and recharge. He usually pours himself a warm coffee or tea and finds a comfortable spot to sit. He talks with other staff in a friendly and respectful way, sharing ideas about classes, school events, or ways to improve lessons. He enjoys hearing other teachers’ perspectives and occasionally offers suggestions from his own experience. Even while socializing, he stays calm and polite, avoiding gossip or negative talk. He listens more than he talks, making sure everyone feels heard and valued. Sometimes, he quietly reads a book or reviews lesson plans while enjoying his drink. He uses the time to relax while staying aware of work.
Provide at least 2 interactive class ideas and one field trip idea related to your subject
Interactive Class 1 Improvisation Challenge:
In this activity, students are given a situation, character and emotion and must act it out on the spot without prior planning. For example, Lorenzo asks one student to pretend they are lost in a forest while another student acts as a helpful guide, or he assigns a scenario where the students are at a busy market and must react to unexpected events.
Lorenzo encourages students to use their voice, body language, and facial expressions to convey emotions and ideas clearly. He walks around the classroom, observing each student, and gives gentle guidance, such as reminding them to project their voice, make gestures visible, or react naturally to other students' actions. After each round, the class comes together to reflect on the performance. Lorenzo asks questions like, “What choices worked well?” and “What could you do differently next time?” Students are encouraged to give feedback to their classmates, helping them notice small details in acting, timing, and expression. The goal of this activity is to build creativity, quick thinking, and confidence in performance. It also helps students learn to adapt to unexpected situations, communicate effectively, and collaborate when interacting with classmates. Lorenzo emphasizes that mistakes are part of learning and encourages students to take risks and experiment with their ideas. Over time, this improvisation challenge helps students become more comfortable expressing themselves, develop stronger stage presence, and gain practical skills that apply to both performing arts and everyday communication.
Interactive Class 2 Group Performance Workshop:
In this activity, students are divided into small groups and tasked with creating a short scene, dance, or musical performance. For example, one group might act out a scene where friends plan a surprise party, while another group could create a small musical scene about a day at school. Each group has to plan their performance, assign roles, and rehearse before presenting it to the class. Lorenzo encourages students to communicate with each other, share ideas, and support one another while keeping the project organized. He walks around the classroom, offering tips such as how to balance speaking lines, use movement effectively, or adjust timing between group members. He reminds students to listen to their teammates and work together to solve any problems that come up during rehearsal. After each performance, Lorenzo leads a discussion where students reflect on what worked well and what could be improved. He asks questions like, “How did your group decide on the roles?” or “What was the most creative part of your performance?” Students are encouraged to give feedback to their classmates, helping everyone notice small details in teamwork, timing, and creativity. The goal of this activity is to develop collaboration, planning, and performance skills while also allowing students to explore creativity in a structured way. It teaches them to work together, communicate clearly, and manage a shared project. Over time, this activity helps students build confidence in performing, develop stronger social and teamwork skills, and understand how to prepare and present a polished performance.
Interactive Class 3 Emotion Switch:
In this activity, students act out a short scene or situation, but with a twist: halfway through, Lorenzo calls out a new emotion that they must instantly switch to. For example, a student might start by acting excited about finding a lost puppy, and Lorenzo could suddenly call out “angry!” requiring them to immediately show frustration while staying in character. Another student might be portraying a quiet classroom moment, and then must suddenly show fear, joy, or confusion depending on the prompt. Lorenzo encourages students to exaggerate body language, facial expressions, and tone of voice so the emotion is clear to the audience. He also reminds students to keep interacting with their scene partners even as their emotions change, teaching them to stay present and adaptable. After each round, Lorenzo asks the class to reflect on what was challenging, which switches were most effective, and how changing emotions can affect storytelling. Students also give feedback to each other on timing, creativity, and clarity. Enzo also gives tips on making sudden changes feel natural. The goal of this activity is to improve adaptability, creativity, and emotional expression. It helps students think quickly, stay engaged in a scene, and experiment with different ways to show feelings. Over time, this exercise strengthens stage presence, improvisation skills, and confidence in performing under unexpected situations.
Interactive Class 4 Breaking the Fourth Wall:
In this activity, students practice performing while directly interacting with the audience. Enzo explains the concept of “breaking the fourth wall,” which means the performer acknowledges the audience instead of pretending they are not there. Instead of acting like the audience does not exist, students speak to them, ask questions, or react to their responses during the performance. Students are given short scenarios to perform in pairs or small groups. For example, two students might act as explorers searching for a hidden treasure while asking the audience for directions. Another group might perform a scene where a character is trying to sell a strange invention and asks the audience if they think it would actually work. The audience can respond, ask questions, or react, and the performers must stay in character while responding to those reactions. Lorenzo encourages students to keep the interaction natural and engaging. He reminds them to listen carefully to what the audience says and to use those responses to continue the story. During the activity, he observes the performances and gives small tips, such as making eye contact with the audience, speaking clearly, and reacting quickly to unexpected responses. After each performance, the class discusses what worked well and how the interaction changed the scene. Lorenzo asks questions like, “How did the audience response change your performance?” or “What did you do to keep the scene going when someone answered differently than expected?” Students also give feedback to their classmates about what moments were the most entertaining or creative.
Field Trip Character Roleplay and Storytelling in Shops:
For this activity, Lorenzo would take the students to local shops like Henki-do, Pinkumo, or other stores in Karakura. Each student chooses a character to play such as a shopkeeper, a curious customer, or a delivery person and selects an item from the store to focus on. The students’ task is to create a short, funny story about the item and then try to convince another student to “buy” it. For example, one student holding a quirky trinket from Henki-do might invent a story about it being a lucky charm that guarantees good fortune. Another student holding a plush from Pinkumo could claim it gives magical powers or tells secrets to its owner. Lorenzo encourages students to exaggerate their gestures, and fully commit to their characters. While the students perform, Lorenzo takes notes on what could be improved or what the students did nice, so he can give them a feedback afterwards. After each round, the class gathers to reflect on the performances. Enzo asks questions such as “Which story was the funniest or most convincing?” and “How did your character make the item feel special?” to keep the class alive. Students also give each other feedback, helping everyone notice timing, creativity, and how to engage an audience. The goal of this activity is to develop improvisation, storytelling, and persuasion skills in a playful setting. It encourages thinking on the spot and using everyday objects to inspire fun and engaging performances. Over time, students learn how to adapt to different settings, bring characters to life, and turn simple items into entertaining stories while collaborating with their classmates.