Shrimpey_
Level 1
What's your Minecraft Username?: Shrimpey_
What's your Discord username?: Shr1impey
What's your Time Zone?: ET [UTC -5]
Provide any link(s) to previous applications:
N/A
What are your current roles on the server?:
[Grade-12] Audrina Suzuki
[Grade-12] Haku Suzuki
Why are Teachers so important to SchoolRP?:
Being a teacher in a Minecraft high school roleplay server is a crucial role. A great teacher is the central force that makes the entire roleplay function and feel authentic. They are the ones who give the students a purpose and a reason to interact, creating scenarios that prevents the roleplay from becoming aimless. By creating and managing a schedule, assigning projects, and introducing new plot points, a teacher ensures the story is always moving forward and that players have clear goals to work towards.
Beyond just providing structure, a teacher is essential for enhancing the roleplay experience. Teachers are often some of the first faces seen by new players, it's important to make them feel welcome, while teaching them rules of the server. They help new players integrate into the group and encourage character development by setting up scenarios that prompt interaction and social dynamics. This role also adds a layer of realism to the high school setting, as a teacher can act as a mentor, resolve conflicts, and guide students through their "academic" and social lives. Ultimately, a teacher is the glue that holds the entire experience together, transforming a simple building and a collection of players into a truly immersive and engaging high school world.
Do you acknowledge that if you are inactive you may lose your role?: Yes
Do you agree to undergo teacher training if your application is successful?: Yes
What's your Discord username?: Shr1impey
What's your Time Zone?: ET [UTC -5]
Provide any link(s) to previous applications:
N/A
What are your current roles on the server?:
[Grade-12] Audrina Suzuki
[Grade-12] Haku Suzuki
Why are Teachers so important to SchoolRP?:
Being a teacher in a Minecraft high school roleplay server is a crucial role. A great teacher is the central force that makes the entire roleplay function and feel authentic. They are the ones who give the students a purpose and a reason to interact, creating scenarios that prevents the roleplay from becoming aimless. By creating and managing a schedule, assigning projects, and introducing new plot points, a teacher ensures the story is always moving forward and that players have clear goals to work towards.
Beyond just providing structure, a teacher is essential for enhancing the roleplay experience. Teachers are often some of the first faces seen by new players, it's important to make them feel welcome, while teaching them rules of the server. They help new players integrate into the group and encourage character development by setting up scenarios that prompt interaction and social dynamics. This role also adds a layer of realism to the high school setting, as a teacher can act as a mentor, resolve conflicts, and guide students through their "academic" and social lives. Ultimately, a teacher is the glue that holds the entire experience together, transforming a simple building and a collection of players into a truly immersive and engaging high school world.
Do you acknowledge that if you are inactive you may lose your role?: Yes
Do you agree to undergo teacher training if your application is successful?: Yes
What's your character's full name?: Haku S-Marlowe
What is your character's nationality?: Japanese-Canadian
What is your preferred subject to teach?: Art
Describe your character:
He was a man who seemed to have been carved from an old story, tall and solid with a presence that filled a room without overpowering it. His most striking features were his bright, happy feeling eyes. Despite their deep, dark color, they seemed to hold a warm, easygoing light, a stark contrast to the disheveled shock of white hair that always looked like he had just run his hands through it. Despite his imposing height, there was nothing intimidating about him; his every movement and expression radiated a profound sense of comfort and security. He carried himself with a sweet and gentle demeanor, a disarming warmth that made him instantly approachable, yet there was a subtle undercurrent of dominance that hinted at a deeper, more protective nature.
At his core, he was defined by his unwavering loyalty, especially to his family. To him, family wasn't just a part of his life; it was the whole of it. This loyalty was most profoundly displayed in his relationship with his twin sister. The two shared an unspoken bond, an unbreakable connection forged in a lifetime of shared experiences. He was her steadfast anchor, always there to clean up her messes and pull her out of trouble. There was an overwhelming urge to protect her, a fundamental part of his being, that made him her fiercest guardian and most devoted confidant. He was a family guy in the truest sense, finding his greatest joy and purpose in the well-being of those he loved.
When he wasn't looking out for his family, he immersed himself in the things that brought him peace and creative escape. His passions were a vibrant mix of the expressive and the entertaining. He was deeply into art, finding a quiet satisfaction in creating and appreciating beautiful things. Music was a constant companion, often a soundtrack to his life, and he had a deep, abiding love for movies. He could spend hours dissecting a plot or a character, his face lighting up as he talked about his favorite scenes. These interests provided a quiet counterbalance to his protective nature, revealing a man who was both a steady rock for his loved ones and a creative soul with a rich inner world.
What is your character's outlook on students and co-workers?:
For him, the school was more than just a workplace; it was a community built on the shared purpose of growth and connection. He viewed every student not as a simple face in the crowd, but as a unique individual with a world of potential waiting to be unlocked. He felt a deep sense of responsibility to guide them, to help them navigate not only the curriculum but also the complexities of their lives. Each lesson was an opportunity to not only impart knowledge but also to be a mentor, a confidant, and a source of support. He took genuine joy in witnessing their small victories and offering encouragement through their struggles, seeing his role as a chance to shape futures and build a foundation of confidence and curiosity in every single student.
This philosophy extended to his relationships with his colleagues. He saw his coworkers not merely as professional acquaintances, but as a network of friends. The staff room was a place for shared laughter, thoughtful collaboration, and mutual support. He made a point to connect with each person on a personal level, valuing their perspectives and sharing in their challenges and successes. He believed that a strong, positive dynamic among the staff directly benefited the students, creating a harmonious and encouraging environment that made teaching a true pleasure. For him, the bonds formed with his colleagues were an essential part of the fulfilling experience of being an educator, making the school feel like a second family.
What is your character's motivation for teaching?:
His motivation for teaching is deeply rooted in his nature as a protector and a nurturer. While his love for his family, especially his twin sister, is what drives him to shield them from harm, he finds that this instinct extends far beyond just his blood relatives. He sees teaching as a way to extend that same protective, guiding hand to a wider group of people. In the classroom, he's not just an instructor; he's a guardian, dedicated to ensuring his students are safe, supported, and equipped to face the world.
He views his classroom as a sanctuary, a place where young people can explore, make mistakes, and learn without fear. For him, teaching isn't about power or control; it's about empowerment. He wants to give his students the tools and confidence they need to become resilient and successful adults. His love for art, music, and movies isn't just a hobby; it’s a source of inspiration for how he approaches education. He believes in using creativity and storytelling to connect with his students, making learning an engaging and memorable experience. Ultimately, he teaches because it allows him to fulfill his most profound purpose: to care for others and help them find their way in the world, just as he has always done for his sister.
What is your character's nationality?: Japanese-Canadian
What is your preferred subject to teach?: Art
Describe your character:
He was a man who seemed to have been carved from an old story, tall and solid with a presence that filled a room without overpowering it. His most striking features were his bright, happy feeling eyes. Despite their deep, dark color, they seemed to hold a warm, easygoing light, a stark contrast to the disheveled shock of white hair that always looked like he had just run his hands through it. Despite his imposing height, there was nothing intimidating about him; his every movement and expression radiated a profound sense of comfort and security. He carried himself with a sweet and gentle demeanor, a disarming warmth that made him instantly approachable, yet there was a subtle undercurrent of dominance that hinted at a deeper, more protective nature.
At his core, he was defined by his unwavering loyalty, especially to his family. To him, family wasn't just a part of his life; it was the whole of it. This loyalty was most profoundly displayed in his relationship with his twin sister. The two shared an unspoken bond, an unbreakable connection forged in a lifetime of shared experiences. He was her steadfast anchor, always there to clean up her messes and pull her out of trouble. There was an overwhelming urge to protect her, a fundamental part of his being, that made him her fiercest guardian and most devoted confidant. He was a family guy in the truest sense, finding his greatest joy and purpose in the well-being of those he loved.
When he wasn't looking out for his family, he immersed himself in the things that brought him peace and creative escape. His passions were a vibrant mix of the expressive and the entertaining. He was deeply into art, finding a quiet satisfaction in creating and appreciating beautiful things. Music was a constant companion, often a soundtrack to his life, and he had a deep, abiding love for movies. He could spend hours dissecting a plot or a character, his face lighting up as he talked about his favorite scenes. These interests provided a quiet counterbalance to his protective nature, revealing a man who was both a steady rock for his loved ones and a creative soul with a rich inner world.
What is your character's outlook on students and co-workers?:
For him, the school was more than just a workplace; it was a community built on the shared purpose of growth and connection. He viewed every student not as a simple face in the crowd, but as a unique individual with a world of potential waiting to be unlocked. He felt a deep sense of responsibility to guide them, to help them navigate not only the curriculum but also the complexities of their lives. Each lesson was an opportunity to not only impart knowledge but also to be a mentor, a confidant, and a source of support. He took genuine joy in witnessing their small victories and offering encouragement through their struggles, seeing his role as a chance to shape futures and build a foundation of confidence and curiosity in every single student.
This philosophy extended to his relationships with his colleagues. He saw his coworkers not merely as professional acquaintances, but as a network of friends. The staff room was a place for shared laughter, thoughtful collaboration, and mutual support. He made a point to connect with each person on a personal level, valuing their perspectives and sharing in their challenges and successes. He believed that a strong, positive dynamic among the staff directly benefited the students, creating a harmonious and encouraging environment that made teaching a true pleasure. For him, the bonds formed with his colleagues were an essential part of the fulfilling experience of being an educator, making the school feel like a second family.
What is your character's motivation for teaching?:
His motivation for teaching is deeply rooted in his nature as a protector and a nurturer. While his love for his family, especially his twin sister, is what drives him to shield them from harm, he finds that this instinct extends far beyond just his blood relatives. He sees teaching as a way to extend that same protective, guiding hand to a wider group of people. In the classroom, he's not just an instructor; he's a guardian, dedicated to ensuring his students are safe, supported, and equipped to face the world.
He views his classroom as a sanctuary, a place where young people can explore, make mistakes, and learn without fear. For him, teaching isn't about power or control; it's about empowerment. He wants to give his students the tools and confidence they need to become resilient and successful adults. His love for art, music, and movies isn't just a hobby; it’s a source of inspiration for how he approaches education. He believes in using creativity and storytelling to connect with his students, making learning an engaging and memorable experience. Ultimately, he teaches because it allows him to fulfill his most profound purpose: to care for others and help them find their way in the world, just as he has always done for his sister.
A student in class is struggling to understand the content, what would your character do?:
Given the character's nurturing and protective nature, he would immediately recognize the student's struggle and approach it with empathy and a practical plan. He would first find a quiet moment to speak with the student one-on-one, creating a safe, judgment-free space to discuss the academic issue directly. His focus would be on pinpointing the specific content that's causing the trouble, whether it's a particular concept, a complex formula, or the overall approach to the subject. He wouldn't just ask, "Do you get it?"; instead, he'd ask a more targeted question like, "Where are you getting stuck on this problem?" or "Which part of this topic isn't making sense?"
Once he understood the point of confusion, he would begin to break down the material in a more accessible way. He would use his personal passions to make the content relatable, perhaps using a movie plot to explain cause and effect in history, or a musical composition to illustrate structure and patterns in math. He would patiently work through the problem with the student, celebrating small victories and praising their effort to build confidence. For him, the goal isn't just to get the student to the right answer, but to help them understand the process, giving them the tools and confidence to succeed on their own in the future.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Instead of raising his voice, which would escalate the situation, he uses his physical presence and that subtle hint of dominance. He shifts his attention fully to the student, walking calmly but purposefully toward them. Without saying a word, he makes direct eye contact, his expression firm but not angry. The sudden presence of his imposing height and the focused attention is often enough to make the student pause.
Once he has their attention, he doesn't engage in a public argument. He might lean in slightly and quietly say, "Let's focus now," or simply gesture back to the lesson. The immediate goal is to stop the disruptive behavior without creating a scene that could embarrass the student and further disrupt the class. If the student still does not cooperate, he would ask the student to leave out of respect of the other students' learning experience.
Provide at least 2 interactive class ideas related to your preferred subject:
1. This interactive project directly taps into his love for movies. He would choose a classic film with a distinctive visual style, like a Tim Burton or Studio Ghibli movie. Each student would then select a specific scene, a key character, or an overall theme from the film and create an original piece of art to represent it. The goal is not to simply copy the movie frame, but to interpret its visual language and emotional tone in their own unique artistic style.
2. This interactive project would appeal directly to his love for music and his desire to help students express themselves in new ways. He would begin by playing a variety of music, ranging from classical and jazz to film scores and contemporary pop. Students would then be asked to create a piece of art—whether a drawing, painting, or mixed-media collage—that visually represents the emotions, tempo, and atmosphere of a chosen song. There would be no wrong answers, as the focus is entirely on personal interpretation. He would move around the classroom, offering quiet encouragement and guidance, helping students translate abstract sounds into tangible shapes and colors.
Have you read and understand the Teacher Application Guidance thread? Yes
Given the character's nurturing and protective nature, he would immediately recognize the student's struggle and approach it with empathy and a practical plan. He would first find a quiet moment to speak with the student one-on-one, creating a safe, judgment-free space to discuss the academic issue directly. His focus would be on pinpointing the specific content that's causing the trouble, whether it's a particular concept, a complex formula, or the overall approach to the subject. He wouldn't just ask, "Do you get it?"; instead, he'd ask a more targeted question like, "Where are you getting stuck on this problem?" or "Which part of this topic isn't making sense?"
Once he understood the point of confusion, he would begin to break down the material in a more accessible way. He would use his personal passions to make the content relatable, perhaps using a movie plot to explain cause and effect in history, or a musical composition to illustrate structure and patterns in math. He would patiently work through the problem with the student, celebrating small victories and praising their effort to build confidence. For him, the goal isn't just to get the student to the right answer, but to help them understand the process, giving them the tools and confidence to succeed on their own in the future.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Instead of raising his voice, which would escalate the situation, he uses his physical presence and that subtle hint of dominance. He shifts his attention fully to the student, walking calmly but purposefully toward them. Without saying a word, he makes direct eye contact, his expression firm but not angry. The sudden presence of his imposing height and the focused attention is often enough to make the student pause.
Once he has their attention, he doesn't engage in a public argument. He might lean in slightly and quietly say, "Let's focus now," or simply gesture back to the lesson. The immediate goal is to stop the disruptive behavior without creating a scene that could embarrass the student and further disrupt the class. If the student still does not cooperate, he would ask the student to leave out of respect of the other students' learning experience.
Provide at least 2 interactive class ideas related to your preferred subject:
1. This interactive project directly taps into his love for movies. He would choose a classic film with a distinctive visual style, like a Tim Burton or Studio Ghibli movie. Each student would then select a specific scene, a key character, or an overall theme from the film and create an original piece of art to represent it. The goal is not to simply copy the movie frame, but to interpret its visual language and emotional tone in their own unique artistic style.
2. This interactive project would appeal directly to his love for music and his desire to help students express themselves in new ways. He would begin by playing a variety of music, ranging from classical and jazz to film scores and contemporary pop. Students would then be asked to create a piece of art—whether a drawing, painting, or mixed-media collage—that visually represents the emotions, tempo, and atmosphere of a chosen song. There would be no wrong answers, as the focus is entirely on personal interpretation. He would move around the classroom, offering quiet encouragement and guidance, helping students translate abstract sounds into tangible shapes and colors.
Have you read and understand the Teacher Application Guidance thread? Yes
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