Destinsy
Level 7
─────────────────────────────────────────────────── ✍︎ ───────────────────────────────────────────────────
OOC SECTION:
What is your Minecraft username?:
Destinsy [Main]
Desakori [<- Applying!]
What is your time zone?:
GMT
What is your discord username? (eg @muffincats)
@deztinsy
Link all previous applications you made on the server:
As I have lost my old forums account, I am unable to find the links to the majority of my old applications, including languages and tutor, however attached are the ones from this account.
https://schoolrp.net/threads/receptionist-application.57278/ Accepted
https://schoolrp.net/threads/destinsys-language-application.85048/ Accepted
Describe your activity on SchoolRP:
I would like to say that I am a very active member of the server, and have been for quite sometime. On average, I log onto the Minecraft server from three to twelve hours each day. This has been my active on-and-off routine for just under a decade, as I first discovered the server back in late 2017. Over my time on SRP, I’ve accumulated over half a year’s worth of consecutive gametime, although it is most likely significantly more that the /playtime command hasn’t been able to track. In this time, I’ve played with a variety of roles, most of which have had some correlation to the school. In my time not solely dedicated to roleplaying or playing directly on the server, I am typically stationed still at my computer, near Discord. I’m almost always available to participate in activities on the server and help out through the means of third parties (forums, Discord, etc.). I’m more prone to being awake and active online during the earlier hours of the night, this being anywhere from 5pm-6am. Of course, this isn’t to say other commitments aren’t often made and I am unavailable for set times, specifically around holidays where I am more active in my volunteer work at my local school however, in general, I believe myself to be more active than most.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
The majority of my roleplay experience comes from Roleplay Hub networks, mainly SchoolRP and FantasyRP, where I’ve been an active member on and off since around 2017 up to now. Over the years, I’ve had the chance to be part of a lot of different storylines and communities, which have really helped me grow as both a writer and as a roleplayer. Beyond RPH, I have also had a great deal of other roleplay contexts, including D&D-style tabletop campaigns that I've played in and eventually hosted myself. One of my personal favourite projects that I have done is a long-running campaign that I hosted with four of my closest friends, focusing on heavily literate responses, dynamic NPCs, incredibly in depth lore and quests. These have taught me how to add depth to my characters, both in the way they act, speak and their backstories, write more authentically, and build stories that come to life when shared with others!
What are your current roles on SchoolRP:
Destinsy
Primary | College - Club Leader
Alternate | Adult
Alternate | Bird
Desakori
Primary | Grade 12 [Applying]
Alternate | Bear
What is the subject you want to teach?:
Classical Literature.
─────────────────────────────────────────────────── ✍︎ ───────────────────────────────────────────────────
What is your motivation for becoming a professor?:
My own motivation for becoming a professor is really one of how much I love to learn, to teach, and to share those things which I am most passionate about, in this case, Classical Literature. For as long as I can recall, I've been completely enthralled by the world of Greco-Roman legend and ancient epics; the way that those myths juxtapose heroism, tragedy, and the very human search for significance has always spoken deeply to me. It’s one of those subjects I could talk about forever, from Homer (specifically the Odyssey and Iliad) to Shakespeare's tragedies, and the possibility that I could teach it, that I could make others see why these stories are still relevant, is like finding a sense of purpose in bringing this passion and doing something beyond myself.
Another reason stems from my active involvement with my local school’s PTA, where I do volunteer work to help organize events like school fairs, fundraisers, and various other student activities! While I understand there is a key difference between what I do there and my recreational activities on a roleplay server, I believe both my in and out of character experiences would blend perfectly in this role. That experience gave me a real appreciation for how meaningful it is to contribute to a community, not just academically, but socially and creatively too. Seeing students become passionate about something, or seeing an event you've organized bring people together, is a feeling that I quite honestly can’t even put into words. It made me realize that education is not all about learning essays and facts, it's about connection, curiosity, and providing people with a chance to discover what they can do, and I would love the opportunity to be able to convey this through my character.
Professorship would really be the perfect way of bringing it all together, my passion for literature and my hope to see people and their characters develop. I would like to make my classes something students anticipate, a place where they have an opportunity to consider large ideas, to question, and even to discover a little of themselves in what we read. Most of all, I hope for the opportunity to contribute positively to the school community by sharing that same energy and excitement, hosting classes that both share my interests while making it an educational experience, making learning fun and engaging rather than just another routine part of roleplay.
Work out two interactive classes you will host if accepted:
1. One class that I’m really excited to host is what I have titled: ‘Derivation.’ The class would start with Sako explaining how ancient mythologies can impact modern-day language and folktales. He’d discuss with the students how it happens, where, and how long it typically takes for complete integration. Once he finished the lecture, he would ask the students to line up single-file. Once they had, he would assign each of them a subject (Road Maps, Atlas, Hypnosis, Hypnos, The Tendon, Achilles, etc.)
Students would have to walk around the room and talk to other students, trying to find the person who matches with their subject. Once all the pairs are made, Sako would have them recite their subjects to the rest of the class. The partners would have to determine and announce in what way(s) the myth affected the subject.
Sako could then open up a discussion about how long it took and how it happened, how they’re related, et cetera. The class would continue, and eventually, if there was a lull in conversation, the following could take place: All students are assigned a word/derivation stage and they have to order themselves from ancient times to modern times. (ex: Achilles, Death of Achilles, Achilles Heel, Achilles Tendon)
2. Another class idea I’ve been working on, is something I’ve been referring to as the ‘Trial of Shakespeare’. It would focus on various Shakespearean classics and likely run over two teaching periods. In the first, Sako would read selected excerpts from a Shakespearean play that highlight the moral decisions of different characters, their rights, wrongs, and everything in between.
Next, each student would be assigned a character and required to justify what they did as if they were on trial. They'd have to present arguments using context and lines from the play and defend both their characters' motives and morality.
The second period is where the students would partake in the "trial" itself. This is where students will debate, challenge one another, and attempt to convince the rest of the class who would be taking on a ‘jury’ role. A winner, the student who had put together the most credible defense, would be announced at the end and awarded a reward sticker.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
For my subject, with the limitations on locations within Karakura suitable for a literature themed field trip, that isn’t just a generic trip to the library, I would reach out to the Performing Arts club in advance and I would ask for them to prepare and perform a short (5-10 minute) show of a classic play (Hamlet, Othello, A Midsummer Night’s Dream etc) at the Karakura Theatre (1239x 837z, located under apartment block J).
After taking the attending students to the theatre and watching the performance, the class would have a student-led discussion on specified thematic elements of the play they had just watched. Keeping the students in the theatre, I would take the stage for a moment and speak on how to effectively connote and annotate verbal language arts.
Students would be encouraged to engage in small-group discussions after the short lecture. A small activity (most likely a quiz-esque review game) would take place to close out the class. Overall, I believe this class would be exciting and differentiating.
─────────────────────────────────────────────────── ✍︎ ───────────────────────────────────────────────────
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
The sound of commotion would draw Sako's attention before he had been able to see it. He adjusted his stride, immediately making long strides towards the group, his hand already instinctively brushing the side of his radio. "Alright, that's enough, everyone please step back." His tone wasn't sharp, however it was firm. He'd move in between the group, separating the Spartans from the Bobcat, giving each party space with him planted firmly in the centre. "You okay? Nothing got out of hand?" he asked, green eyes briefly scanning over the student.
"Alright," He'd begin with a brief exhale, his forehead creasing as his gaze briefly scanned the crowd. "Let's get this straight, walk me through exactly what happened, step by step." He stood with a straightened posture, his gaze scanning the students faces for any hint of dishonesty as he gave each side a turn to speak.
If the Bobcat reported being physically threatened:
Sako's expression grew more serious, his eyebrows furrowing although he'd keep his voice even. "Alright. That's what I needed to know." He lifted his radio, turning away from the students momentarily. "Morning, could I get someone to review footage by the courtyard? Possible assault."
Lowering it, he turned back toward the Spartans still hovering nearby. "Anyone not involved, clear out. Those who were, stay right where you are." His gaze swept across the group as he spoke, his voice firm. "You all know the rules. Laying a hand on another student, threats, intimidation? It doesn't fly here. If this footage confirms it, you'll each be facing detention."
As the area cleared out, he remained in place, doing his best to ensure no further escalation from the students. Once the call came through to verify the Bobcats story was truthful, Sako let out a quiet sigh and nodded once. "Alright," he said simply, pulling a few slips from his pocket, taking a moment to write the reason and students' names on each as he handed them out one by one. "You'll serve these after school today. Don't let it happen again, and don't even think about skipping out."
He gave a small nod toward the Bobcat afterward. "You're all set. Head on, yeah? I'll make sure they don't bother you again. If anything like this ever happens again, come find me in my classroom."
If the Bobcat did not report being physically threatened:
Sako's shoulders eased slightly as he listened. "Alright then, if that's the case, then I expect everyone here to keep it that way." His tone would soften, although he still kept a firm gaze on each of the Spartans. "No more crowding, no remarks, no following. You give each other space, understood? This will be your only warning."
He paused momentarily, waiting for the students to confirm they understood before continuing. "I'll be letting the other staff know to keep an eye out, just in case. But if I hear about this again, you won't be getting off as lightly. Now, get yourselves to class."
He'd linger just long enough to ensure the group began dispersing before nodding toward the Bobcat again. "Alright, that should be that. Take care of yourself, yeah?" With that, he'd straighten up, glancing back once more before he'd resume his patrol.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Sako looked up from his desk, eyes landing on the student. He'd stand, make his way towards the student and stopped beside their desk. He'd lower his voice as he spoke, hoping not to disturb the other students. “You’re here because of your choices, the sooner you complete the task, the sooner you can get home. Please, pipe down and focus on your task.” He held his gaze for just a moment longer before he'd returned to the front to keep watch over the rest of the room. Sako settled back at his desk, eyes scanning his paperwork, although he continued to look up every few minutes to ensure the student was now focusing on their own task.
If it continued.
He'd exhale a sigh, gaze narrowing towards the student. Without another word, Sako rose from his chair and approached the student. "Alright, that's enough. You're already here because of your attitude." He'd begin, his voice low once more, yet this time it was a lot more stern. "Stand up, follow me. Quietly." He'd instruct, picking up the students paperwork from the table as he marched them towards the back of the room. He'd motion towards the solitary desk at the back of the detention room, placing the students' work down there. “I’m not tolerating this. Not only is this disrespectful to me, it's disrespectful to the other students and to yourself. If there’s any further disturbance, I will be calling SLT to deal with your behaviour."
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and calling out other students in the class, what would your character do?
Sako stood at the front of the classroom, marker streaking lightly against the whiteboard as he spoke, “When the witches plant the idea of becoming king, Macbeth’s true weakness is revealed by-” Sako paused mid-sentence, exhaling quietly. He set the marker down, his expression souring as he began to make his way across the room and directly towards the haggle of cheerleaders. “Alright now, consider this your first and only warning. Phones away.” He instructed, before glancing around the room, to the other students around the cheerleaders.
He'd check for any signs of discomfort from the other students, before fixing his attention solely back on the group. “If you’ve said anything to anyone in here, you apologize now. Respect isn't optional in my classroom.” He’d warn, crossing his arms as he waited a moment, giving them the chance to correct themselves, before he’d spin on his heel and return to the front.
He stopped, eyes settling on one of the cheerleaders deliberately. “Since you’re clearly confident enough in this subject that you feel the need to not pay attention, perhaps you can tell the class what motivates Macbeth to act on the prophecy?” A brief pause, to allow the student to answer.
If they continued.
Sako exhaled, setting down his whiteboard marker once more. He'd approach the group once more and gesture to the door. “Out. We’re done here. I have given you all the chance to correct your behaviour and continue to remain in my lesson, however it seems like you all believe you're still in high school.” He'd state firmly before escorting them directly out of the classroom. He'd then head back up to the whiteboard and turn to his students, "Apologies for the disruption, class. Now, who can tell me what ultimately drives Macbeth to pursue the throne?"
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
Sako, with his '#1 Dad' mug in hand, walked around the perimeter. Noticing the situation, he quickened his pace, rushing over to the pair, “Hey! Break it up!” He'd call, eyebrows furrowed and one hand already hovering near the radio at his belt. The moment Sako realized words alone had no impact and that the students were ignoring his instructions, he'd take a half-step back and unclip his radio. “Physical altercation at the back school gate, requesting support. Two students involved.”
He'd turn towards any other students in the area, with a quick simple order. “Everyone not involved, clear out. Now.” Sako positioned himself so that he could see both of the students clearly, calling out to them again. “Both of you have one chance to stop this at once, unless you want to have a long talk with SLT.”
If they continue fighting anyway
Sako's expression hardened. He’d exhale, his thumb and index finger pressed to his forehead. As another staff member arrived and they were at last able to separate the students, he'd finally breathe out a sigh of relief. He'd immediately pull out two detention slips, writing each of the students names and the reason for the detention on each slip. “You'll both serve immediate after-school detentions. Failure to attend moves this straight to SLT. And if either of you even thinks about throws another punch, we’re talking suspension.” He'd give the two a once over, checking them for any injuries. If there seemed to be any, he'd have the student/s escorted directly to the nurse.
If they stop when backup arrives, (no further aggression)
Sako released a slow exhale, slipping his radio back into place on his belt. “Alright, took you awhile but at least you're finally making the right choice.” He'd still pull out two detention slips, filling them both out before handing them to each of the students.
“You're still both serving detention. Laying hands on another student is unacceptable, you should know this by now. Violence of any sort is not permitted upon school grounds.”
His expression would soften as he looked over the students again, checking to see if either had any notable injuries. “Now, if either of you are hurt, let me know now and I'll escort you to the nurses office myself. And please, do better next time.”
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What do they look like? What makes them unique and different? What is their outlook on students? What about the other teachers? What is their personality like? What is their plan for the future?
Sako is a man in his early thirties, with long dark chocolate hair and eyes set in a deep shade of green. His skin is tanned from spending time outdoors, whether it be sitting on his porch with his fiancé and a book, or a trip camping with his son. He has a tendency to dress neatly but comfortably, oftentimes favouring more earthy tones paired with linen shirts rolled at the sleeves. He would often be trailed by the faint scent of Eucalyptus.
What sets Sako apart from the rest is his calmness and patience, something which starkly contrasts the chaotic everyday of Karakura. He's someone who observes before he speaks. He isn't one to raise his voice or enforce his authority through fear, instead, he leads with patience, respect and aims for mutual understanding in everything he sets out to do.
Sako's outlook on students is shaped by his firm belief that everyone is still growing, still learning and that mistakes are just another unavoidable part of that process. He treats his students not as anything lesser, or as something to be forced into line, but instead as their own individual with their own experience, reasons and outlook on life. He tends to be especially protective over those who remind him of his younger self, the quiet or otherwise 'abnormal' students in particular. His patience comes first and foremost, although he is far from being a pushover. When the situation arises where he needs to draw a line, he does so firmly, making it especially clear he means what he's saying.
With other faculty, Sako strives to be both cordial and dependable. He places high value in collaboration, whether it would be assisting another professor with their own class or simply discussing various topics with someone in the breakroom while grading papers. He tends to distance himself from unnecessary competitiveness, although will engage in the occasional friendly banter if deemed appropriate.
As for his future, Sako's plan is far from concrete. He lives his days as they come, one at a time, taking slow steps forward. His main priority is upholding a safe, warm home for his family. However, he also strives to help work towards a space where others can learn and grow into their own, without having to worry about the fear of failure. He hopes that no matter what life throws his way, he's able to make an impact on those he encounters, hoping to make them feel safe and that some may end up learning to believe in themselves a little more because of him.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
Early Life
Sako Akori, for better or for worse, was born to a chaotic family as the youngest of 4. He grew up mostly watching his older siblings fight, rebel, and make mistakes, shaping him into the person he was to become. As the youngest, Sako fell into the same solitude patterns for the greater portion of his childhood; since attention was usually on the louder, older ones, he flew under the radar a lot, becoming self-reliant. He was always one thing: easy. Never in trouble (bless a few incidents, but younger brothers are the best to blame for things), but often overlooked as a result. There would be a noticeable age-gap between him and his siblings; one enough to prove that his birth had been accidental. Through this, where many would fall angry, Sako Akori was determined.
College, and Closure
In college he studied hard. Sako Akori has always adored books, something controlled, outside of his chaotic family, that he could always find comfort in. Naturally, the bookworm decided on Literature as a major. He minors in Multimedia Journalism & Classics, a perfect accomplice to his writing-based major. Like chocolate and strawberries, he compares them to. He loves fruit, if you weren’t aware.
Something else Sako loved was his hair. College years, as he drifts apart from his family to focus on studies, that was when he really discovered the glorious head of locks he’d been gifted from his father. It was here that he decided to sharpen up on his looks, breaking away from the frail Sako Akori his family knew, and blossoming into an established man. He began to apply product to his hair, in efforts to preserve its softness as he grew older. He dressed differently, presented himself differently, and finally stood-out amongst the mess of his favoured older brother Kyohei.
Reception, and Family
While his siblings grew into their own stories, Sako found himself a job at Karakura High as a receptionist. From there he felt established in his community, finding joy in the students at the school, and living with his family in a much more relaxing scenario than he could ever imagine. Everything was altered, however, after Flay came into the picture. Soon-to-be Sako’s adoptive son, his older brother Kyohei discovered the boy was his son though didn’t want to claim responsibility. Sako took Flay under his wing, leaving his reception job to find himself a father to the kids his siblings disregarded, and soon the boy was officially adopted.
The Future, and Literature Classics
Now, Sako finds this determination once again. Enthralled by the urge to work at that high school once more, he places the foundation to applying for a job. He studied on the subject he wished to teach, Literature Classics, if you wondered, pouring his own personal passion for reading and his intentions to share the beauty of writing at its core, he prepared lesson plans and began to set a system for him to function in a classroom environment. His family is unaware of all the work he’s put into this goal, and he can’t wait to excite them with the new chapters he planned to open for not just himself, but the Akori family as a whole.
─────────────────────────────────────────────────── ✍︎ ───────────────────────────────────────────────────
1 - PERSONAL DATA
Full Name:
"My name is Sako Akori, although most people just call me Sako."
He adjusted the cuff of his sleeve, giving a small, polite nod as he spoke.
Title (Mr, Mrs, Miss):
"You can simply address me as Mister Akori."
He noted, offering a brief, friendly smile.
Given Name(s):
"My given name is just Sako. Short and simple."
He’d let out a light chuckle, leaning slightly back in his chair.
Preferred Name:
"I’m fine with Sako, but Mister Akori works too, whichever feels right."
Age:
"I’m thirty-two years old, coming up to thirty-three, though if you ask my fiancé, they’ll insist we’re still in our twenties."
He commented with a chuckle, flashing a warm grin.
Gender & pronouns:
"I identify as male and go by he/him pronouns."
Religious Denomination:
"Whilst I identify as atheist, I am still well versed in Shinto traditions from my upbringing."
Marital Status:
"I’m engaged, though not yet married."
He glanced briefly at his ring finger, a coy smile tugging at the corners of his lips before he then returned his attention to the conversation.
Nationality:
"Japanese, born and raised."
Current Location:
"I currently live in Karakura, my current residence is 108, Kinsen Road. "
SECTION 2: Academic Details
Teaching Experience (# of years):
“I’d say I have around three years of teaching experience, although the majority of that came from part-time tutoring whilst I was still completing my degree.”
Working Experience (# of years):
“Total work experience? Hmm, well for full-time positions, it’s about six years. Though, if you include the tutoring I did on the side, then eight sounds about right.”
Academic Degree:
“I have a PhD in Literature”
Year of Graduation:
"Graduated back in 2017... yeah, feels like it was just yesterday, doesn’t it?”
Major(s):
“My focus was Literature. It’s always been something I’ve enjoyed diving into.”
Minors:
“As for minors, I took both Classics and Multimedia Journalism. Whilst it would’ve been quite a bit easier just picking one, the two were most definitely worth it.”
Native Languages:
“Japanese is my first language, of course.”
Other Languages:
“I’ve studied French in highschool, I wouldn’t say fluent although I’ve retained enough to read and uphold a conversation. I’m also in the midst of practicing Greek.”
Preferred Teaching Subject:
“I’d like to teach Literature, my classes focusing on a combination of early modern literature such as Shakespeare as well as more ancient literature such as works like Homer's Iliad and Odyssey.”
Extra: Thank you for taking the time to read this, have a great rest of your day! <3
Last edited:
