CorruptedDxys
Level 0
What's your Minecraft Username?: CorruptedDxys
What's your Discord username?: corrupteddxys
What's your Time Zone?: GMT+3
Provide any link(s) to previous applications:
N/A
What are your current roles on the server?:
[Grade-12] Hitomi Arizawa
[Grade-12] Miaski Kagami
Why are Teachers so important to SchoolRP?:
Teachers play an incredibly important role in SchoolRP, having the responsibility to maintain an active, safe school environment and provide guidance to any students in need. They are also in charge of lesson planning and educating, encouraging the academic development of students in order to strengthen their abilities and prepare them for their futures. Without educators and other administrators, who are fundamental individuals in establishing the school’s community, SchoolRP would not be called SchoolRP.
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
In-Character Section
What's your character's full name?: Hitomi Arizawa
What is your character's nationality?: Japanese
What is your preferred subject to teach?: Science (Biology)
Describe your character:
Dreamy, elegant, and well-kept, Hitomi Arizama carries herself with quiet confidence and unwavering professionalism, movements precise. With soft, pale skin and long, lavender hair loosely cascading down her back, Hitomi is often dressed neatly–her everyday wear consisting of a buttoned blouse, dark pencil skirt paired with tights, and a pristine white lab coat. Her features are gentle yet mature, mirroring her welcoming demeanor, with deep teal eyes. Although soft-spoken and collected, she wears her heart on her sleeve, having difficulty when it comes to hiding her emotions or maintaining her composure.
What is your character's outlook on students and co-workers?:
Hitomi firmly believes that all students are capable of success if they are given the proper patience, guidance, and understanding. Curiosity and mistakes are necessary when it comes to learning, and providing the right support (whether it be advice, resources, etc.) that suits the individual needs of every student encourages their engagement and self-esteem. While she does her best to ensure professionalism and maintain a routine during instruction time, Hitomi also understands that students are still young, active minds, and does her best to humor any distractions before going back on track. A balance of both diligence and disarray allows students the ability to have fun and be themselves, but also be focused.
Hitomi holds her fellow co-workers and administrators in high esteem and regard, believing education to be a noble pursuit. She acknowledges how troublesome and tiring teaching can be; however, considering that only makes her respect her co-workers who continue to show up every day and do their diligence for students. She maintains kind, professional relationships with other staff and does her best to communicate appropriately with them.
What is your character's motivation for teaching?:
Having a bright passion and love for people, with her constant desire to care and support them, inspired Hitomi to take up teaching. Education occurs in the fundamental stages of life and growth, where she’s capable not only of growing their mind and skills through lectures and activities, but she’s also capable of fostering positive connections between students and staff at school. Learnt from her own experiences attending school and college, the impact of having an educator who is genuinely passionate about their job, with the desire to see students flourish and feel competence in their abilities, makes a world of difference–a difference that Hitomi hopes to be a part of. No matter what stage of life they are in, she strongly believes that all students deserve to have an environment that encourages their academic success, but also their physical and psychological development. Educators are significant role models in their lives, and with so many students at school, Hitomi wholeheartedly wants to dedicate herself to actively being there for them as best as she can, academic or not.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
If it’s in the middle of class, Hitomi will attentively turn to them, providing them with her full attention as she gently asks, “Could you further explain your confusion, dear? Or point out where it is?” Her expression would be kind and patient, not upset at the disruption, and more than happy to help clarify their misunderstanding. She would add, with a bow of her head, “Forgive me for the confusion, too.. How might I help you understand this better?”
Based on the student’s response, Hitomi will either try to reword her lecture or instructions in a manner that may be more tangible to understand. She may question them further on the best way they understand information and take in concepts, such as visual learning or verbal learning, to ensure efficiency and effective teaching. Throughout it all, Hitomi will remain pleasant and calm, even offering to answer other questions from any students who are also confused or curious.
Once resolved and thoroughly confirmed that they can move on, Hitomi will smile sweetly, her tone full of warmth, “Good question! Thank you for asking, dear, I’m glad we cleared that up!” Then, she will proceed to return to the lecture.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
If a student is being disruptive in class / talking out of turn / making jokes, Hitomi may do the following:
Hitomi will likely approach the student being disruptive, standing in front of them. While she does her best to maintain a calm expression and polite tone, it would be apparent how disappointed she was in them (even if she may laugh along with them, if they are joking around). “Please quiet down, dear.. I understand that you’re very excited, but you’re cutting instruction time, which means cutting into your free time, too.” She’d speak firmly, brows slightly furrowed. The first warning. “Allow me some time to finish teaching, and you guys can talk as much as you’d like, alright?” Her voice would be full of promise, wanting to balance both education and playtime.
If they listen and quiet down, Hitomi’s expression will brighten as she smiles graciously towards them. “Thank you, dear, I appreciate it. Now, where was I–?” She’d bow her head slightly before returning to the lecture.
If they did not quiet down and repeated the behavior, Hitomi would issue another warning, sounding slightly sterner and blunter, though she does not fully mean it. “Again, please quiet down. It’s important to be considerate of others and their learning. I’m sure you wouldn’t appreciate disruptions when it comes to things you value, like your favorite show.” She hoped that trying an empathetic perspective might turn the situation around, a trait she wanted to foster in her class environment. Respect and understanding were key in communities, empathy being a factor that encouraged it.
If a third offense occurs, Hitomi will issue a detention and hand out a slip to them. Her expression would be heavy with disappointment and likely guilt, feeling responsible for their behavior and that it came to this. “Please attend detention after school.. I’d like to have a chat with you as well, as to how I can better accommodate you and your needs during class time, dear.” She offers gently, almost motherly. She would give a soft smile, signaling that she was not that upset with them and giving them another chance.
Provide at least 2 interactive class ideas related to your preferred subject:
1 | Learning about Adaptation
In a classroom activity, Hitomi will begin instructing students about adaptation, elaborating on its history, what it is, and how it occurs. Afterwards, she will ask for volunteers, allowing students to come up to the front of the classroom with her. From there, she will have the students represent some kind of animal, such as types of birds with different beak shapes, and ask the other students for an explanation of why their beaks are shaped that way, after explaining the environments the birds live in (including their food sources, which she shall bring).
Students who provide ample, insightful responses will be rewarded with a sticker, especially if they can answer her bonus question about the behavioral adaptations of birds (the reason why birds migrate).
(If there is enough time in class, Hitomi may also cover behavioral and physiological adaptations, repeating a similar lecture and interactive activity.)
2 | Learning about Ecosystems
In order to provide an engaging experience, Hitomi will either take her students to the back of the school near the gates or the greenhouse to begin her lecture on ecosystems. In either place, students will be allowed to settle down either on the ground or in available spaces close to Hitomi, where they are not allowed to leave the area.
Once gathered, she will lecture about ecosystems, discussing the importance of living and non-living organisms in environments to foster life. She will provide examples and definitions of the terms as she talks, and once thoroughly discussed, Hitomi will instruct her students to free roam to find at least 2 living and non-living organisms that are a part of the same ecosystem. This will take place over 10-15 minutes as she supervises their behavior and ensures no one strays away too far, and then she will signal for everyone to gather up again. Hitomi will have the class discuss their findings, explaining the importance of the living and non-living organisms within their ecosystems, such as their relationships and impacts on each other.
Have you read and understand the Teacher Application Guidance thread? Yes
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