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In Progress ⌈ TWORUFU ⌋ Teacher Application | Performing Arts [Drama] #2

urufu

Level 58
Urrufu
Urrufu
Omega+
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WHAT IS YOUR MINECRAFT USERNAME?
Tworufu

WHAT IS YOUR DISCORD USERNAME?
Urrufu

WHAT IS YOUR TIMEZONE?
BST (British Summer Time)
This timezone changes to GMT in October.

LINKS TO PRIOR APPLICATIONS:
Maiden Application [ACCEPTED]
[1] Teacher Application [ACCEPTED]
Shopkeeper Application [DENIED]
Green Bike Vehicle Request [ACCEPTED]
Green Bike Vehicle Request [DENIED]
Pink Vehicle Request [ACCEPTED]
Korean Language [ACCEPTED]
Norwegian Language [ACCEPTED]

WHAT ARE YOUR CURRENT ROLES ON THE SERVER?
I have two accounts on SRP, those being Urrufu and Tworufu.
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Credit to Kettlesip for helping with the photography!

WHY ARE TEACHERS SO IMPORTANT TO SRP?
The role of a teacher is incredibly important to SRP for many reasons.
The first of which would be that they help introduce the server and RP in general to new players. When people join SRP for the first time, they are restricted to the student aspects of roleplay for at minimum the first 50 hours of their playtime - and even then, the majority remain exclusively in studentRP. This means that teachers are in a way, role models to the new players. Adding onto that role-model vibe, I found that when I was a greenie, teachers were incredibly inspiring! I believe I mentioned it in my first application, but Kinyuun and 80sKota specifically were incredible inspirations to me in general to stay on SRP purely because of my interactions with them on their teacher characters.

Teachers are also important for many IC reasons. Say for instance, your character is struggling with something in the school; such as being lost, bullied, and more. The character in question may wish to seek out a teacher for assistance. This is one of many RP experiences that make teachers vital to a StudentRP experience on SchoolRP.

Finally, teachers help to give actual knowledge to players on the server. Every single class has a purpose; PE helps players get their attributes up, PA helps players get more confident with RP, English and Art help people with writing, and so on. However each lesson can also have an OOC purpose too! You can learn so much when you're in the mood for it, and with a faction dependant on sharing knowledge in an interactive manner, it brings a importance to the role.

DO YOU ACKNOWLEDGE THAT IF YOU ARE INACTIVE YOU MAY LOSE YOUR ROLE?
Yes I do, and I intend to be very active!

DO YOU AGREE TO UNDER-GO TRAINING IF YOUR APPLICATION IS SUCCESSFUL?
Yes, and I am excited to do it again!
I still have all my notes from the first go, heh.
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WHAT IS YOUR CHARACTER'S FULL NAME?
Anko Akiyama.

WHAT IS YOUR CHARACTER'S NATIONALITY?
Korean-Japanese

WHAT SUBJECT DO YOU WISH TO TEACH?
I would like to teach Performing Arts, Drama.

DESCRIBE YOUR CHARACTER.

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APPEARANCE
Anko Akiyama, a 25 year old Korean-Japanese woman, standing at a height of 4'11. Anko features long, yet rather fluffy black hair, as well as a set of bleached-cedar-purple eyes. Her body is kept in good condition, standing slim but still with muscle on her. Her fashion sense consists of simpler outfits. She prefers dark clothing over bright colours, and tends to avoid branding. Despite that; she always likes to appear somewhat formal - a trait given her time as a miko.

PERSONALITY
Anko's personality is generally quite calm, however she finds that she gets excited when put into the right fields (i.e the class she teaches). Her time as a miko lead her to be generally quite peaceful - however she does prefer a social environment.

WHAT IS YOUR CHARACTER'S OUTLOOK ON STUDENTS & CO-WORKERS?
CO-WORKERS
Anko's outlook on her co-workers is a positive one. She sees her fellow faculty with great admiration, considering she has to reach the expectations and standards set by them prior to Anko joining. Anko would like to see all of her co-workers as friends, people she can relate to and learn from, not just about her career but in general as a person. Her time working as a miko taught her to treat those who work around her as family, that mindset would most certainly carry over into her new career as a teacher.

STUDENTS
Anko wishes to be a role-model for her students, somebody who people get excited to hear on the intercom announcing a class in the morning. She knows that she struggled as a student as the teachers she had in Kyoto were not passionate or caring, she wishes to remedy that with her own class. Anko would view each student individually, rather than as a group, and is willing to treat them as such. She also understands that Karakura is a rather harsh place compared to her previous home. The crime-rate is shockingly high, and given the majority of the island's inhabitants are in education, she understands that said the school is not free of said crime. Because of that, students are bound to have some difficulties with behaviour, but she is willing to work through and hopefully solve said issues during her time as a teacher.

Finally, rules and punishment. Although she views her students with a positive light, she understands that some are simply not interested. They will actively choose to disobey the rules and to be a disturbance. Despite giving out punishment, and knowing that the mentioned students will most likely grow to dislike her; she wishes to view all of her students equally and thus, would go into work treating each day as a new start for them.


WHAT IS YOUR CHARACTER'S MOTIVATION FOR TEACHING?
Anko was raised in the Akiyama shrine in Kyoto by her mother, with the intent of raising her to be a miko or possibly shinto priest in her adulthood. This lifestyle lead her to learn various rituals, including that of the Kagura. The Kagura ritual is one in which several maidens gather with bells and perform a respectful, ceremonial dance with the intent of attracting the Kami. Often times, it is prevented as a performance. This ritual sparked a love for performance in Anko, however it was shut away - given her belief that she would only amount to that of a maiden in her family shrine.

Despite that, she decided to take up practicing. When she was finally allowed to attend school in Kyoto, she did not hesitate to involve herself in clubs related to the art, and she most certainly did not skip a lesson on it. These practices continued up until her twenty-first birthday, in which she moved to Karakura to officially begin work as a full-time miko. This however, did not go as planned. A rather traumatic encounter few weeks into her work lead her to quit her job, thus leaving her with nothing but her performance talent, and nothing to do with it.

After consulting various family members, Kaito, and Mikasa Akiyama, they encouraged her to look into teaching. After all; the girl had no interest in acting so what more would she use her passion for? Thus with the motivation from her family, she decided to give it a try. And in the four years it took her to study and work toward the position of being a teacher, she swiftly grew passionate for that as well.

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A STUDENT IN CLASS IS STRUGGLING TO UNDERSTAND THE CONTENT. WHAT DOES YOUR CHARACTER DO?
This could mean a variety of things. With Performing Arts, the grand majority of the sessions are practical. This means issues could include social anxiety, nervousness, and anything of the sort. However for the sessions that are sit-down-and-talk, it would be more general misunderstanding.

PRACTICAL SESSIONS
If a student is struggling in the practical sessions, the best thing that can be given is encouragement. I know that being forced out of your comfort zone in these lessons is incredibly embarrassing! But at the same time, I want to encourage people to step out of their comfort zone and to broaden their horizons a bit.
Finally, my solution. I would approach the student and ask nice and simpe, "What don't you understand?" or "What are your concerns?" It's important to get to know the issue quickly. If their problem is not understanding what hte task is, I would break it down for them and even provide an example. From there if they have any questions then I would answer them to the best of my ability. After that, I'd ask them to have a go at it! If their problem stems from a lack of confidence, then I would simply try to encourage them to try it. But... Not much can be done if they simply don't want to.

LECTURE SESSIONS
The same logic as for the first example applies in a lecture. If any students do not understand the content of the lesson, the best thing I can do is try to break it down for them in a way that is simple and easy to understand. I want my lessons to be engaging so even in these sessions, I would be trying to keep the class involved as much as possible. If someone still cannot understand after a verbal breakdown of the subject, then I think the best thing to do next would be to try and give an example. Whether verbal again, or getting up and acting. People learn best when their source of information is engaging, so I would try to maintain that as much as possible!

A STUDENT IS CONTINUOUSLY BEING DISRUPTIVE IN CLASS, TALKING OUT OF TURN & MAKING JOKES WITH CLASSMATES. WHAT DOES YOUR CHARACTER DO?
If a student is being disruptive in class, this causes a disturbance for the other students and can ruin the overall flow of the lesson, thus their behaviour cannot be tolerated.
First, I would give them a verbal warning. This gives the student a chance to correct themself without further actions needing to be taken. After two verbal warnings, if a student is still misbehaving, then for both my own sake, and the sake of the other students, I will have no choice but to remove them from the class - therefore I would do so. However just before removal, I would hand them a detention slip.
I would be careful to ensure the student knows what they have done wrong so that in the next lessons, they can hopefully correct their behaviour!

PROVIDE AT LEAST TWO INTERACTIVE CLASS IDEAS RELATED TO YOUR PREFERRED SUBJECT?
FACTION ACTION
This class would spread over the course of an entire IC school day, in which the class would be made to act as though they are in one of the various factions of Karakura!

PERIOD 01
Firstly, the class would be asked to split into groups ranging between two and four. Once together, they will be given time to prepare an idea for their performance, assign roles among themselves, and then practice! It would be encouraged that they practice during the break period as to achieve the best results on stage!

PERIOD 02
In the second period, students will have time to rebuild their group, and if anybody's group is incomplete due to people not attending the class, they will have time to either quickly form a new one or tag along into another's. Those unable to join a group will help me in the performing part, more on that in a moment!
Finally; the remaining time of Period 02, and the entirety of Period 3 will be used for people to perform.

WHAT WILL THOSE NOT IN A GROUP DO?
The people that are unable to join a group will help me with judging the student's performances! Of course.. If they follow the simple rules:
1. Do not be harsh on a group of students that go on stage. Be nice!
2. Account for the fact that people are going out of their comfort-zone to act.
3. No being biased for specific groups!

REWARDS?
Yes, there are rewards!
Everybody that performs will receive a cute little reward, something small but still motivating! However, the winner will receive an item themed around the faction they acted for. KPD could get a toy weapon such as a fake sword or gun, shrine would be something from the shop (i.e an Ofuda), reporters a microphone, and so on!​
"CHARADES"
Basic, but fun! Charades is a game in which one person out of a group does an act infront of said group themed around a specific word. Then, the group has to guess what the actor's word was!

This is quick but engaging game that's good for one or two periods, giving every student a chance to be involved. However of course, there would have to be some ground rules:
1. When you get your word, you pick from a selection. This allows everyone to get a try as a student cannot choose an obscure, unknown word.
(Of course, they are allowed to suggest their own if they have a good idea!)
2. The person that correctly guesses the word gets to go next. This grants incentive to engage with the other students!
3. Everybody gets to go once (Unless nobody wants to go). This, similarly to the first rule, means everyone has a fair chance at being able to act!

Simple games like this are engaging and help people gain confidence with actions, especially with its simplicity. Overall, a good game for a quiet day!​

HAVE YOU READ & UNDERSTOOD THE TEACHER APPLICATION GUIDANCE THREAD?
Yes I have.
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ACTIVITY & AVAILABILITY
I noticed this wasn't listed as one of the questions, but I think it is important to mention, so here is some information about my activity and availability.
I am available at the times on this following schedule:
SATURDAY​
SUNDAY​
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
08:00 - 23:59​
08:00 - 23:59​
08:00 - 23:59​
08:00 - 21:00​
16:00 - 23:59​
18:00 - 21:00​
15:00 - 23:59​
I am free all day.​
I am free all day.​
I am free all day.​
I am free all day.​
I am free all evening.​
I am free all evening.​
I am free all evening.​

This schedule is made with my college times in mind, which can fluctuate sometimes. However generally this is the schedule I am around for!
Also, I am available on Thursday mornings but I would probably not be logging quota at that time...

With regards to activity, I would give it a solid 10/10!
I am incredibly active on SRP, being online for several hours daily.


Thank you for reading and considering my application! I am excited for the opportunity to work with you in the future!​
 
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