HIGHSCHOOL COUNCIL | KOEN HA
⋆˙⟡ OOC SECTION ⋆˙⟡
⋆˚꩜｡
GENERAL INFORMATION
What is your Minecraft Username?:
moour_nm
What is your timezone?:
EST (Eastern Time)
Please provide your Discord tag:
@moour_
Link(s) to all past and present applications on the server (Approved, Denied & Pending):
KOREAN LANGUAGE APPLICATION | ACCEPTED
KOREAN LANGUAGE APPLICATION| ACCEPTED
SIGN LANGUAGE (JSL) APPLICATION| ACCEPTED
OTHER APPLICATION (THIRD LANGUAGE SLOT)| ACCEPTED
RUSSIAN LANGUAGE APPLICATION | ACCEPTED
OTHER APPLICATION (HEIGHT TO 4'0) | ACCEPTED
OTHER APPLICATION (HEIGHT TO 4’1) | ACCEPTED
OTHER APPLICATION (THIRD LANGUAGE SLOT) | ACCEPTED
OTHER APPLICATION (THIRD LANGUAGE SLOT) | ACCEPTED
RUSSIAN LANGUAGE APPLICATION | ACCEPTED
RUSSIAN LANGUAGE APPLICATION | ACCEPTED
SIGN LANGUAGE (JSL) APPLICATION | ACCEPTED
GERMAN LANGUAGE APPLICATION | ACCEPTED
KOREAN LANGUAGE APPLICATION | ACCEPTED
KOREAN LANGUAGE APPLICATION | ACCEPTED
ALT | PROFESSOR APPLICATION | ACCEPTED
ALT | KOREAN LANGUAGE APPLICATION | ACCEPTED
ALT | RUSSIAN LANGUAGE APPLICATION | ACCEPTED
ALT | OTHER APPLICATION (THIRD LANGUAGE SLOT) | ACCEPTED
ALT | CHINESE LANGUAGE APPLICATION | ACCEPTED
ALT | KOREAN LANGUAGE APPLICATION | ACCEPTED
ALT | FRENCH LANGUAGE APPLICATION | ACCEPTED
Describe your activity on the server:
I'm generally very active! I log almost every day, even if it's a short amount of time to at least say hello to friends. I log at least 3 times a week, although later on during the night during weekdays as I have school. However, I will be moving towards summer break in a few weeks, so my activity will increase!
List your accounts and roles on this server:
MAIN ACC | moour_nm
[Grade-12] Kaia Ri. Albrecht
[Grade-11] Haeyang Kaneko-Yu | MAIN
[Grade-11] Ryu-Na Aeun
[Grade-10] Koen Ha | MAIN
[Grade-7] Jinwoo “uyu” Maeng
[Fox] 'Tteok’
ALT ACC | eunoiian_
[PROF] [UP] Esphyr Karamazov
[Grade-12] Iseul Huang
Are you aware that inactivity can result in removal from the council?:
Yes, I am aware.
⋆˚꩜｡
TRIVIA QUESTIONS
What is the student council and what do they do?:
The student council is essentially a vital contribution to the biggest part of SRP– school. It allows for a voice amongst the general student population, a sort of power closer to the majority while also having a say in the environment that’s created to thrive in. They allow for a connection between SLT and faculty to the students, a sort of bridge allowing for a deeper understanding of both sides. They step in to help in the case faculty cannot, becoming good support; they help to maintain discipline, as well as events to contribute to the school community. They convey leadership among the students, nothing defiant with power, but firm in upholding school morale and spirit. A steady balance between students and faculty!
What motivated you to apply for council? (e.g. Interests, friends, etc.):
I grew an interest once I saw the way that councillors interacted with their peers. I have a few close friends who are a part of the council, and I admire their diligence and the way they seem to genuinely hold strong opinions on what they do, striving for what they genuinely believe is beneficial for everyone to have a good time. I believe that being given the councillor role allows me to become more involved in the community I hold dear to my heart; I’d like SRP to be a fun and exciting place for everyone, whether its ICLY or OOCLY. Being a council member helps me become more involved, and encourages me to interact with others on a character that I generally tend to become more reclusive under.
At the end of the day, I think the student council looks fun. It interests me because there’s a genuine sort of enjoyment that I’ve seen people get from roleplaying as council characters. I also think that the way they contribute to the growth of the school is so incredibly important, because inevitably, the main fundamental of SRP is school. Without the basis of that, I think there would be much less interest between people. It interests me how much they tend to want to get involved in order to create closer relationships with people and just generally allow themselves more interactions. I think being closer on a level of power to students helps them create a connection that the power difference between them and teachers/professors prevents. More so allows information towards a better environment for the main onset of people.
Are you aware that you’ll be having to use your creativity and teamwork ethic within the student council? (e.g. Coming up and helping with events):
Mhm! I am well aware and personally would love to collaborate with other council members in order to create events that are enjoyable on every end. I’m very flexible and always willing to hear ideas that other people come up with and cooperate with them!
Can you list the roles in the council along with other roles that might be important to the council?:
President [High School] [College]
Head chairman of the council. Allows for a smooth operation and holds responsibility on the council members. Council representative!
Vice-President [High School] [College]
The President’s right-hand man! Steps in when the president either needs to step down momentarily or become overwhelmed with the weight of their responsibilities.
Councillors [High School] [College]
Generally assist SLT, multitasking the efforts to keep an understanding basis among students while remaining an unmoving mountain with school rules! Help to create a safe environment amongst everyone in school.
SLT (Senior Leadership Team)
Essentially connects everybody together. They enforce school rules and protocol while helping to create interactive events, making vast contributions to the school environment.
Faculty | Teachers | Professors [High School] [College]
It is important to understand the value of the people who work towards making the students.. Well, students! Teachers and professors would do well with knowing personally about their students' well being– and beyond that, it’s important to acknowledge the efforts put in by staff beyond just the teaching! Whether it’s keeping the school tidy or preventing injuries, all faculty are important!
Students
Last but certainly not least– the students! The main foundation is purely to support them and their academic prowess, as well as create unforgettable experiences and upkeep a safe environment during their precious time in schooling!
⋆˚꩜｡
⋆˙⟡ IC SECTION ⋆˙⟡
SCENARIOS
While students gather for a school assembly, one student behaves disruptively, causing a disturbance. How would you manage the situation to restore order effectively while minimizing any additional disruptions to the assembly?
Koen shifts in their chair, an unnoticeable twitch in their eye when it briefly screeches against the floor. They seem to consider for a moment, thin fingers drumming the side of the chair before they part their lips, their voice soft– yet strong. Reminiscent of the ocean tide struck midnight, a gentle lilt yet capable of washing all trash away with one strong tug.
“Well.. I’d do my best to draw the minimum required attention. If possible, I would take the student towards a more closed area with less people and attempt to talk to them one on one. Determine if the issue is the result of something that may have been bothering them– may be an issue stemming internally that they find no other reasonable outlet for.”
They pause.
“But I do know that that’s not how things will always go. If anything, sometimes being pointed out about behavior may cause bigger issues. In that case, I would still take them away from the other students, but wait until SLT or faculty can get involved.”
A student refuses to take their mask off after you’ve brought up detention and they’ve run away! What do you do?
Koen presses their teeth into the bottom lip, chewing on it absentmindedly. “That’s a rather tough situation… I fear chasing them down is only going to further a fight or flight response. In this sort of scenario, the finer details are needed.”
They begin to gesture to themselves.
“Remember things that I can actually pick out– clothing, colors, build. To the best of my ability, and then call for backup; SLT, faculty, other staff members. As discreetly as possible, so it doesn’t feel like I’m backing them into a corner. In the mere chance they are still around long enough to listen, I’d try to calmly reason with them; rather than hanging a threat above their heads, hold a good reasoning standpoint. Effective– makes them feel less trapped at times.”
A teacher observes concerning behavior from a student, including the creation of disturbing artwork and verbal threats toward peers. How would you collaborate with the teacher to evaluate the situation and intervene appropriately to address potential safety concerns?
Koen furrows their eyebrows, morphing their expression into something contemplative.
“Well.. that’s a rather tough circumstance. Even though I believe that the condition of the student is important, it’s also vital to keep in mind the environment they’re in, especially in one with so many others at risk.”
They absentmindedly begin to trace their finger on the table, as though mapping out their thoughts.
“I think the first step would be evaluating the situation. Was it a sudden shift, or is it someone who’s always had behavioral issues? I think if it’s a sudden change, then it’s a safe bet to talk to the student first; sit them down and remain passive and calm. Don’t threaten them, but instead be careful when asking if anything has been going on that caused sudden aggression. In the case of it being an external matter, a good bet would be to talk to them and allow them to dispute their issues with an adult who can help guide them through a rough patch.” They nod.
“However, in the instance it might be a continuous matter, then something immediate might be needed. Attempt the talking method, and depending on the personality of the student, know how to remain stern with the consequences that might follow such violent behavior.”
Koen seems a little uncertain with their words, but their expression turns into something more firm– resolute.
“While I think it's in the best interest for the student to be regarded, they are not the only responsibility. Even though it’s important to take into account the student’s circumstance, you cannot let that take complete priority when handling a mass of other peers under our care. Even though each individual’s wellbeing is crucial, you can’t risk one person for the safety of a dozen more.”
A group of students asks for your permission to stage a protest on school grounds. Would you allow them to protest? If so, how do you ensure that the protest does not disrupt the school environment while upholding their freedom of expression?
“I think that it’s important for people to have a say in the environment that they are being nurtured in,” Koen says with an unwavering belief.
“They’re entitled to wanting a place where what they say is valued instead of ignored. However, the way that it’s expressed is also important; letting it disrupt the flow of everything else, I believe, is not the proper way to go.”
Koen crinkles their nose, leg bouncing up and down in a hypnotizingly repetitive manner.
“I wouldn’t discourage what they want to say, no– but rather than staging a protest and causing unnecessary issues for everyone else, I would offer to take their issues and help them write down what exactly it is that they want, before conveying it to a higher faculty. This way, what they say has the same impact of informing the teachers while not bothering the rest of the school population. This way, they’re allowed the freedom of their wants– but personally, I don’t believe freedom doesn’t necessarily mean the complete abandonment of accountability for the actions that you embark on using that.”
They rub the back of their neck.
“I think that’s exactly what the council is here for; allowing that small restraint in freedom so they may continue to have it without letting it become damaging. A bridge of communication.”
A teacher/receptionist has told you that you are doing something that goes against what you were trained by your higher-ups. How would you react to this?
Koen blinks, humming a low sound before dipping their head into a nod. Their hands have moved to entangle into each other on their lap; their back remains straight, knees pressed together. A staple definition of proper.
“I take it with dignity and grace. I don’t think that any criticism is harmful, especially from an authority figure who only wants the best for our community– which includes making sure that I can remain accountable to my actions.”
They offer a gentle smile.
“No one really likes to hear these things. But the momentary sting to my pride is nothing to irreparable damage I may cause by doing something against my code. Sometimes the callout is needed– we become so used to ourselves, it’s blinding.”
ACTION
A faculty member asks to speak to the young teen privately and explain to them that their actions were not aligned with the code that they’ve been trained in. Koen blinks, and an uncontrolled slight flush of embarrassment spreads over their features, but they nod along with the lecture, bowing their head by the end.
They promise to keep a closer eye on their own behavior and don't dismiss the lecture with absentmindedness, but rather with grace and understanding that they cannot do everything perfectly, but it’s important to continue to strive to fix their mistakes.
Please provide at least one detailed event that the council can use as a future event to showcase your creativity! (Must be 300 words or more for one event):
Koen smiles slightly and rummages through their backpack, its small keychain clinging against a few pins attached. They pull out a lined notebook, clearly frequently used. With care, they flip through the pages and place it on the table, displaying a carefully planned out event.
“Although it may be slightly biased… a talent gallery walk.”
୭ ˚. ᵎᵎ TALENT THEMED GALLERY WALK ˎˊ
⭑.ᐟ PREMISE
Using the entirety of the school campus, set up a variety of different areas where talents can be portrayed! Although things such as art galleries have long since existed, I think it would be a good creative twist to combine that with a similar concept to that of a talent show!
⭑.ᐟ Separate sections of the school is warded off into areas of the same category of talents; the school fields can be used to display physical talents such as dancing, cheerleading, displaying sporty attributes and demonstrations. The gym can be used to showcase things verbally– with such a large space, the overlap of music and voices won’t be as intense, and won’t be faded and lost in the wind as it would be outdoors. Things such as band and instruments, singing, comedy shows, slam poetry, and acting of all sorts. Lastly, indoor school grounds, such as the cafeteria or particularly long hallways can be used to present artistic talents such as writing– poems, books, storytelling– and arts and crafts such as pottery, paintings, drawings, and more!
⭑.ᐟ BENEFITS?
Allows for people to have a good chance at making bonds and connections with their peers! Being able to talk about similar interests and hype up one another's confidence builds both school spirit and a stronger student base. Beyond that, it also provides students opportunities to feel pride with their work without the addition of feeling self centered or out of place. Besides that, it may help people find their way around the school building, especially in instances of new students or even faculty themselves!
⭑.ᐟ ADD ONS / VARIATIONS
⋆˚ʚɞ Faculty are completely allowed to participate! Despite being adults and working willingly rather than having school be mandatory, they’re human and allowed to convey their skills as well!
⋆˚ʚɞ Cleared area for things such as food and refreshers for those who want to take a quick break. In this instance, even the school chefs or students who enjoy cooking can have people test out their hard-earned creations.
⋆˚ʚɞ With Karakura having such a big influx of varying cultures, a variation of this event (or a continuation) can be a cultural appreciation day! A similar set up, but individuals dress up as their cultural background– the place they reigned from, and display what makes their motherland unique! Things such as media, food, music, customs, clothing and dances are all examples of things that people can feel pride in! A similar benefit– allows people to feel more at home and a closer bond with their peers over lifestyles; finding similarities amongst all the differences is a good way to build a diverse community with connection rather than separation.
⋆˚꩜｡
⋆˙⟡ Personal Information ⋆˙⟡
(in character)
⋆˚꩜｡
Name:
"My name is Koen Ha!"
Gender:
"I'm biologically female." | Nonbinary
Age:
"I turned 16 this April."
Phone number:
"030-085-6463."
How would you describe your personality?:
They seem to pause momentarily, fiddling with their sleeves. A fleeting, anxious look crosses their features as they think through their answer.. Before nodding.
"Well. I try my best to be rational; I always try to see both perspectives and don't put things into too much bias. I'm big on literary studies, and I know how to be critical. I've studied some philosophy too; humans are so interesting, aren't they?”
Their head tilts to the side ever so slightly. Wispy bangs hover over their eyes as they glance to the side, a gentle hum exiting their throat.
“Hmm.. I know I'm generally really quiet, and that it might come off as awkward, but I know how to keep up a conversation when I'm prompted, and I especially know how to help people; whether it's something they need or want to hear, or a shoulder to cry on.”
Their eyes turn back to focus on their hands. They interlock their fingers, placing them on their lap as they offer a gentle smile.
Simplified.. I would say I'm pretty accommodating, but not enough to become a pushover."
Appearance/attire (Please provide a picture):
Their dyed, midnight blue hair curls slightly near the ends, cut in short layers that end just below their shoulders. Their features are androgynous, making you double take as you scrutinize whether or not they were male or female biologically. Usually sporting generally modest clothing. Adorned with light silver jewelry studded into their ears, looping around their fingers and wrists in the form of hoops, rings and bracelets. Amongst the array of silver jewelry are two small, golden rings looped into a thin, golden chain hanging around her neck.
Black headphones decorated with stickers is a staple, either pressed over their ears or resting around their neck. Their eyes dart to your direction, widening the slightest bit in brief surprise. One eye doesn’t seem to focus, just slightly off kilter– looking closer, there’s a lack of shine in it that usually reflects off, ultimately proving it to be a prosthetic.
What separates you from other applicants seeking your position?:
Koen shrugs slightly. “I can’t say much; I think everyone equally has values and talents, as well as shortcomings and complications.. But if I had to choose something that lines a separation… maybe my ability to understand?”
They offer a tentative smile.
“I think I’m good at setting aside my bias to truly see every perspective available… I know how to hold myself accountable, and I think that I’m rather mature for my age. I think that there’s a difference in being able to empathize and being able to really see from the other person’s perspective, and I’m capable of doing both. Although I’m sure everyone who wants this position does want what’s best for either the school or themselves.. But I think that what I can contribute is something that’s hard to obtain at this age.”
Why do you want this position?:
“I want to help people.” Koen’s voice is soft and genuine, eyes darting down to their lap. A strand of longer hair slips over their shoulder, shadowing their expression.
“When I was growing up in Korea, I have- had- this really close friend of mine. Back then, I wasn’t very involved in the school affairs besides a few extracurriculars, but nothing big.”
They inhaled slightly.
“He was my closest friend for a very, very long time, but something happened and I lost him; he got irrational and angry and plummeted at school.”
Their shoulders shift uncomfortably.
“I thought– well. I know our systems aren’t the very best, but I had hoped the school would prioritize him, or what was good for him– but it didn’t matter. The student– he didn’t matter. They cared about the downfall of his grades and the bad reputation he brought to the school, not how he spiraled nor his horrid family and I didn’t realize how blinded I was to the lack of care they really had for us as humans, not numbers.” They shook their head.
“I don’t want that to happen anymore; to him again, to anyone, to whoever has a name and a life and a chance. If I can– at the very least contribute to helping such an environment… I’m willing to do whatever it takes.”
What interests you the most about student council?:
“The contributions it’s capable of making.” The young teenager smooths a wrinkle on their shirt.
“I think that the council has such a good.. Opportunity to help everyone, whether it’s faculty to the students ourselves. It interests me the way they’re able to get involved in ways the normal student population cannot, and it intrigues me just how much of a change that they’re capable of providing.”
What could you contribute to make the school a safe and fun environment?:
Koen drums their fingertips on their knees, thinking for a moment. A loose strand of hair falls over their prosthetic eye, going unnoticed by them.
“Although I tend to get anxious in situations where I’m being put in the spotlight, I genuinely find joy in being able to interact with other students and faculty. I think it’s important to always consider both sides of the situation and perspectives, and know how not to belittle one emotion in favor of the other. I could benefit to a safer environment by offering a space where people can talk about their experiences without the worry of me taking personal bias.”
Their eyes soften– the drumming of their fingers stops, and a genuine look crosses their face.
“I want to offer an area of comfort where people can come to me about issues. I believe people just having a stable pillar they can fall back on to increase the feeling of being safe no matter the circumstance. Beyond that, I’m always up to ideas of entertainment that others suggest. I try my best to encourage people to develop healthy relationships with things, while still not crossing the border into hurtful or uncomfortable situations of pressure.” A hand raises to hover over their heart.
Thump– thump.
“I think my open mindedness and tendency to be accommodating allows for people to feel less scared about opening up with their thoughts, as well as feel as though I’m a safe enough magnet to come back to in case of emergency.”
⋆˙⟡ OOC SECTION ⋆˙⟡
⋆˚꩜｡
GENERAL INFORMATION
What is your Minecraft Username?:
moour_nm
What is your timezone?:
EST (Eastern Time)
Please provide your Discord tag:
@moour_
Link(s) to all past and present applications on the server (Approved, Denied & Pending):
KOREAN LANGUAGE APPLICATION | ACCEPTED
KOREAN LANGUAGE APPLICATION| ACCEPTED
SIGN LANGUAGE (JSL) APPLICATION| ACCEPTED
OTHER APPLICATION (THIRD LANGUAGE SLOT)| ACCEPTED
RUSSIAN LANGUAGE APPLICATION | ACCEPTED
OTHER APPLICATION (HEIGHT TO 4'0) | ACCEPTED
OTHER APPLICATION (HEIGHT TO 4’1) | ACCEPTED
OTHER APPLICATION (THIRD LANGUAGE SLOT) | ACCEPTED
OTHER APPLICATION (THIRD LANGUAGE SLOT) | ACCEPTED
RUSSIAN LANGUAGE APPLICATION | ACCEPTED
RUSSIAN LANGUAGE APPLICATION | ACCEPTED
SIGN LANGUAGE (JSL) APPLICATION | ACCEPTED
GERMAN LANGUAGE APPLICATION | ACCEPTED
KOREAN LANGUAGE APPLICATION | ACCEPTED
KOREAN LANGUAGE APPLICATION | ACCEPTED
ALT | PROFESSOR APPLICATION | ACCEPTED
ALT | KOREAN LANGUAGE APPLICATION | ACCEPTED
ALT | RUSSIAN LANGUAGE APPLICATION | ACCEPTED
ALT | OTHER APPLICATION (THIRD LANGUAGE SLOT) | ACCEPTED
ALT | CHINESE LANGUAGE APPLICATION | ACCEPTED
ALT | KOREAN LANGUAGE APPLICATION | ACCEPTED
ALT | FRENCH LANGUAGE APPLICATION | ACCEPTED
Describe your activity on the server:
I'm generally very active! I log almost every day, even if it's a short amount of time to at least say hello to friends. I log at least 3 times a week, although later on during the night during weekdays as I have school. However, I will be moving towards summer break in a few weeks, so my activity will increase!
List your accounts and roles on this server:
MAIN ACC | moour_nm
[Grade-12] Kaia Ri. Albrecht
[Grade-11] Haeyang Kaneko-Yu | MAIN
[Grade-11] Ryu-Na Aeun
[Grade-10] Koen Ha | MAIN
[Grade-7] Jinwoo “uyu” Maeng
[Fox] 'Tteok’
ALT ACC | eunoiian_
[PROF] [UP] Esphyr Karamazov
[Grade-12] Iseul Huang
Are you aware that inactivity can result in removal from the council?:
Yes, I am aware.
⋆˚꩜｡
TRIVIA QUESTIONS
What is the student council and what do they do?:
The student council is essentially a vital contribution to the biggest part of SRP– school. It allows for a voice amongst the general student population, a sort of power closer to the majority while also having a say in the environment that’s created to thrive in. They allow for a connection between SLT and faculty to the students, a sort of bridge allowing for a deeper understanding of both sides. They step in to help in the case faculty cannot, becoming good support; they help to maintain discipline, as well as events to contribute to the school community. They convey leadership among the students, nothing defiant with power, but firm in upholding school morale and spirit. A steady balance between students and faculty!
What motivated you to apply for council? (e.g. Interests, friends, etc.):
I grew an interest once I saw the way that councillors interacted with their peers. I have a few close friends who are a part of the council, and I admire their diligence and the way they seem to genuinely hold strong opinions on what they do, striving for what they genuinely believe is beneficial for everyone to have a good time. I believe that being given the councillor role allows me to become more involved in the community I hold dear to my heart; I’d like SRP to be a fun and exciting place for everyone, whether its ICLY or OOCLY. Being a council member helps me become more involved, and encourages me to interact with others on a character that I generally tend to become more reclusive under.
At the end of the day, I think the student council looks fun. It interests me because there’s a genuine sort of enjoyment that I’ve seen people get from roleplaying as council characters. I also think that the way they contribute to the growth of the school is so incredibly important, because inevitably, the main fundamental of SRP is school. Without the basis of that, I think there would be much less interest between people. It interests me how much they tend to want to get involved in order to create closer relationships with people and just generally allow themselves more interactions. I think being closer on a level of power to students helps them create a connection that the power difference between them and teachers/professors prevents. More so allows information towards a better environment for the main onset of people.
Are you aware that you’ll be having to use your creativity and teamwork ethic within the student council? (e.g. Coming up and helping with events):
Mhm! I am well aware and personally would love to collaborate with other council members in order to create events that are enjoyable on every end. I’m very flexible and always willing to hear ideas that other people come up with and cooperate with them!
Can you list the roles in the council along with other roles that might be important to the council?:
President [High School] [College]
Head chairman of the council. Allows for a smooth operation and holds responsibility on the council members. Council representative!
Vice-President [High School] [College]
The President’s right-hand man! Steps in when the president either needs to step down momentarily or become overwhelmed with the weight of their responsibilities.
Councillors [High School] [College]
Generally assist SLT, multitasking the efforts to keep an understanding basis among students while remaining an unmoving mountain with school rules! Help to create a safe environment amongst everyone in school.
SLT (Senior Leadership Team)
Essentially connects everybody together. They enforce school rules and protocol while helping to create interactive events, making vast contributions to the school environment.
Faculty | Teachers | Professors [High School] [College]
It is important to understand the value of the people who work towards making the students.. Well, students! Teachers and professors would do well with knowing personally about their students' well being– and beyond that, it’s important to acknowledge the efforts put in by staff beyond just the teaching! Whether it’s keeping the school tidy or preventing injuries, all faculty are important!
Students
Last but certainly not least– the students! The main foundation is purely to support them and their academic prowess, as well as create unforgettable experiences and upkeep a safe environment during their precious time in schooling!
⋆˚꩜｡
⋆˙⟡ IC SECTION ⋆˙⟡
SCENARIOS
While students gather for a school assembly, one student behaves disruptively, causing a disturbance. How would you manage the situation to restore order effectively while minimizing any additional disruptions to the assembly?
Koen shifts in their chair, an unnoticeable twitch in their eye when it briefly screeches against the floor. They seem to consider for a moment, thin fingers drumming the side of the chair before they part their lips, their voice soft– yet strong. Reminiscent of the ocean tide struck midnight, a gentle lilt yet capable of washing all trash away with one strong tug.
“Well.. I’d do my best to draw the minimum required attention. If possible, I would take the student towards a more closed area with less people and attempt to talk to them one on one. Determine if the issue is the result of something that may have been bothering them– may be an issue stemming internally that they find no other reasonable outlet for.”
They pause.
“But I do know that that’s not how things will always go. If anything, sometimes being pointed out about behavior may cause bigger issues. In that case, I would still take them away from the other students, but wait until SLT or faculty can get involved.”
A student refuses to take their mask off after you’ve brought up detention and they’ve run away! What do you do?
Koen presses their teeth into the bottom lip, chewing on it absentmindedly. “That’s a rather tough situation… I fear chasing them down is only going to further a fight or flight response. In this sort of scenario, the finer details are needed.”
They begin to gesture to themselves.
“Remember things that I can actually pick out– clothing, colors, build. To the best of my ability, and then call for backup; SLT, faculty, other staff members. As discreetly as possible, so it doesn’t feel like I’m backing them into a corner. In the mere chance they are still around long enough to listen, I’d try to calmly reason with them; rather than hanging a threat above their heads, hold a good reasoning standpoint. Effective– makes them feel less trapped at times.”
A teacher observes concerning behavior from a student, including the creation of disturbing artwork and verbal threats toward peers. How would you collaborate with the teacher to evaluate the situation and intervene appropriately to address potential safety concerns?
Koen furrows their eyebrows, morphing their expression into something contemplative.
“Well.. that’s a rather tough circumstance. Even though I believe that the condition of the student is important, it’s also vital to keep in mind the environment they’re in, especially in one with so many others at risk.”
They absentmindedly begin to trace their finger on the table, as though mapping out their thoughts.
“I think the first step would be evaluating the situation. Was it a sudden shift, or is it someone who’s always had behavioral issues? I think if it’s a sudden change, then it’s a safe bet to talk to the student first; sit them down and remain passive and calm. Don’t threaten them, but instead be careful when asking if anything has been going on that caused sudden aggression. In the case of it being an external matter, a good bet would be to talk to them and allow them to dispute their issues with an adult who can help guide them through a rough patch.” They nod.
“However, in the instance it might be a continuous matter, then something immediate might be needed. Attempt the talking method, and depending on the personality of the student, know how to remain stern with the consequences that might follow such violent behavior.”
Koen seems a little uncertain with their words, but their expression turns into something more firm– resolute.
“While I think it's in the best interest for the student to be regarded, they are not the only responsibility. Even though it’s important to take into account the student’s circumstance, you cannot let that take complete priority when handling a mass of other peers under our care. Even though each individual’s wellbeing is crucial, you can’t risk one person for the safety of a dozen more.”
A group of students asks for your permission to stage a protest on school grounds. Would you allow them to protest? If so, how do you ensure that the protest does not disrupt the school environment while upholding their freedom of expression?
“I think that it’s important for people to have a say in the environment that they are being nurtured in,” Koen says with an unwavering belief.
“They’re entitled to wanting a place where what they say is valued instead of ignored. However, the way that it’s expressed is also important; letting it disrupt the flow of everything else, I believe, is not the proper way to go.”
Koen crinkles their nose, leg bouncing up and down in a hypnotizingly repetitive manner.
“I wouldn’t discourage what they want to say, no– but rather than staging a protest and causing unnecessary issues for everyone else, I would offer to take their issues and help them write down what exactly it is that they want, before conveying it to a higher faculty. This way, what they say has the same impact of informing the teachers while not bothering the rest of the school population. This way, they’re allowed the freedom of their wants– but personally, I don’t believe freedom doesn’t necessarily mean the complete abandonment of accountability for the actions that you embark on using that.”
They rub the back of their neck.
“I think that’s exactly what the council is here for; allowing that small restraint in freedom so they may continue to have it without letting it become damaging. A bridge of communication.”
A teacher/receptionist has told you that you are doing something that goes against what you were trained by your higher-ups. How would you react to this?
Koen blinks, humming a low sound before dipping their head into a nod. Their hands have moved to entangle into each other on their lap; their back remains straight, knees pressed together. A staple definition of proper.
“I take it with dignity and grace. I don’t think that any criticism is harmful, especially from an authority figure who only wants the best for our community– which includes making sure that I can remain accountable to my actions.”
They offer a gentle smile.
“No one really likes to hear these things. But the momentary sting to my pride is nothing to irreparable damage I may cause by doing something against my code. Sometimes the callout is needed– we become so used to ourselves, it’s blinding.”
ACTION
A faculty member asks to speak to the young teen privately and explain to them that their actions were not aligned with the code that they’ve been trained in. Koen blinks, and an uncontrolled slight flush of embarrassment spreads over their features, but they nod along with the lecture, bowing their head by the end.
They promise to keep a closer eye on their own behavior and don't dismiss the lecture with absentmindedness, but rather with grace and understanding that they cannot do everything perfectly, but it’s important to continue to strive to fix their mistakes.
Please provide at least one detailed event that the council can use as a future event to showcase your creativity! (Must be 300 words or more for one event):
Koen smiles slightly and rummages through their backpack, its small keychain clinging against a few pins attached. They pull out a lined notebook, clearly frequently used. With care, they flip through the pages and place it on the table, displaying a carefully planned out event.
“Although it may be slightly biased… a talent gallery walk.”
୭ ˚. ᵎᵎ TALENT THEMED GALLERY WALK ˎˊ
⭑.ᐟ PREMISE
Using the entirety of the school campus, set up a variety of different areas where talents can be portrayed! Although things such as art galleries have long since existed, I think it would be a good creative twist to combine that with a similar concept to that of a talent show!
⭑.ᐟ Separate sections of the school is warded off into areas of the same category of talents; the school fields can be used to display physical talents such as dancing, cheerleading, displaying sporty attributes and demonstrations. The gym can be used to showcase things verbally– with such a large space, the overlap of music and voices won’t be as intense, and won’t be faded and lost in the wind as it would be outdoors. Things such as band and instruments, singing, comedy shows, slam poetry, and acting of all sorts. Lastly, indoor school grounds, such as the cafeteria or particularly long hallways can be used to present artistic talents such as writing– poems, books, storytelling– and arts and crafts such as pottery, paintings, drawings, and more!
⭑.ᐟ BENEFITS?
Allows for people to have a good chance at making bonds and connections with their peers! Being able to talk about similar interests and hype up one another's confidence builds both school spirit and a stronger student base. Beyond that, it also provides students opportunities to feel pride with their work without the addition of feeling self centered or out of place. Besides that, it may help people find their way around the school building, especially in instances of new students or even faculty themselves!
⭑.ᐟ ADD ONS / VARIATIONS
⋆˚ʚɞ Faculty are completely allowed to participate! Despite being adults and working willingly rather than having school be mandatory, they’re human and allowed to convey their skills as well!
⋆˚ʚɞ Cleared area for things such as food and refreshers for those who want to take a quick break. In this instance, even the school chefs or students who enjoy cooking can have people test out their hard-earned creations.
⋆˚ʚɞ With Karakura having such a big influx of varying cultures, a variation of this event (or a continuation) can be a cultural appreciation day! A similar set up, but individuals dress up as their cultural background– the place they reigned from, and display what makes their motherland unique! Things such as media, food, music, customs, clothing and dances are all examples of things that people can feel pride in! A similar benefit– allows people to feel more at home and a closer bond with their peers over lifestyles; finding similarities amongst all the differences is a good way to build a diverse community with connection rather than separation.
⋆˚꩜｡
⋆˙⟡ Personal Information ⋆˙⟡
(in character)
⋆˚꩜｡
Name:
"My name is Koen Ha!"
Gender:
"I'm biologically female." | Nonbinary
Age:
"I turned 16 this April."
Phone number:
"030-085-6463."
How would you describe your personality?:
They seem to pause momentarily, fiddling with their sleeves. A fleeting, anxious look crosses their features as they think through their answer.. Before nodding.
"Well. I try my best to be rational; I always try to see both perspectives and don't put things into too much bias. I'm big on literary studies, and I know how to be critical. I've studied some philosophy too; humans are so interesting, aren't they?”
Their head tilts to the side ever so slightly. Wispy bangs hover over their eyes as they glance to the side, a gentle hum exiting their throat.
“Hmm.. I know I'm generally really quiet, and that it might come off as awkward, but I know how to keep up a conversation when I'm prompted, and I especially know how to help people; whether it's something they need or want to hear, or a shoulder to cry on.”
Their eyes turn back to focus on their hands. They interlock their fingers, placing them on their lap as they offer a gentle smile.
Simplified.. I would say I'm pretty accommodating, but not enough to become a pushover."
Appearance/attire (Please provide a picture):
Their dyed, midnight blue hair curls slightly near the ends, cut in short layers that end just below their shoulders. Their features are androgynous, making you double take as you scrutinize whether or not they were male or female biologically. Usually sporting generally modest clothing. Adorned with light silver jewelry studded into their ears, looping around their fingers and wrists in the form of hoops, rings and bracelets. Amongst the array of silver jewelry are two small, golden rings looped into a thin, golden chain hanging around her neck.
Black headphones decorated with stickers is a staple, either pressed over their ears or resting around their neck. Their eyes dart to your direction, widening the slightest bit in brief surprise. One eye doesn’t seem to focus, just slightly off kilter– looking closer, there’s a lack of shine in it that usually reflects off, ultimately proving it to be a prosthetic.
What separates you from other applicants seeking your position?:
Koen shrugs slightly. “I can’t say much; I think everyone equally has values and talents, as well as shortcomings and complications.. But if I had to choose something that lines a separation… maybe my ability to understand?”
They offer a tentative smile.
“I think I’m good at setting aside my bias to truly see every perspective available… I know how to hold myself accountable, and I think that I’m rather mature for my age. I think that there’s a difference in being able to empathize and being able to really see from the other person’s perspective, and I’m capable of doing both. Although I’m sure everyone who wants this position does want what’s best for either the school or themselves.. But I think that what I can contribute is something that’s hard to obtain at this age.”
Why do you want this position?:
“I want to help people.” Koen’s voice is soft and genuine, eyes darting down to their lap. A strand of longer hair slips over their shoulder, shadowing their expression.
“When I was growing up in Korea, I have- had- this really close friend of mine. Back then, I wasn’t very involved in the school affairs besides a few extracurriculars, but nothing big.”
They inhaled slightly.
“He was my closest friend for a very, very long time, but something happened and I lost him; he got irrational and angry and plummeted at school.”
Their shoulders shift uncomfortably.
“I thought– well. I know our systems aren’t the very best, but I had hoped the school would prioritize him, or what was good for him– but it didn’t matter. The student– he didn’t matter. They cared about the downfall of his grades and the bad reputation he brought to the school, not how he spiraled nor his horrid family and I didn’t realize how blinded I was to the lack of care they really had for us as humans, not numbers.” They shook their head.
“I don’t want that to happen anymore; to him again, to anyone, to whoever has a name and a life and a chance. If I can– at the very least contribute to helping such an environment… I’m willing to do whatever it takes.”
What interests you the most about student council?:
“The contributions it’s capable of making.” The young teenager smooths a wrinkle on their shirt.
“I think that the council has such a good.. Opportunity to help everyone, whether it’s faculty to the students ourselves. It interests me the way they’re able to get involved in ways the normal student population cannot, and it intrigues me just how much of a change that they’re capable of providing.”
What could you contribute to make the school a safe and fun environment?:
Koen drums their fingertips on their knees, thinking for a moment. A loose strand of hair falls over their prosthetic eye, going unnoticed by them.
“Although I tend to get anxious in situations where I’m being put in the spotlight, I genuinely find joy in being able to interact with other students and faculty. I think it’s important to always consider both sides of the situation and perspectives, and know how not to belittle one emotion in favor of the other. I could benefit to a safer environment by offering a space where people can talk about their experiences without the worry of me taking personal bias.”
Their eyes soften– the drumming of their fingers stops, and a genuine look crosses their face.
“I want to offer an area of comfort where people can come to me about issues. I believe people just having a stable pillar they can fall back on to increase the feeling of being safe no matter the circumstance. Beyond that, I’m always up to ideas of entertainment that others suggest. I try my best to encourage people to develop healthy relationships with things, while still not crossing the border into hurtful or uncomfortable situations of pressure.” A hand raises to hover over their heart.
Thump– thump.
“I think my open mindedness and tendency to be accommodating allows for people to feel less scared about opening up with their thoughts, as well as feel as though I’m a safe enough magnet to come back to in case of emergency.”
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