KyungXx
Level 8
General Questions
What’s your Minecraft Username?AhMaybeDetailRP
What’s your Discord Username?
@kyung.ly
What’s your Time Zone?
UTC+1
Provide any link(s) to previous applications:
DENIED:
French 1 Application
Ban Appeal
Korean Application
Chinese Application
Other (third language)
Nurse
ACCEPTED:
French 2 Application
Chinese Application
Korean Application
Russian Application
Other (third language)
EMS application
Filipino
JSL
What are your current roles on the server?
| AhYesDetailRP: | AhNoDetailRP: | AhMaybeDetailRP: | AhIdkDetailRP: (new account!) |
|---|---|---|---|
| College (B) | Lyra Yoo | Doctor | Yuzuru Xueyan | 8-Grade | Nijat Dayang | 7-Grade | ??? |
| 12-Grade | So-min Jeon | Dog | Fuyuichirou O'Shea | 8-Grade | Zhansaya N. (supposed to be grade 7!) | 7-Grade | ??? |
- JUST bought AhIdkDetailRP.... heh.
Why are teachers so important to SchoolRP?
First of all, it’s SchoolRP, so of course teachers are important! But why exactly? Let me explain! Teachers are really important because they give students, who are most of the people on the server, something fun and interesting to do during school times. Without teachers, the school would feel kind of empty, and there wouldn’t be much going on. Not just in the game, but sometimes you can even learn things you didn’t know in real life. Teachers make classes feel real and give players something to actually take part in instead of just sitting around. They’re also important because they let people roleplay as teachers, meaning, more roleplay opportunities for more people. This isn’t just fun for them, but it can also help them get better at explaining things in real life and learn more stuff too! Teachers can roleplay with other teachers and students, which gives everyone more chances to interact with each other. For students, having teachers and classes means there’s more to do than just hang around. It gives them chances to roleplay, make friends, and work on stuff like assignments together.
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?Nijat Dayang
What is your character’s nationality?
Filipino
What is your preferred subject to teach?
P.A (Drama)
Describe your character:
Nijat Dayang, 27 years of age, stands tall at 6ft with messy, fluffy hair that somehow always looks clean and stylish. His fashion style is elegant yet effortlessly cool, something that immediately grabs attention. Including the fact he rather gives off androgynous vibes. His appearance makes you want to look again. He carries himself with a calm presence, but when you interact with him, it quickly becomes clear that he’s also quite silly and down-to-earth. His black hair and dark eyes add to his collected appearance. While most of the time only one colorful tattoo is visible, his body is actually covered in black tattoos, each with its own story and meaning. At first, his appearance may seem mysterious or even intimidating, but once he smiles, the whole mood changes. His smile reveals his true personality. Warm, silly, and always happy to be around others. He’s a calm, honest guy who speaks his mind without hesitation. What makes him unique is his selflessness. He’s always put others before himself, whether it was making sure he didn’t disturb his parents, prioritizing his brother’s needs, or now helping students in his class, especially the younger or more nervous ones. He’s also worked part-time jobs in orphanages, as a babysitter, and in kindergartens, all to help people in need while also covering his grandparents’ medical bills. Even though he rarely has much time for himself, he believes in doing what feels right and never regretting his actions. For Nijat, it’s about thinking logically to support both himself and others, but when that’s not possible, he’ll always prioritize helping others first.
Looking ahead, after moving to Karakura with his brother, Qawi, Nijat wants to find a big apartment, maybe even with friends, and pursue a fulfilling career. His goal is to help kids have fun during school hours, build their confidence, and help them enjoy their time at school.
What is your character’s outlook on students and co-workers?
Students:
Nijat sees his students and co-workers in a very positive light. He believes every student has potential, no matter how shy or nervous they are, and he wants to work hard to create a friendly, comfortable environment where they can grow and enjoy learning. He’s always there to help, whether it’s with schoolwork or personal challenges, and he wants his students to feel confident and supported.
Co-workers:
With his co-workers, Nijat values teamwork and good relationships. He sees them as equals and enjoys working together, sharing ideas, and helping out whenever needed. He believes that treating co-workers with respect and kindness creates a better atmosphere for everyone, including the students.
What is your character’s motivation for teaching?
Nijat’s motivation for teaching comes from a lifelong passion for helping others learn and grow. He’s always loved teaching, starting with helping his younger brother study and tutoring younger students after school. His part-time jobs in orphanages, kindergartens, and similar roles only made that passion stronger. Growing up with the support of his parents, he wants to be that same kind of support for his students, helping them feel confident and valued. Nijat also wants to live in a way that would make his mother proud, by making a positive impact through teaching.
Born and raised in the Philippines, on Mindanao Island, Nijat lived in a relatively wealthy and modern house compared to others, enjoying a comfortable life. His parents raised them to be respectful and polite. However Nijat was more of a troublemaker, at first. Often acting as the class clown. However, he matured quickly. He was extroverted and closer to his father, though loved his parents equally. Nijat has a younger brother, Qawi, he’s two years younger and has been probably the most important person in his life since birth. They’re very close! The siblings were also very close to their grandparents, especially on their mother’s side, since their father’s parents lived far away, and they saw them rarely. Their mother’s parents were loving and playful, helping take care of Qawi and Nijat from the day they were born. They would babysit them while their parents worked or pick them up from school. The siblings cherished their grandparents dearly. Their parents weren’t incredibly busy, though. Their dad worked as a casual cashier, and their mother was a Teacher worked on-call, meaning when schools were short-staffed or Teachers being sick. Despite being not that busy, they were often out of the house, which made Nijat curious. He did saw them a few times when leaving the house, in those.. weird full-black outfits and masks? But he didn’t bother to confront them yet, he planned to do so “lateeerr”. They seemed happy, so he didn’t want to bother them.. But still- What was going on? Were their parents criminals? Neither Qawi nor Nijat had much experience or knowledge about criminality—after all, they lived in a very safe, peaceful region. While both siblings were still curious, they never did confront their parents. They simply assumed their parents enjoyed dressing that way and didn’t suspect anything sinister... Over time, they forgot about it, as young children do. After all, they were 6 and 8. However, when Nijat was 18, his world completely changed. They learned the shocking truth: their parents had been some of the best robbers in the country for over 10 years. Worse, they had been murdered by a crime organization that had grown tired of their success. The news devastated the siblings, and they spent hours crying in grief. How could their loving parents be someone like that? But before they could truly mourn or think about anything, their grandparents told them they needed to flee. Flee? Why? The organization wanted to make sure the children didn’t follow in their parent’s footsteps, so the family escaped to Japan. They settled in Tokyo with their grandparents, though the sibling’s grief was overwhelming. Despite the emotional turmoil, they immediately enrolled in a Japanese language school. A year later, Nijat enrolled in university to pursue a bachelor’s degree in education, just like his mother had. Qawi first enrolled into the last year of high school, then went to university.. However, as Qawi entered his fourth year at university, the sibling’s grandparent’s health worsened. Though still at home, they faced mounting medical bills. With both of them studying full-time, they didn’t have much money, and the part-time jobs nijat worked were barely enough to cover rent and food. Nijat, finishing his Bachelor degree, he contionued by completing a minor in Child Development in a year. Nijat, having just finished his Teacher LIcense exams, including some great teaching practicums, he started working full-time, a job he didn't even like, to help pay the medical bills, since it paid higher than any schools who wouldve accepted him. Over time, Qawi completed his bachelor’s degree, and Nijat kept working to allow Qawi to focus on his education, to do his minor. Another year passed, and the grandparent’s condition worsened. Qawi took over caring for them in the hospital, while Nijat worked even harder to make ends meet. A year later, when Qawi was 24 and Nijat was 26, the grandparents passed away peacefully, appreciating all the work their grandchildren had done for them in their last seconds. Afterwards, the siblings decided they needed a change. They moved to a quieter city, Karakura, to help them adapt to their new life. Now, a year later, with Nijat at 27, he’s finally ready to apply for the job that he studied so hard for and wanted to achieve since he can think!
Roleplay Scenarios
A student in class is struggling to understand the content. What would your character do?If a student is struggling, Nijat would first repeat the explanation in a simpler way. If they still don’t understand, he might ask another student to explain it in their own words, as hearing it from a classmate's words can sometimes make it sound more simple! If that doesn’t work, he’d give an example himself or encourage another student to share one to make the concept clearer. Nijat would also check in with the student afterward to see how they’re doing, offer extra help, or suggest they visit a tutor if they’d like to!
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?
At first, Nijat would calmly ask the student to quiet down and stop making jokes. If they continue, he’d warn them about detention. If they still continue, he might move the student to a different seat. If it still continues, or they refuse to, he would give them detention. If that still doesn't work, he’d ask them to leave the classroom. If the behavior repeats, he’d involve SLT.
Provide at least 2 interactive class ideas related to your preferred subject:
- For every interactive class, at the start I will be introducing myself shortly, and checking out the mood of the class, making sure some are up to act infront of the class, then explaining the game.
- As for the end, at almost every game, other students can try too! If not, or not enough time, we can discuss ways to improve the performance, highlight what went well, and point out areas for improvement. As well as thinking about scenes for the future. ^-^
- These interactive classes are a fun way to practice DetailRP. It gets everyone thinking on their feet, being creative. The class can enjoy watching and also interact. Meaning, everyone can interact, and get fun out of the performances!
. While these are interactive classes, some will start by teaching drama and acting concepts first. We’ll have explanations and discussions, and at the end we’ll do small games for students to learn and practice, without jumping straight into the performance. Of course, not all classes should be like this, fun is important! ^-^A. Emotion Switch
- I would first explain the rules, how it works, etc.
Which could be something like…
"OKAY! Class.. This game is very simple, really. I’ll tell you an emotion and a scene, you simply act it out and then suddenly, out of nowhere, I'll tell you another emotion, which you'll have to switch into! . . For example, your.. car just got hit! And you're angry, making a phone call to your relative, saying you don't know if you can make it to the wedding… and out of nowhere, i'll tell you to suddenly act out being happy, but staying in the same scene. You guys got it? It sounds silly, doesn't it? Let's just give it a try, then!”
- If everyone understands the rules, we’ll begin. If not, I’ll either rephrase the explanation or give an example to help the class, especially for any shy students, so that everyone can feel comfortable in the class.
- To start, students who want to participate will come up to the stage. I’ll ask the rest of the class to suggest simple, and slightly silly scenes to help set a comfortable atmosphere! ^-^ Once the scene is set, I’ll either choose the first emotion myself or let the class decide, to make it more interactive to everyone.
- The students on stage will then begin acting out the scene with the chosen emotion. At a random moment, I’ll clap my hands and call out a new emotion, and they’ll have to immediately switch to that emotion while continuing the scene!
- If the class seems to really like it, we could take it up to another level. Which would be, changing the emotions many more times, but still in just one scene.
B. Character in Crisis
- I would first explain the rules, how it works, etc.
Which could be something like…
“For this class I thought of a really popular game in drama! And it's super simple too! A student will perform a scene where their character faces a major crisis and must react emotionally and physically to the situation. Like.. really dramatic, and you have to be great at locking in, into the role of the character. It sounds more complicated than it is.. i promise! Who wants to try?!”
- If everyone understands the rules, we’ll begin. If not, I’ll either rephrase the explanation or give an example to help the class, especially for any shy students, feel more at ease.
- Once I set out who wants to try it and go up on the stage, I’d ask the other students for a scene, or say one myself.
- The Student will then perform the scene, in a very emotional way.. a major crisis! ^-^
C. Improvised Conflict
- I would first explain the rules, how it works, etc.
Which could be something like…
“Who LOVES to argue?! This cool game basically includes that! For this class, we’ll do a game, where you act out a conflict.. but you improve the dialogue! Let me explain. At-least two students will go up on the stage and I’ll- or the class will give them a scenario. After just a few seconds, you guys are supposed to start, arguing, starting the conflict. No script, all Improvising! Sounds simple, right? Shall we try it?!”
- If everyone understands the rules, we’ll begin. If not, I’ll either rephrase the explanation or give an example to help the class, especially for any shy students, feel more at ease.
- Students who wish to participate will come up on stage. The class can decide about a scene if they want to, if not, I will. Once we’ve decided on one, I’ll either choose the first emotion for the scene or let the class vote, making the activity more interactive for everyone!
- The students perform the Improvised Conflict, while the class watches ^-^
Have you read and understand the Teacher Application Guidance thread?
Yes
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