About Me
What's your Minecraft Username?: Arcticals
What's your Discord username?: arcticals.
What's your Time Zone?: MST, GMT-7
Provide any link(s) to previous applications:
What are your current roles on the server?:
ARCTICALS
Mai Kaori - Grade 12
'Prada' - Cat
Why are Teachers so important to SchoolRP?:
To put in simple terms, it all comes from the base of the server name -- SchoolRP. Teachers, of course, are one of the most important of factors of making a school what it is. Teachers play a huge role because not only do they give students something to do during the school day, but are also there to help them learn and discover new things through all the kinds of subjects offered at Karakura. Want to cook? Culinary class! Music? Right there for you. Want to learn about acting or frankly any future career you want to pursue? Drama classes or even clubs if you wish! Teachers play that key role for students who wish to pursue future careers or simply to graduate and move onto college -- or come back in the future to become teachers themselves. Teachers aim to not only make their classes educational and to actually teach something, but to also make it interactive, offering little activities, group projects or homework to keep their class entertaining or to give students a little something to refer to or work on after school. Therefore, in even simpler terms, teachers are pretty much a 'need' within the SRP community because of how important of a role they have, without them SchoolRP might as well be... just CityRP?
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
What's your Discord username?: arcticals.
What's your Time Zone?: MST, GMT-7
Provide any link(s) to previous applications:
(ACCEPTED)
https://schoolrp.net/threads/deputys-physical-education-application.46768/ (P.E. teacher application)
https://schoolrp.net/threads/teacher-department-switch-art-arocatula.49813/ (Art teacher department switch)
https://schoolrp.net/threads/jsl-application-2.45763/ (JSL Application 2)
https://schoolrp.net/threads/russian-application.45816/ (Russian Application)
https://schoolrp.net/threads/korean-app.46015/ (Korean Application 2)
https://schoolrp.net/threads/aurorianpups-third-language-application.46494/ (Third Language Application 2)
https://schoolrp.net/threads/aurorianpups-french-application-third-language.46522/ (French Application)
https://schoolrp.net/threads/spanish-language-app-deputy.47507/ (Spanish Application)
https://schoolrp.net/threads/height-application-arocatula.48836/ (Height Application 3)
https://schoolrp.net/threads/hamburger’s-p-e-teacher-application-2.71585/ (P.E. Teacher Application 2)
(DENIED)
https://schoolrp.net/threads/jsl-language-application.45743/ (JSL Application)
https://schoolrp.net/threads/korean-application.45752/ (Korean Application)
https://schoolrp.net/threads/third-language-application.45952/ (Third Language Application)
https://schoolrp.net/threads/deputys-height-application.47315/ (Height Application)
https://schoolrp.net/threads/deputys-height-application-2nd-attempt.47395/ (Height Application 2)
https://schoolrp.net/threads/arocatulas-event-team-application.48378/ (Event Team Application)
https://schoolrp.net/threads/arocatulas-event-team-application-2.49433/ (Event Team Application 2)
https://schoolrp.net/threads/lore-team-application-deputy.47766/ (Lore Team Application)
https://schoolrp.net/threads/aros-p-e-teacher-application.70797/ (P.E. Teacher Application)
(REMOVED)
https://schoolrp.net/threads/removed-application.47931/ (Lore Team Application 2)
https://schoolrp.net/threads/please-remove.46588/ (Professor Application)
https://schoolrp.net/threads/removed.78408/ (Teacher Application)
https://schoolrp.net/threads/deputys-physical-education-application.46768/ (P.E. teacher application)
https://schoolrp.net/threads/teacher-department-switch-art-arocatula.49813/ (Art teacher department switch)
https://schoolrp.net/threads/jsl-application-2.45763/ (JSL Application 2)
https://schoolrp.net/threads/russian-application.45816/ (Russian Application)
https://schoolrp.net/threads/korean-app.46015/ (Korean Application 2)
https://schoolrp.net/threads/aurorianpups-third-language-application.46494/ (Third Language Application 2)
https://schoolrp.net/threads/aurorianpups-french-application-third-language.46522/ (French Application)
https://schoolrp.net/threads/spanish-language-app-deputy.47507/ (Spanish Application)
https://schoolrp.net/threads/height-application-arocatula.48836/ (Height Application 3)
https://schoolrp.net/threads/hamburger’s-p-e-teacher-application-2.71585/ (P.E. Teacher Application 2)
(DENIED)
https://schoolrp.net/threads/jsl-language-application.45743/ (JSL Application)
https://schoolrp.net/threads/korean-application.45752/ (Korean Application)
https://schoolrp.net/threads/third-language-application.45952/ (Third Language Application)
https://schoolrp.net/threads/deputys-height-application.47315/ (Height Application)
https://schoolrp.net/threads/deputys-height-application-2nd-attempt.47395/ (Height Application 2)
https://schoolrp.net/threads/arocatulas-event-team-application.48378/ (Event Team Application)
https://schoolrp.net/threads/arocatulas-event-team-application-2.49433/ (Event Team Application 2)
https://schoolrp.net/threads/lore-team-application-deputy.47766/ (Lore Team Application)
https://schoolrp.net/threads/aros-p-e-teacher-application.70797/ (P.E. Teacher Application)
(REMOVED)
https://schoolrp.net/threads/removed-application.47931/ (Lore Team Application 2)
https://schoolrp.net/threads/please-remove.46588/ (Professor Application)
https://schoolrp.net/threads/removed.78408/ (Teacher Application)
What are your current roles on the server?:
ARCTICALS
Mai Kaori - Grade 12
'Prada' - Cat
Why are Teachers so important to SchoolRP?:
To put in simple terms, it all comes from the base of the server name -- SchoolRP. Teachers, of course, are one of the most important of factors of making a school what it is. Teachers play a huge role because not only do they give students something to do during the school day, but are also there to help them learn and discover new things through all the kinds of subjects offered at Karakura. Want to cook? Culinary class! Music? Right there for you. Want to learn about acting or frankly any future career you want to pursue? Drama classes or even clubs if you wish! Teachers play that key role for students who wish to pursue future careers or simply to graduate and move onto college -- or come back in the future to become teachers themselves. Teachers aim to not only make their classes educational and to actually teach something, but to also make it interactive, offering little activities, group projects or homework to keep their class entertaining or to give students a little something to refer to or work on after school. Therefore, in even simpler terms, teachers are pretty much a 'need' within the SRP community because of how important of a role they have, without them SchoolRP might as well be... just CityRP?
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?:
"I go by 'Mai Kaori'" (along with a simple star sketch and her signature)
What is your character's nationality?:
"Japanese as far as I'm concerned -- honestly I haven't bothered much asking my parents but I'm positive about it..." (with a little smiley-face)
What is your preferred subject to teach?:
English
Describe your character:
Mai Kaori stood at 5'11, or 182 cm, a light female with shorter black hair and ocean blue eyes. Her tone and personality consists of being calm and composed yet active outgoing... when she feels like it. Almost like making "neutral and boring" feel more "exciting". Though she does not get mad easily nor triggered, she isn't afraid to be stern and outgoing whenever something discomforts her or puts her moods off-center. Despite overall being a very patient and flexible person, there is a line where she eventually intervenes with whatever shena****ns are going on. She thinks a lot more than she actually thinks, like having a conversation with her requires her to think for a few moments before responding every time. Outside of school, she likes to keep to herself, like her personal life or childhood which she usually doesn't mention others. She's also very persistent on getting whatever needs to be done, done. She sticks to whatever she's doing, with the occasional distraction, but overall locks in on things like making lesson plans, grading homework, and even making sure every student feels included and fair.
What is your character's outlook on students and co-workers?:
Mai likes to look at all the students like ball of just... everything. Whether they're very... hyperactive or jocks or quiet kids who keep to themselves, she has one personal rule that she figured is self-explanatory but very important -- treat the students equal. Absolutely no favorites, and even when someone's being irritating or overconfident, she makes sure to keep her composure every time and not to lash out or actually get mad at anyone. She aims to make a goal for every one of her classes, being to "help the struggling and encourage the knowing", so that all students can be on the same page. Mai is as helpful as her body can work to so she can make sure all the confused students get the assistance they need to understand the material given to them, and to prevent as much confusion as possible, to make the content simple, understanding and straightforward. Mai makes sure that her lessons actually have meaning. Instead of just a long lecture throughout the whole class that students will eventually get bored of, she keeps lectures as short as possible and that any assignment, homework or activity given to the students are engaging and have meaning to them.
Mai also as a different outlook on her co-workers. She respects each and every one of them deeply -- especially higher-ups because she views them kind of like mini-teachers to give her advice or help her through her teaching career. However, similar to students, she makes sure to not favorite any of them because she understands that at the end of the day, every single faculty member is human with their own responsibilities even if they have different personalities or behavior. She makes sure to listen very thoroughly whenever given advice, knowing that these other faculty members can eventually change her own outlook in the near future. As far as her own behavior, she also remains calm and relaxed towards them and really enjoys having conversations and discussions with them. To her, co-workers are more than just acquaintances, they're like people she can come to for advice or assistance and people she can talk to when struggling.
What is your character's motivation for teaching?:
Mai has been interested in teaching for a long time. After experiencing what she did throughout her child, both in Karakura and other places she has lived in, she wants students to be able to graduate high school to become independent, mature adults and have a career they can pursue and stick to as they grow up. She values the opinions and beings of every student she talks to or notices. Her language lessons wouldn't just consist of "what does this mean" or "what is that word"? She makes sure that students are gaining more meanings to their lives while learning more words, phrases, of types of speech. Rather than just a dominant figure, she wants to be someone that students can look up to and think about when they go out there after high school and college. Not only does she teach the students, though, but the students also teach her in a way. She takes the knowledge of the students and takes those into consideration, like how she can improve and change her lesson plans, how their behavior and impact her and others in the future, and overall what she can do to give her students a better learning experience. To Mai, school is more than just some 'boring learning place that we're forced to go to almost every day', but like a place where you can get information into your head that can not only boost your intelligence, but also boost your confidence and independence and for students to be able to grow up better than she did.
"I go by 'Mai Kaori'" (along with a simple star sketch and her signature)
What is your character's nationality?:
"Japanese as far as I'm concerned -- honestly I haven't bothered much asking my parents but I'm positive about it..." (with a little smiley-face)
What is your preferred subject to teach?:
English
Describe your character:
Mai Kaori stood at 5'11, or 182 cm, a light female with shorter black hair and ocean blue eyes. Her tone and personality consists of being calm and composed yet active outgoing... when she feels like it. Almost like making "neutral and boring" feel more "exciting". Though she does not get mad easily nor triggered, she isn't afraid to be stern and outgoing whenever something discomforts her or puts her moods off-center. Despite overall being a very patient and flexible person, there is a line where she eventually intervenes with whatever shena****ns are going on. She thinks a lot more than she actually thinks, like having a conversation with her requires her to think for a few moments before responding every time. Outside of school, she likes to keep to herself, like her personal life or childhood which she usually doesn't mention others. She's also very persistent on getting whatever needs to be done, done. She sticks to whatever she's doing, with the occasional distraction, but overall locks in on things like making lesson plans, grading homework, and even making sure every student feels included and fair.What is your character's outlook on students and co-workers?:
Mai likes to look at all the students like ball of just... everything. Whether they're very... hyperactive or jocks or quiet kids who keep to themselves, she has one personal rule that she figured is self-explanatory but very important -- treat the students equal. Absolutely no favorites, and even when someone's being irritating or overconfident, she makes sure to keep her composure every time and not to lash out or actually get mad at anyone. She aims to make a goal for every one of her classes, being to "help the struggling and encourage the knowing", so that all students can be on the same page. Mai is as helpful as her body can work to so she can make sure all the confused students get the assistance they need to understand the material given to them, and to prevent as much confusion as possible, to make the content simple, understanding and straightforward. Mai makes sure that her lessons actually have meaning. Instead of just a long lecture throughout the whole class that students will eventually get bored of, she keeps lectures as short as possible and that any assignment, homework or activity given to the students are engaging and have meaning to them.
Mai also as a different outlook on her co-workers. She respects each and every one of them deeply -- especially higher-ups because she views them kind of like mini-teachers to give her advice or help her through her teaching career. However, similar to students, she makes sure to not favorite any of them because she understands that at the end of the day, every single faculty member is human with their own responsibilities even if they have different personalities or behavior. She makes sure to listen very thoroughly whenever given advice, knowing that these other faculty members can eventually change her own outlook in the near future. As far as her own behavior, she also remains calm and relaxed towards them and really enjoys having conversations and discussions with them. To her, co-workers are more than just acquaintances, they're like people she can come to for advice or assistance and people she can talk to when struggling.
What is your character's motivation for teaching?:
Mai has been interested in teaching for a long time. After experiencing what she did throughout her child, both in Karakura and other places she has lived in, she wants students to be able to graduate high school to become independent, mature adults and have a career they can pursue and stick to as they grow up. She values the opinions and beings of every student she talks to or notices. Her language lessons wouldn't just consist of "what does this mean" or "what is that word"? She makes sure that students are gaining more meanings to their lives while learning more words, phrases, of types of speech. Rather than just a dominant figure, she wants to be someone that students can look up to and think about when they go out there after high school and college. Not only does she teach the students, though, but the students also teach her in a way. She takes the knowledge of the students and takes those into consideration, like how she can improve and change her lesson plans, how their behavior and impact her and others in the future, and overall what she can do to give her students a better learning experience. To Mai, school is more than just some 'boring learning place that we're forced to go to almost every day', but like a place where you can get information into your head that can not only boost your intelligence, but also boost your confidence and independence and for students to be able to grow up better than she did.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Mai finishes the short lecture and article statement to her students. She relaxes at her desk, supervising each student as they go into groups to discuss the context clues of the article that they read. As she supervises the students, she notices one either being silent, lacking participation or is simply not understanding the material given to them. Mai gets out of her seat and approaches the student.
"What you are you confused about?" She calmly asks, listening to the student thoroughly to see what they're confused about. Once the student answers, Mai takes a moment to process what they said before offering the most simple solution she could. Depending on the content, this could consist of repeating the instructions in much simpler terms or through visual instructions, clarifying what a certain word or phrase means, or breaking down what was read or given so the student can understand the content better. Sometimes, she will also explain the instructions in more detail in case they were too vague. Before leaving the student to continue the assignment on their own after the clarification, she would ask "Do you think you understand this now or do you have any other questions?" If the student confirms that they are good with the extra explanation given to them, Mai would go back to her desk and go back to supervising like normal after encouraging the student to ask any more questions either to her or a peer if they're any more confused about the material.
Overall, Mai aims to make the interaction and clarification as simple and easy as possible until the student can understand the content, and in some cases, she may take notes for her future lessons to prevent future confusion with instructions or reading material.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Mai is going through her short lecture when she notices a particular student being disruptive and not paying attention. She pauses what she was saying, even if it was mid-way through a sentence before politely asking the student to pay attention. "Hey [name], I understand you want to talk with your friends and all, but you will have time to do that during work time and after class, would you mind paying attention up here in the meantime?" She says. This would essentially be the first reminder towards the student. If they continue to be disruptive, Mai would pause and give them their second reminder. "[Name], I did remind you earlier to pay attention but I've just been noticing the same behavior out of you. I really want you to be able to get something out of being in this class, so please pay attention so I can refrain from removing you." If the student continues even after that, she would calmly inform them that they will be removed from the class before doing so. If Mai notices this is a continued offense from the student even after the removal, she would radio the other faculty to keep an eye on them if possible or give them a detention slip if severe.
Throughout this experience, Mai makes sure she's still following the same goal of no favorites and all students should be treated equally, meaning throughout this she will make sure to remain calm but speak more sternly when needed to get other students' attentions and to continue teaching the same way she did before and after the removal of the disruptive student(s). Even if they were misbehaving or being irritating, this of course wouldn't cause Mai to hold any sort of 'grudge' against the student but rather making sure they are behaving for the rest of the school day.
Provide at least 2 interactive class ideas related to your preferred subject:
1. What is an Aphorism?
The class would start and Mai would ask her students to sit down like usual. She would quickly lay out the simple rules within her classroom before moving on with the actual lesson. The short lecture consists of her firstly informing the students what the word they will learn about is (Aphorism), before asking if anyone knows what it means. After getting some responses and providing feedback, she would then give her own definition, which she makes sure has a balanced mix of detailed but simple. She would also give some examples, maybe from popular figures or from herself. Then, she would move onto the activity. The activity requires each student to stand from their seat and stand around the room. Then, Mai would put an aphorism (one that she hasn't already mentioned) onto the board and inform the students that one side of the classroom would mean "agree" and the other side would mean "disagree", while they also have the choice to go to the middle of the classroom if they don't necessarily have either opinion and remain neutral. She would go to each side and ask the group(s) why they have the opinion they do, hoping to get a few answers from each side if possible. This will go on for about 5 rounds until she asks them all to take a seat again. The goal of this lesson is to be able to teach the students important words that they can use throughout their lives not just through lectures, but also through interactive activities or assignments. The class may end with some homework with what they learned about aphorisms.
2. How Reading Puts You in a Safe Space
The main focus of this lesson is to teach the students how doing things like reading, listening to music or audiobooks, or simply talking with friends is a way to calm you down and put you in a safe space, simply by doing activities you do on a daily basis. The class would start as usual, Mai would ask everyone to sit down, lay out the simple rules and move on with her lecture. She explains to the students how self-care works and how doing simple activities like reading, listening or talking are forms of self-care and can improve your mental health and put you into what Mai likes to call, "The Safe Space". She explains how choosing an article, book or audiobook that sticks to your literacy and sitting down in a comfortable place and reading calms you down and allows you to relax. After her explanation, she would ask everyone where they feel comfortable around the school. She would then direct them to one of the most popular places for comfort within the school and take them to that place. After that, Mai gives each of the students a short article, maybe around a few pages and asks them to read around the area they are in. After about 10 (IC) minutes, the students would be required to gather up into partners and share to each other what they felt comforting during the reading time. They can also talk about the article itself, if they found anything within it that interested them or what they would like to learn more about. The lesson would end with Mai asking the students if they would like to share their opinions with the rest of the class. If there are no volunteers, Mai would not pressure them into participating but would move on.
3. Career Exploration 101
Mai would start the class as usual, the students sit down and she lays out the simple rules. During the lecture, she asks the students what they think the definition of a "career" is and how that differentiates from the word "job". After getting responses from some of the students, she would continue on with her own definition and how the words are different. Mai would ask the students what kind of careers they want to pursue in the future, kind of like an elementary school teacher asking the kids what they want to be when they grow up. Once she gets some responses, Mai would then move on to handing the students a short article (aimed at around 5-ish pages) about a girl who struggled throughout her life but managed to pursue the career she's been wanting to her whole life. The students are allowed to read for about 7-10 (IC) minutes before they put down the articles and share what they thought. This would go about splitting the students up into 2 total groups. One group will be the students who were interested more into the backstory and the other about the career pursuing. Mai would go to each group and ask them what they found most interesting in the part they chose. After getting responses, every student would go back to their seat and Mai would end off the lesson and class with some homework which consists of asking the students what kind of careers they are interested in pursuing, why they are interested in those careers, and what goals they want to make to be able to reach those goals and how their goals connect to the article they read.
Have you read and understand the Teacher Application Guidance thread? Yes
Mai finishes the short lecture and article statement to her students. She relaxes at her desk, supervising each student as they go into groups to discuss the context clues of the article that they read. As she supervises the students, she notices one either being silent, lacking participation or is simply not understanding the material given to them. Mai gets out of her seat and approaches the student.
"What you are you confused about?" She calmly asks, listening to the student thoroughly to see what they're confused about. Once the student answers, Mai takes a moment to process what they said before offering the most simple solution she could. Depending on the content, this could consist of repeating the instructions in much simpler terms or through visual instructions, clarifying what a certain word or phrase means, or breaking down what was read or given so the student can understand the content better. Sometimes, she will also explain the instructions in more detail in case they were too vague. Before leaving the student to continue the assignment on their own after the clarification, she would ask "Do you think you understand this now or do you have any other questions?" If the student confirms that they are good with the extra explanation given to them, Mai would go back to her desk and go back to supervising like normal after encouraging the student to ask any more questions either to her or a peer if they're any more confused about the material.
Overall, Mai aims to make the interaction and clarification as simple and easy as possible until the student can understand the content, and in some cases, she may take notes for her future lessons to prevent future confusion with instructions or reading material.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Mai is going through her short lecture when she notices a particular student being disruptive and not paying attention. She pauses what she was saying, even if it was mid-way through a sentence before politely asking the student to pay attention. "Hey [name], I understand you want to talk with your friends and all, but you will have time to do that during work time and after class, would you mind paying attention up here in the meantime?" She says. This would essentially be the first reminder towards the student. If they continue to be disruptive, Mai would pause and give them their second reminder. "[Name], I did remind you earlier to pay attention but I've just been noticing the same behavior out of you. I really want you to be able to get something out of being in this class, so please pay attention so I can refrain from removing you." If the student continues even after that, she would calmly inform them that they will be removed from the class before doing so. If Mai notices this is a continued offense from the student even after the removal, she would radio the other faculty to keep an eye on them if possible or give them a detention slip if severe.
Throughout this experience, Mai makes sure she's still following the same goal of no favorites and all students should be treated equally, meaning throughout this she will make sure to remain calm but speak more sternly when needed to get other students' attentions and to continue teaching the same way she did before and after the removal of the disruptive student(s). Even if they were misbehaving or being irritating, this of course wouldn't cause Mai to hold any sort of 'grudge' against the student but rather making sure they are behaving for the rest of the school day.
Provide at least 2 interactive class ideas related to your preferred subject:
1. What is an Aphorism?
The class would start and Mai would ask her students to sit down like usual. She would quickly lay out the simple rules within her classroom before moving on with the actual lesson. The short lecture consists of her firstly informing the students what the word they will learn about is (Aphorism), before asking if anyone knows what it means. After getting some responses and providing feedback, she would then give her own definition, which she makes sure has a balanced mix of detailed but simple. She would also give some examples, maybe from popular figures or from herself. Then, she would move onto the activity. The activity requires each student to stand from their seat and stand around the room. Then, Mai would put an aphorism (one that she hasn't already mentioned) onto the board and inform the students that one side of the classroom would mean "agree" and the other side would mean "disagree", while they also have the choice to go to the middle of the classroom if they don't necessarily have either opinion and remain neutral. She would go to each side and ask the group(s) why they have the opinion they do, hoping to get a few answers from each side if possible. This will go on for about 5 rounds until she asks them all to take a seat again. The goal of this lesson is to be able to teach the students important words that they can use throughout their lives not just through lectures, but also through interactive activities or assignments. The class may end with some homework with what they learned about aphorisms.
2. How Reading Puts You in a Safe Space
The main focus of this lesson is to teach the students how doing things like reading, listening to music or audiobooks, or simply talking with friends is a way to calm you down and put you in a safe space, simply by doing activities you do on a daily basis. The class would start as usual, Mai would ask everyone to sit down, lay out the simple rules and move on with her lecture. She explains to the students how self-care works and how doing simple activities like reading, listening or talking are forms of self-care and can improve your mental health and put you into what Mai likes to call, "The Safe Space". She explains how choosing an article, book or audiobook that sticks to your literacy and sitting down in a comfortable place and reading calms you down and allows you to relax. After her explanation, she would ask everyone where they feel comfortable around the school. She would then direct them to one of the most popular places for comfort within the school and take them to that place. After that, Mai gives each of the students a short article, maybe around a few pages and asks them to read around the area they are in. After about 10 (IC) minutes, the students would be required to gather up into partners and share to each other what they felt comforting during the reading time. They can also talk about the article itself, if they found anything within it that interested them or what they would like to learn more about. The lesson would end with Mai asking the students if they would like to share their opinions with the rest of the class. If there are no volunteers, Mai would not pressure them into participating but would move on.
3. Career Exploration 101
Mai would start the class as usual, the students sit down and she lays out the simple rules. During the lecture, she asks the students what they think the definition of a "career" is and how that differentiates from the word "job". After getting responses from some of the students, she would continue on with her own definition and how the words are different. Mai would ask the students what kind of careers they want to pursue in the future, kind of like an elementary school teacher asking the kids what they want to be when they grow up. Once she gets some responses, Mai would then move on to handing the students a short article (aimed at around 5-ish pages) about a girl who struggled throughout her life but managed to pursue the career she's been wanting to her whole life. The students are allowed to read for about 7-10 (IC) minutes before they put down the articles and share what they thought. This would go about splitting the students up into 2 total groups. One group will be the students who were interested more into the backstory and the other about the career pursuing. Mai would go to each group and ask them what they found most interesting in the part they chose. After getting responses, every student would go back to their seat and Mai would end off the lesson and class with some homework which consists of asking the students what kind of careers they are interested in pursuing, why they are interested in those careers, and what goals they want to make to be able to reach those goals and how their goals connect to the article they read.
Have you read and understand the Teacher Application Guidance thread? Yes
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