ItsAshurTime
Level 5
Out-Of-Character Information
What is your Minecraft username?
Ash_tr0naut [Main]
MochiMoments [Alt]
What is your discord username?
Itstismtime
What is your time zone?
Central Standard Time, USA
Link(s) to any previous applications on the server:
Language
https://schoolrp.net/threads/ash_tr0nauts-language-application.87217 - [Accepted]
https://schoolrp.net/threads/ash_tr0nauts-language-application.87213 - [Accepted]
https://schoolrp.net/threads/itstismtimes-language-application.86746 - [Accepted]
https://schoolrp.net/threads/itstismtimes-language-application.85785 - [Accepted]
https://schoolrp.net/threads/itstismtimes-language-application.84257 - [Accepted]
https://schoolrp.net/threads/itstismtimes-language-application.84256 - [Accepted]
https://schoolrp.net/threads/itsautismhourss-language-application.84190 - [Accepted]
https://schoolrp.net/threads/itsautismhourss-language-application.83965 - [Accepted]
https://schoolrp.net/threads/itstismtimes-language-application.83125 - [Accepted]
https://schoolrp.net/threads/itstismtimes-other-application.78592 - [Accepted]
https://schoolrp.net/threads/itstismtimes-language-application.78239 - [Accepted]
https://schoolrp.net/threads/kiers-spanish-lang-app.62816 - [Accepted]
https://schoolrp.net/threads/3-cains-arabic-language-application-3.62106 - [Accepted]
https://schoolrp.net/threads/arabic-language-application.60888 - [Denied]
Height
https://schoolrp.net/threads/ash_tr0nauts-other-application.87215 - [Accepted]
https://schoolrp.net/threads/itstismtimes-other-application.83777 - [Accepted]
https://schoolrp.net/threads/itstismtimes-other-application.83773 - [Accepted]
https://schoolrp.net/threads/itstismtimes-other-application.83669 - [Denied]
Other
https://schoolrp.net/threads/ash_tr0nauts-reporter-application.87273 - [Denied]
https://schoolrp.net/threads/ash_tr0nauts-maiden-application.87169 - [Denied]
https://schoolrp.net/threads/itsautismhours-judge-application.83904 - [Denied]
https://schoolrp.net/threads/ash_tr0nauts-creative-writing-professor-application.86686 - [Denied]
What are your current roles on the server? (If you're college, specify your degree level):
[Grade 12] Giulia Togomi
[Grade 12] Cain al-Rashmivat
[Frog] Princess Morgo
[Grade 12] Antonio Del Castillo
[Grade 12] Acheilus Zafeiri
[Grade 12] Agostino de Fausto [Applying With]
[Grade 12] Mai Hao Vinh
[Grade 12] Gabriel Argyros
[Grade 12] Mai Lan Tien
Describe your activity and roleplay experience on the server:
On a scale of 1-10, I’d rate my activity on the server a 7/10. I have an immense amount of free time on my hands, so I strive to come online every day. I’m online for at least 5-10 hours or longer everyday, unless I were to be preoccupied with a shifting work schedule and/or doctor appointments.
I became a member of SchoolRP around April 24th, 2023, and have been online almost every day aside from an approx. 6 month leave before returning early this year and have mainly been involved in Family, Criminal and Gang Roleplay. My experience in Family roleplay experience ranges from being involved with the Togomi Family a long time ago, before my hiatus, as an adopted child, to more recently the Esposito Family and Mues Family as an adopted child. My Criminal and Gang roleplay experience ranges from being involved with the gang Anarchy, though I left the gang due to toxicity before I could reach any higher ranking than starter rank. After that, I joined the first generation of the intelligence gang Man’en, reaching a high rank before taking my short hiatus, and returning to SchoolRP early this year and returning to the third generation of Man’en and reaching a higher rank than before. As a higher rank, I take on more responsibilities to the community and I strive to represent a top work ethic to lower ranked members, which I believe greatly benefited my roleplay experience overall.
Outside of SchoolRP and RoleplayHub, I only really have dungeons and dragons experience. I’ve participated in a few major campaigns since my sophomore year of high school, both as a dungeon master and casual player. I’ve played a range of characters, from NPC’s, god characters and narrator as DM, to a range of different characters of varying race and classes as a casual player.
In your own words, why do you think professors are important to SchoolRP?
I believe Professors are important to SchoolRP because they are trusted to provide students and players with fun and enriching roleplay experiences, whilst upholding the rules of the school and the server. Professors are there to help students, from hosting classes that help with progressing through school, answering their questions to the best of their ability, breaking up fights and providing help where they are needed or able to help. Professors are expected to be mature while working, setting a good example to players.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
Yes, I understand.
Do you understand if your application is accepted, you may have to undergo professor training?:
Yes, I understand.
In-Character Information
What's your character's full name?
Entering the room, the gentleman would sit as directed. With a polite bow of his head, Agostino spoke calmly and clearly, “good morning. My name is Agostino de Fausto, thank you for having me.” The male’s voice would be on the deeper side, crisp and clear, hinting at supposed vocal training, perhaps choir experience.
Age (Minimum is 27):
Sitting down before the desk, setting a suitcase down beside the chair he sat up, Agostino would nod along and give a polite smile,“I’m 38 years old, my birthday is May 1st, 1987.” Agostino said as he retrieved a birth certificate from his suitcase to prove it.
Nationality:
Alongside the certificate, he had also placed down a passport and visa showcasing his country of origin, “I’m Italian.” Agostino slid the documents across the desk, before he placed his hands back into his lap, “I was born and raised in Rome, Italy.”
Preferred Subject:
A subtle smile remained on the man’s face as he answered, “Creative Writing is my preferred subject,” he answered the dean promptly.
Describe the character: How do they look and act? What makes them unique and different? What are their plans for the future? Optionally, what is their past?
Look, Act and Past
Agostino de Fausto, a humble man with quaint, farmlife origins. Carrying a sophisticated presence in his statuesque 6 foot 5 inches, the neat dressed man would be silently lost in his own thoughts; as it’s always the quiet ones who have the most on their mind. With a clean and brushed flow of strawberry blonde hair, Agostino’s curtaining bangs would frame a fair face; fashioned with heavily pigmented forest green eyes, his right eye drowned out with scar tissue rendering it blind, sharp brows, a roman nose on the thin side with thin lips curled into a gentle smile.
Perhaps his farmlife background could explain a bit more behind the scarred eye, there’s always going to be some sort of accident that affects a person's life. “It was simply an accident with a farm machine,” he dismissed, deciding not to dwell too much on the past, especially since stories behind scars can be quite depressing. Despite the scarring, the troubled childhood, the man’s features compliment his kind, realist personality, a helpful and practical man who strives for the betterment of everyone around him.
Uniqueness and Difference
What makes Agostino different amongst others is his determination; having a strong passion for writing only betters his creativity with teaching, creating classes that anyone can enjoy, while holding a certain amount of discipline that keeps things at a fun, casual yet professional level. With this, Agostino holds an ability to adapt, understand and remain patient with his students, to listen to them and form a plan of action befitting to each student to help their progression to success.
Future Plans
Agostino’s plans for the future revolve around fostering success for himself, his co-workers and his students. He plans to improve his ability to teach, his own writing skills and to work on areas he struggles on. Outside of work, he hopes to better his relationship with his family, to become a better father to his children.
What is their outlook on students and their co-workers?
As a professional mentor who strives for advocacy, Agostino supports and guides the creative flow, offering to help his students where they need it, offering advice on careers and even emotional support. Although a realist who views most things objectively, he understands the stress and struggles that come with being a college student.
With a sip of coffee, the man observed his co-workers, holding no grudge or general distaste for any of them, but rather an objective curiosity. A curiosity of who they are as people, their own personalities and views, but rather than rushing to socialize, Agostino would quietly observe and get to know his co-workers over time; as he finds a slow pace of getting to know people to be more beneficial. Agostino holds a strict expectation of professionalism for himself, which he shares with his co-workers.
What is their motivation for becoming a professor?:
Agostino rarely brings his past up in conversation, as he believes meddling in the past halts progress and hinders the healing of childhood trauma; though he is not ashamed to admit his passion for writing and his goals of becoming a professor came from said childhood trauma.
Fortunately, Agostino expressively explained how he found writing to be an escape of sorts, able to jot down his thoughts, feelings, journaling his encounters of the day into a diary became a daily routine that he perfected and mastered over time. As the boy grew into a man, Agostino found himself wanting to share his writing with the world and to teach others, stand as an advocate for others who were stuck in similar situations to his; avoiding the expectations his family held for him. Agostino briefly explained how he often fought with his family about his life choices, finally gathering enough courage to escape, leaving his family behind and instead entering university.
“Entering university opened doors for me I never thought could be opened,” Agostino recalled the amount of freedom he felt. Fully snuffing out the pessimist fears in the back of his mind, he focused hard on his studies, utilizing his writing skills to excel in classes and graduate in a timely manner; gaining his realist mentality and experiencing happiness he never thought he would feel. Able to share and use his acquired skills to teach others has continued to motivate him for years to come.
Roleplay Scenarios
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
As a realist, he would be reacting calmly, a gentle sigh leaving him as his class was interrupted. Approaching the student, he would politely ask the student to refrain from distracting the class by throwing the crumpled up pieces of paper; asking them if they perhaps struggled with the material and required help. After the first time, Agostino would be more on top of things, keeping an eye out as he reminded the entire class of continued disturbances would result in more consequences. A third disturbance would result in Agostino promptly writing and distributing a detention to the student, a reminder to the students.
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
As for most of his classes, Agostino would make it known that he’s always available to help out whoever needs it. While roaming the class with silent footfalls, observing his students' activities, Agostino would always be prepared for anything. He would come to notice any struggles, relaying his concern to the student and offering his help. Any specific students that required help, he’d speak with them privately or one-on-one; forming a plan of action. If the student did not wish to be helped, Agostino would simply remind them he was there to help if they ever changed their mind, before returning to his previous duties.
When in the faculty lounge, how does your character act?
As the name suggests, the lounge is for rest and relaxation; of course while still at work, so only viable time for relaxation would be for before school, during breaks, lunch time and after school. The lounge also provides space for meeting with co-workers interacting and getting to know them, or attending meetings hosted by the Senior Leadership Team. Agostino knows this and sees the lounge as simple as that, spending his time in the lounge to relax, sip at a cup of coffee, greet his co-workers and perhaps hold some casual conversations with them. You wouldn’t find Agostino wasting time in the lounge, his work ethic usually keeping him cooped up in his classroom or office to work.
Provide at least 2 interactive class ideas and one field trip idea related to your subject
- Community Poem! This class would be a group activity. At the beginning of the class, I would first ask my students if they would be able to tell me simply what poetry is, and what it can be used for. Afterwards, I would instruct my students to form small groups, around 3+ students per group and instruct them on creating a "community poem”. The topics I’d dish out would be based on basic things such as life, nature, emotions, or even people. The poems would not have to rhyme, but would only need to be based on the topic assigned to them. Once every group has a topic, I’d advise one person from each group to start the poem by simply speaking out loud amongst each other. The next person should add a line to it, then the next or final person, repeating these steps until the "community poem" has circled back to the beginning student, which should result in each poem having a total of 3+. To make sure students kept their lines appropriate, I would be checking and watching each group’s progress and taking action accordingly, changing grades depending on what I’ve read. If there’s time, I will ask my students how they felt about the group activity, if any lines of poetry made them feel any certain way.
- Life Building! This class would be a crafting activity, instructing my students to create a small building made out of basic crafting supplies provided; card board, paints, glue and so on. This class activity would involve using a lot of philosophical metaphors within creative writing. At the beginning of my class, I’d ask my students if they knew what a metaphor was, and if they could explain it to me. If not, I would answer for them. After this, I’d instruct them to detail out the building of their lives. It can be any type of building their hearts desire. I’d ask them to question what that could mean. If their life and personalities could be represented by a building, what would that building look like? What type of items would they put in their buildings? Who would be their building, just themselves, friends, family or both? Where would their building be located, and what would it be called? What would they do in their building? This activity allows for a lot of creative liberty, allowing the students to express themselves in ways they’d probably not thought of before. If there’s time, I will ask my students how they felt about the activity, if they struggled with their self-expression or not.
Field Trip! Isbyoshi Trail. An ancient place full of rich history that had been surrendered to nature. A creative writing field trip such as this would expose my students to a world full of new environments, and experiences outside of a school setting that can ignite ideas for stories, poems, and essays. After gathering my students, we’d hit the streets and head straight to the Itsbyoshi Trail. I’d then instruct my students to form groups of 3+, then to find a place within the trail that invokes a feeling, or perhaps put themselves in the perspective of someone or something that once resided there, or find an object on display within the trail to craft a story around. Once all of my students have formed groups and found a spot, I’d advise them to start brainstorming ideas, for either poems or short stories. I’d stop by each group to check in, on activity or progress, but also to make sure my students were safe within the trail. After our brainstorming, I’d ask my students their thoughts on the trip, their subjects of choice and to answer any questions. Afterwards, I’d escort them back to the school.
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