ItsAshurTime
Level 5
(Image by @printsess300, words put by me)
OOC SECTION
What is your Minecraft username?:
Ash_tr0naut
What is your time zone?:
Central Standard Time, USA
What is your discord username? (eg @muffincats)
@itstismtime
Link all previous applications you made on the server:
Lang
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/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/itsautismhours-judge-application.83904 - [Denied]
Describe your activity on SchoolRP:
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.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
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, Civilian, 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 civilian roleplay experience ranges from first starting out, to taking part or enjoying events hosted by the event teams. My Criminal and Gang roleplay experience, though I know has a stigmatism but I would still like to mention my 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.
What are your current roles on SchoolRP:
1 Frog, 5 Grade 12’s, 1 Grade 10
What is the subject you want to teach?:
My subject of choice is Creative Writing.
TRIVIA SECTION
What is your motivation for becoming a professor?:
Becoming a professor would open a great amount of opportunities, a change in perspective writing, a social and perhaps fun challenge; all this is enough motivation for me to apply. If I were to make an outlining list of all my motivations for applying to professor, they would stem from a desire to add variety to my roleplay experiences; adding on to my previous experiences in family, criminal and gang roleplay. Enhancing my skill levels regarding detailed roleplay outside of previously stated factions; whilst also providing different perspectives within other faction roleplay such as being an adult character able to start a family and adopt younger characters. I believe general interactions and the overall writing experience as a character other than a high school student or a silly frog would also be extremely fun and challenging.
Work out two interactive classes you will host if accepted:
- Community Poem! 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 3-5 students per group and instruct them on creating a "community poem”. To do this, I’d hand out an open, blank book to each group, then give each group a topic to write a poem about. The topics I’d dish out would be based on basic things such as life, nature, emotions, or even people. Once every group has a book and topic, I’d advise one person from each group to start the poem by writing one line and then passing the book to the person on the right. The next person should read the first line, then add a line to it and pass the book along to the next, repeating these steps until each "community poem" has circled the group, which should result in each poem having a total of 3-5 lines. To make sure students kept their lines appropriate, I would be checking each group’s poem at the end 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 Store! 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 would hand out a blank book to each student, and instruct them to create the store of their lives. I’d ask them to question what that could mean. If their life and personalities could be represented by a store, what would that building look like? What type of items or stock would they sell in their store? Who would be their customers? Where would their store be located, and what would it be called? What would the inside and outside of their store look like? What would they do in their store? 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.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
Itsbyoshi 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 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 finished writing, I’d escort them back to the school and discuss what we encountered, what we wrote, and our thoughts on the subject of the field trip.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Of silent footfalls, Agostino would calmly approach the group carrying a general concern for both student bodies involved; as well as out of a sure but slight curiosity. Surely, this group of jocks surrounding the bobcat jock was spurred from the classic rivalry between sport teams; the bigger the number the more likely the chance of winning this battle. Perhaps Agostino's presence also opened up a route of escape for the bobcat jock. With a slight understanding of the rivalries, Agostino would politely interject, asking the group what was going on. While friendly rivalries were usually fun for everyone, there was always a line that shouldn’t be crossed; bullying wasn’t cool, fair or fun for anyone in the long run. Agostino would calmly apprise that bullying no matter the reason would not be tolerated and any unenthusiastic rivalry should be quickly settled back to a friendly level, lest they wish to receive a detention. Perhaps Agostino would even suggest putting their energy to the playing field, rather than resorting to this surrounding.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Observing detentions is no easy task, and disruptive students often make it a bigger challenge for everyone involved; as more likely than not, everyone faces the consequences of one student's actions within detention. After the first disruption, Agostino would answer the students question before calmly reminding them that it’s to be quiet in the room while everyone works on their detention tasks. Of course, questions regarding the detention tasks Agostino would be more than happy to answer. After persistent interruptions, Agostino would stop answering and resort to a final warning, insisting the student stop talking and finish their task before a report was to be made. If need be, he would fill out a report about the student to send to the school’s higher ups.
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and calling out other students in the class, what would your character do?
For a Creative Writing class that depends on the activity of the day, having phones out, playing music and being generally disruptive makes it difficult for anyone to focus on their literature. At the beginning of the class, Agostino would announce his rules of the class; and breaking one or more of these rules will result in consequences. After a few initial verbal warnings to the cheerleaders do not work, Agostino would resort to confiscating their phones, and separating the cheerleaders in hopes to quiet down the class and help other students regain their focus.
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
Approaching the group of students with his usual quiet footsteps, Agostino would observe what was happening and attempt to verbally break up the fight; as he should not be putting his hands on students to physically break them up, though it wouldn’t be difficult for him. Unaffected by the failed attempts, Agostino would take a step back and calmly call for some backup, whilst simultaneously writing some detention slips and continuing to attempt to break up the fight verbally; resorting to the mentioning of contacting higher ups such as SLT, in a last ditch effort. As the moment arrives, he would be able to hand the slips out to the students, whilst looking over the students involved, inspecting for injuries and sending them to nurse accordingly.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What do they look like? What makes them unique and different? What is their outlook on students? What about the other teachers? What is their personality like? What is their plan for the future?
Agostino de Fausto, a humble man with militaristic and quaint 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 platinum blonde, shoulder-length hair, Agostino's neat bangs would frame a fair face; fashioned with heavily pigmented forest green eyes; one a blinded, milky color, sharp brows, a roman nose on the thin side with thin lips curled into a gentle smile. These features compliment his kind, realist personality, a helpful and practical man who strives for the betterment of everyone around him. Perhaps what stands out the most about him is his old-fashioned sense of style and speaking, but not too old; in fear of the kids teasing him.
As a professional mentor who strives for advocacy, Agostino holds a certain amount of paternal care towards his students, supporting and guiding the creative flow, offering to help them 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; perhaps that’s where his paternal care stems from.
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. He holds a positive view for the future, in hopes to foster success for himself, his co-workers and his students.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
Being born into a decorated family involved with the Italian military, Agostino thinks of himself as having a troubled childhood and past life. He rarely brings this up in conversation, as he believes meddling in the past halts progress and hinders the healing of childhood trauma. Although, he is not ashamed to admit his passion for writing came from said childhood trauma. An angry father troubled by his own past and unhealed military trauma, and a mother who drowned her worries and stress in primitive methods of evasion, avoiding the emotional needs of a young child.
With pessimistic tendencies growing in the back of his mind, the young Agostino fortunately 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 militarist expectations his family held for him. Agostino 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 the young man he never thought could be opened. Fully snuffing out the pessimist fears in the back of his mind, Agostino 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, becoming a teacher at a young age and climbing the ranks to becoming a professor.
IN-CHARACTER SECTION
1 - PERSONAL DATA
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.
Title (Mr, Mrs, Miss):
Agostino straightened his posture, raising his head and answering simply, “Mr. de Fausto.” The man raised his hands, straightening the collar to his button up shirt, flattening it out.
Given Name(s):
The man nodded once, lowering his hands back down to rest in his lap, “though I was born Agostino, friends often shorten it to just Tino, haha.” A small smile accompanied his witticism, his shoulders bounced slightly with his light chuckle.
Preferred Name:
After pondering for a moment, “I don’t have a preference. Agostino or Tino work great as they must.” Often the man gave straight forward answers.
Age:
Giving a sheepish smile, Agostino says “I’m 38 years old, my birthday is May 1st, 1987.”
Gender & pronouns:
Agostino'd raise a hand, his index finger lightly scratching his cheek. This was definitely a topic up for debate within his own mind. “I don’t mind whatever pronouns others use for me, though I personally just use he/him.”
Religious Denomination:
Agostino started, "I was born and raised in a Catholic family, though I never went to church often." The man admitted quietly, his tone becoming quite somber, "my late wife worked in a church, so I was never truly devoid of any religious interjections in my life."
Marital Status:
Agostino would raise his hands above the desk, revealing his open palms and a single digit with a faded copper band, “I am a widower.” The mans tone remained somber.
Nationality:
“I’m Italian.” He placed his hands back into his lap, “I was born and raised in Rome, Italy.” Agostino smiled gently, recalling some fond memories from his childhood, despite the hardships he faced.
Current Location:
Many thoughts and reasons for being here had crossed the man's mind, “I’m in Karakura, Japan, in search of work,” another brief pause from the man, along with a sharp breath, “I wish to learn more about this island, to study its history and its people. Perhaps even broaden my range of topics for creative writing.” Suddenly a thought popped into his mind- perhaps Agostino answered this incorrectly; he chuckled lightly, “I own an apartment in Complex F, Room 114.” Agostino's hand instinctively rose, rubbing the back of his neck.
SECTION 2: Academic Details
Teaching Experience (# of years):
Agostino answered with a nod, “while studying for both of my degrees, and then for about," he briefly counted, "11 years after that combined I have about 19 years of teaching experience.”
Working Experience (# of years):
“My working experience lines up with my teaching experience, I have about 19 years of experience. I would have 20 years, but I took a year to prepare for my move out here.” That and having to learn the Japanese language took a bit of time for him.
Academic Degree:
“After graduating secondary school,” Agostino started, recalling the events over a decade ago, “I entered the University of Naples Federico II and began studying for my Bachelor in Education, then after that I studied for another Bachelor in Arts.”
Year of Graduation:
“I graduated high school in 2005, then graduated from my university in the year 2013.” A quick response.
Major(s):
“For my B.Ed. I majored in general education, and for my BA I majored in creative writing.”
Minors:
“For my BA, I actually minored in psychology. It was surprisingly fun for myself.” A slight smile formed on Agostino's face, recalling some fun memories of his time in school.
Native Languages:
“My main language is Italian, I grew up speaking it.”
Other Languages:
“I had to learn Japanese to come here, it was,” ellipses, “strenuous, but quite fun.”
Preferred Teaching Subject:
“Creative Writing is my preferred subject.”
Extra
"Again, thank you for having me," the man stood up, politely bowing to his interviewer, "have a wonderful rest of your day," and with that, Agostino would take his leave to await the results.
Additional notes about your application (if any):
Thank you for reading my application, I hope whoever reads enjoyed it!
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