What is your Minecraft username?:
Bunlow_
What is your time zone?:
EST
What is your discord username? (eg @muffincats)
Retrixgone_
Link all previous applications you made on the server:
LANGUAGE APPLICATIONS
Russian Application [DENIED]
Russian Application [ACCEPTED]
JSL Application [DENIED]
FACTION APPLICATIONS
Teacher Application[DELETED]
Reporter Application [DENIED]
Governer Application [DENIED]
Describe your activity on SchoolRP:
I am fairly active on SRP, however I take short breaks from time to time to focus on my personal life. On my old account, I had about 12 weeks of playtime on the server. I often engage in GangRP and RomanceRP, however I have quit GangRP as of recently. I enjoy spending time with other players and building characters with people, making new friends icly and oocly!
I am available almost every day of the week after 3 PM EST, as I have school. On the weekends, I usually wake up at around 12 PM EST and am available after that until around midnight, sometimes later. I spend nearly every day of my freetime on SRP. I have a surplus of freetime as I am currently unemployed, so I'm free basically whenever needed. If accepted, I would strive to be active on a professor character and host classes whenever I can.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
As mentioned in the previous question, a lot of my playtime has been spent Gang roleplaying. I have made many connections and new friends in the time that I've been GangRPING and it has been an amazing experience. I also spend time doing silly roleplay things! Like - wearing dinosaur costumes and running around plaza. Or - singing California gurls in vc with the entirety of Manhanto... But, jokes aside, I really do enjoy roleplaying with people on SRP and the community is wonderful. I do not have much experiece with other roleplay networks, as they can be hard to come by, but I do have IRL experience with roleplay!
I am a very active member of my local theater community and have played many major parts in our local plays. Acting in general is one of my biggest passions, and SRP gives me a way to do that with much more freedom.
What are your current roles on SchoolRP:
[Grade-10]
[College][B]
What is the subject you want to teach?:
I would like to teach Modern Literature!
What is your motivation for becoming a professor?:
I've spent my fair share of time on SRP. I often engage in roleplay types that anyone can experience without much effort. I've tried GangRP, RomanceRP, LOTS of DetailRP (Probably my favorite roleplay type EVER), CrimeRP, and DelinquentRP. However, I've never been able to involve myself into any sort of FactionRP. I've been playing for about 3 years now and I've just blocked myself off entirely to a new form of RP that seems so creative and enjoyable to do. So, I hope that will change now. I'm applying because I want to try something new, to collaborate with other individuals to create roleplay opportunities for everyone involved. I want to become a professor because I want to contribute to this vast ecosystem of roleplaying and attempt to improve and give everything I have towards it.
The professor faction is such a unique faction that breathes life into the world of SRP. It is similar, yet very different from the way that teacher faction works. I've considered joining teacher faction multiple times before, but professor always seemed so much more appealing. You aren't dragged down by some of the situations in which you would be involved in as teacher. You have so, so much more freedom in what you want to do, and that alone gets my mind running full of ideas. I want to provide interactive and fun classes that students will actually be excited to do, instead of just sitting in a class for the credit. I want to create unique homework assignments that are different from the norm. I want to familiarize myself with the intricate details that are poured into these factions.
SRP is more than just a game to me; it is a form of media in which the most creative minds come together to collaborate and make something greater than themselves. I want to be involved in that project, I want to help others be involved in that project as well.
Work out two interactive classes you will host if accepted:
Class One
Literary Icebreakers
This would be the first class that Kier hosts. It would show the importance of taking words in their different contexts and meanings while also allowing Kier to get to know his students and test the waters with teaching.
The class would begin with Kasnov handing out each student an enclosed, transparent cup that contains small ice cubes. He would ask each student to begin shaking the cup, resulting in the ice being broken into smaller pieces. He would ask the students what happened to the ice. This would result in the most literal definition of an Icebreaker.
He would then define what an icebreaker is in the context of it being a literary tool. The male would ask what the difference between the two were. Depending on responses, he would continue to say that this showed the importance of taking words in different meanings and context. Showing that, an icebreaker can mean literally breaking ice or metaphorically using it to describe how people can get to know each other better.
Kasnov would ask the students for specific examples of this in real life, such as how the metaphor, "Wolf in sheep's clothing" does not literally describe a wolf being dressed in a sheep's clothing.
Kasnov would then explain the importance of these very metaphors, and the appropriate time to take things literally and metaphorically.
The rest of the class would be taken to perform actual icebreakers!
Class Two
Creative Writing Exercise
The class would begin in the plant nursery, where Kasnov would hand each student a writing book. The students would be tasked to take the hour to describe what they saw in the nursery. Each student would take that what they see and attempt to link it back to a literary device/tool in some way. Kier would give the students an example such as describing the plants in the nursery with a metaphor, "The plants thrived as a unit, they were a crowd of protestors unified with one goal, to survive."
After the students finished their writing, he would ask everyone to give the books to him. The male would then ask for someone to raise their hand and summarize what they wrote. He would take a few hands before moving on.
Kasnov would explain that literary devices are used in the vast majority of writings across the world, and that they are important to understand when reading any piece of literature. He would then define some of the most commonly used literary tools to the class and ask for examples of them. After class, homework would be assigned where students are to define each literary tool gone over in class.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
Library Field Trip
The field trip would begin in the class. Kasnov would briefly explain the field trip. The students would be taking the period at the public library in the city. The students would walk, as the library is not too far away from the school. In the library, the students would meet the library staff and manager of the library. The students would be able to ask questions about the library and how it functions, such as taking books, using the public computers, and publishing their own works.
Kasnov would then take the students aside and teach them the importance of a public library in a city like Karakura, and any city and town in general. The male would explain that libraries provide a trove of knowledge, as well as stories and creativity. A library is almost like an oasis in a dreadful desert; That it is always important to visit your public library to expand on your own creativity and potentially give back to your community. He would encourage the students to read books, and, if they were creative enough and willing to, to publish books of their own at the public library. He would explain how the library staff are wonderful people and how one day they could apply for a job at the library and become an author or editor.
At the end of the field trip, the students would be allowed to look through the various sections and categories of the library and check out a book for themselves. This fieldtrip would hopefully unlock a new type of media for learning that the students can explore, or even just enjoy during their freetime.
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Kasnov would immediately step into the situation, asking the students to separate from each other. The male would firstly check to see if anyone was physically harmed. His priority would be to make sure that everyone is safe, and nobody is fighting. If there were any injuries, he would carefully assess their severity. If the injuries were in need of immediate attention, he would send the injured student to the nurse's office. If no injuries were apparent, the male would issue everyone involved a warning and refer the victimized student to the counselor's office if they deemed that to be necessary. If there were any injuries involved or fighting, the male would issue everyone who was actively fighting, a detention. He would also inform the team captains about this situation, as being in college AND being in a team puts you up to a higher standard, in which this behavior is completely unacceptable.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Vlominkier would ask, only once, as they have already received multiple warnings to make their way into detention, to stop acting out and being stupid. The male would also threaten that SLT would be involved and depending on if they were in college or on a team, their position may be revoked depending on past transgressions. If the behavior was to be continued, Kier would immediately make an SLT report. If they student was to continue to act out even after the SLT report, Kasnov would make sure that a member of SLT knew about it - and if an SLT member was still in the school, he would bring the student to their office.
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?
Kier would remain calm in the situation. He would be kept up to certain expectations as a college professor, and he planned on exceeding those expectations. The male would politely ask the students to act in accordance with their expectations and to behave appropriately. He would remind them that they are in college and should act like it. If the students continued to act out, the male would issue another warning. Telling them that they could leave at any time. and that if the students kept their behavior up, he would have to issue them a detention. If, after a third time of having to tell the students to stop, the male would immediately and calmly issue a detention to the students - if they continued to misbehave even after this, he would have them removed from the class and report their behavior to both their team captain and SLT.
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?
If all attempts to break up the fight were unsuccessful, the professor would radio for backup, including a nurse if necessary and a member of SLT to handle further consequences if the students did not back down after an initial warning. Kasnov's second course of action would to be to further attempt at breaking up the fight - stepping between the individuals and separating them from each other. After the fight had been broken up, he would make SLT reports on the students involved for repeatedly resisting direct orders from a faculty member. The man would also hand the students detention, keeping them separated and silent to make sure that no one gets violent again.
Tell us everything you know about the character you will be playing in a few paragraphs. What does 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?
Spontaneous. That was the one word that could describe Kasnov the best. His entire demeanor in life and general actions could be summed up in that one word. The male would stand at a staggering 6'5, towering over most his age. His eyes were sunken in a slight, showing a light deprivation of sleep. His skin would be a gentle tan color, the sun's touch running over each part of his body in a delicate way. Years of pain were evident in his body, wear and tear from a buildup of both age and stress that had consumed himself over a period of time. Ragged blonde hair covered his scalp, regularly showered. No stable man could deny that this one was nothing but worn and tired, split by decades of aching terror and experience. Yet, his body still remained an echo of hopefulness, something in which was kept alive in his body due to his profession of teaching.
Vlominkier would have a very open outlook towards his students and coworkers. He would see them as a way to become a better man, to improve on his life. Kasnov had always been interested in children, and although he would be working with college students, the man still saw them as younger- almost like training grounds for a future in which he dreamed of. Having children of his own.
The male would make sure that the students understood that they were level with him and that he was by no means better than them just because he was their professor. He thought that everyone was creative and unique in there own way, and that students deserved a chance to prove that.
On the other hand, he wouldn't give all too much thought in his interaction with co-workers. He would see them as equals and people he could learn from, but other than that he wouldn't actively go out of his way to speak to them about non work related things. He thought that work was to remain strictly professional, and although small friendships were fine, anything further than that should have no place in a school environment.
Kasnov would most likely ask advice from the other professors and teachers about his classes and students.
His interaction with SLT would stay at a minimal, only going to them if absolutely necessary. He would keep on his best behavior near them, and even other professors and students in general. He strives to provide a perfect example of how a professor should act, while still being a fun and laid-back instructor.
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.
Vlominkier Kasnov was a man who didn't seem different from most. His morals and personallity alligned with a common man, yet - below that oceanic surface was a reef of difference. The Kasnov was not a good man, to say the least. His convictions had led him down a dangerous path in his youth, and that had haunted him in his growing years. A certain sadness had followed him due to that path, as much as he tried to stray away, it seemed to have a death grip on him. Becoming a professor was more than a job, it was a desperate attempt at escape.
The man spent most of his younger years in that dark grasp before eventually breaking free when he graduated from high school. Kasnov, fueled by his passion for children and wanting to raise a child of his own, had started a small business in his college years focused on finding homes for children and teens in need. This was something that he couldn’t do much with now, yet in his later life, he would push for and attempt to grow the business, even in his current state as an adult.
Kier had set off that project for a business aside for a period of time while he was in college. The male had been moving back and forth between his motherland, Russia, and Karakura. He achieved his bachelor's in Karakura before moving back to Russia to finish his education and become a teacher.
After teaching for a few years in Russia, the man had decided to move back to Karakura. A decision that, he himself would not have made - but something kept pulling him back. Opportunity, freedom. Karakura was more than a city. Karakura was a place where dreams were both forged and destroyed in moments. He wanted that to change, he wanted to raise a new generation of students in Karakura and educate them on the world. Giving them a hope to believe that Karakura would one day change from its prior crime-infested streets to a thriving epicenter of Japan, and possibly across the world.
Vlominkier was a man of belief, and he wanted to give young individuals that same hope and flame that he held within.
1 - PERSONAL DATA
Full Name:
The male would offer a gentle smile to the interviewer, taking a place in the chair. His back was to be straightened, practiced profession seeping through his attitude. The Kasnov's voice would be calm and regulated as he spoke,
"My name is Vlominkier Kasnov, it is a pleasure to make your acquaintance. "
Title (Mr, Mrs, Miss):
A nod was given,
"Mr. is fine, thank you."
Given Name(s):
The male would hum softly at the question, a slight rhythmic tapping given to the desk before him.
"Mr. Kasnov to the students. My colleagues may call me by my first name, however - I would like to remain strictly professional."
Preferred Name:
"Kier, as a nickname, but again, I would prefer Mr. Kasnov."
Age:
"Ah- well, I'm 31 at the moment, pushing 32."
He would purse his lips, thinking on about his past - how far he had come..
Gender & pronouns:
The man was pulled of his trance, his face perked up with a smile.
"Hm, well - I was assigned male at birth, and that's what I identify as to this day, however, I use he/they pronouns."
Religious Denomination:
Thought for a moment.. as if he wasn't quite sure on this one.
"Christian, I think. I'm not exactly sure, but I would like to believe that there is someone watching over us."
Marital Status:
"I am not married as of now, however I am in a relationship."
A fond smile spread over his lips as the topic was shifted - he thoroughly enjoyed talking about his lover.
Nationality:
"I am European of descent, born and raised in Russia."
The male's accent became apparent as the interview progressed. Thick and confident as the words dripped off his tongue.
Current Location:
"I currently live with my partner."
SECTION 2: Academic Details
Teaching Experience (# of years):
"I have had training in a school back in Russia and had been a high school teacher there for about 3 years until I moved back to Karakura. I mainly worked with year tens, so I have experience with mostly younger students, but I assure you that it will have little to no effect on my performance as a professor."
Working Experience (# of years):
"As said before, I was a teacher for about 3 years before I moved back here in pursuit of a job as a professor. I spent some of my younger years working at a small writing firm that my father owned back in Russia as well."
Academic Degree:
"After a very long and strenuous journey, I was granted my doctoral degree."
A certain sense of pride spoke through his words. This was an achievement made over many years, and one that he was very proud of.
Year of Graduation:
"I graduated from high school in 2012 and got my doctoral degree in 2017."
Major(s):
"I majored in Literature."
Minors:
"I minored in Journalism."
Native Languages:
"I speak Russian natively."
Other Languages:
"I learned Japanese a year before I first moved to Karakura."
Preferred Teaching Subject:
"I would prefer teaching Journalism; however, any English-related subject is fine."
Extra
Additional notes about your application (if any):
Additional notes about your application (if any):
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