cook1ee
Level 3
What's your Minecraft Username?: cook1ee
What's your Discord username?: cookielagalleta
What's your Time Zone?: GMT+2
Provide any link(s) to previous applications:
What are your current roles on the server?:
None, no roles yet. These are my characters:
[Grade-12] Samuel CK Lima
[Grade-12] Hae-Min Jung
[Grade-12] Gabriel David S. Lima <- This is the big guy applying.
Why are Teachers so important to SchoolRP?:
Teachers are infact, one of the most important aspects to SRP. After all, SRP is not called School Roleplay for nothing. Teachers basically bring activity to the server during school hours (ICLY), because most of the player base has AND uses [Grade-12] characters; Characters that sometimes do not have the opportunity to RP as SRP can sometimes get boring when nothing interesting is going on. So teachers basically save SRP from TOTAL boredom during school hours and also give students something to aspire for (College, which then can get you to buy alcohol, or also get you easier access to other factions).
That's really the only reason why teachers are important. They ARE the activity of SRP and what SRP started off.
Now some ICLY reason:
- Teachers are building the future of Karakura, if it wasn't for them... Well the future would be a mess.
- Teaching in Karakura is a very stressful job, and not many do it. Thus, teachers willing to continue teaching in Karakura are very well appreciated.
- This point is similar to the one above, but the students of Karakura are... something unlike any others... Every second student you see belongs or belonged in a gang, and remaining probably are bullies. Very few students are actually good people who don't get in trouble. This adds extra-stress onto the teachers who are just trying to build a better future or/and survive the month.
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 character's full name?: Gabriel David S. Lima
What's your character's age? (question added by me): 32
What is your character's nationality?: Gabriel was born in Mexico, and thus has Mexican nationality (Besides his japanese one). Besides the two obvious ones, Gabriel actually holds on to a brazillian citizenship, making it his third and last nationality.
What is your preferred subject to teach?: Science (Biology)
More specifically, Gabriel has done previously an internship in internal medicine before specilizing (after more recidency) as a Infectious Disease Specialist. Then, during his free time, he also added a Laboratory medicine course which he completed rather quickly and also became a researcher who specilized in immunology. His family is rich, so he doesnt really
Describe your character:
Gabriel is a 6'3 tall male with hispanic features who speaks near perfect japanese, despite being born in Mexico and living most of his life moving from country to country in the south americas. He is very good at biology, specifically, Neuroscience and Immunology. He tries his best to spread his knowledge among the family, although Dani is (or better said was) the only one willing to learn and listen to him.
What is your character's outlook on students and co-workers?:
Gabriel has a very direct approach to dealing with students. He first evaluates their willingness to learn and to behave, treating them accordingly. In his mind, he classifies students into five categories, each of which he approaches differently.
* Problematic, yet studies/has potential — These are students who show some kind of interest in the class, maybe also potentially having good grades. But, instead of focusing more on studying, or just simply listening, these students cause problems, harming the learning environment. Gabriel will treat these students more carefully by carefully trying to encourage the problematic students to study and reward them when they do. After all, all problematic students have a root reason for those problems, said root could maybe be overwritten by a positive learning environment.
* Problematic — These are students who show little to no interest in the class. They often remain disengaged, spending most of the lesson scrolling on their phones or doing nothing at all. Some may disrupt the class by talking without permission, misbehaving, or actively interfering with the learning environment. Gabriel differentiates between "Problematic" and "Problematic, yet studies/has potential" primarily through time. - he believes that the longer he observes a student, the clearer it becomes whether they’re capable of putting in genuine effort. If a student shows no signs of trying, they remain in this category. Students labeled as purely "Problematic" are more likely to be used as examples of what not to do, and Gabriel tends to show them less leniency compared to those who demonstrate potential. Even with all that, he still hopes that they manage to change their ways at some point.
* Studies — These are students who simply listen, behave, and dont distrupt the class. These are students that are rewarded for being active in class and will be used as example to the "Problematic" students, after all, maybe some competitive energy might actually push some to try in class.
* Does nothing, yet has potential — These are quiet students, usually bad grades that maybe missbehave occasionally (Nothing usually major). Even though these students might not have good grades, or good attendance, these students show interest and even sometimes might try in a class. These students could sometimes be talking about what they wanna do in the future and what they wish to study in college. Gabriel actually identifies with these kind of students, because he used to be one. He knows that they can pass his class if they try harder, he knows that they just need a small push.
* Does nothing and won't do nothing — These are students that similarly to "Does nothing, yet has potential" are quiet or maybe slighly problematic, but instead of sometimes showing interest or potential, they are consistently disengaged. They do not participate, do not complete assignments, and show no signs of wanting to improve. Gabriel tries not to give up on these students, but he also understands the limits of his influence. While he remains respectful, he invests less energy into pushing them unless they show any hint of change. He believes that effort must go both ways and focuses his resources on those who show even the smallest willingness to grow.
"I like to take seriously every single one of my students. If a student feels respected then they will hopefully show some respect back. A positive learning environment for those that are willing to listen is what I aim to achieve... And for those that aren't willing to aid with that goal. . . Well, I just wish them a good future outside of my class."
When it comes to co-workers, Gabriel never jumps to conclusions. He generally respects teachers simply because being one, especially at Karakura High School, is no easy feat. His family, who experienced the challenges of the Third World school system, have remarked that "Karakura’s students" can be even more ruthless and cruel than those in the schools they attended. As long as you're genuinely trying to teach and engage with students in a non-toxic way, Gabriel will likely have a positive opinion of you. However, if you do the bare minimum (or less) and treat students poorly, he won’t hold you in high regard.
"I don’t expect perfection from fellow teachers, just effort. If you’re doing your best to reach the students and treat them with basic decency, you’ve earned my respect. But if you’re here just to collect a paycheck while belittling the kids… then don’t expect me to pretend we’re on the same team."
What is your character's motivation for teaching?:
Gabriel, as corny-common-average as the answer might sound, really believes that future generations are our best shot at a calm future. He sees education not just as a job, but as a form of damage control a way to guide young minds before the world destroys/brainwashes them completely. Having seen firsthand how a single good teacher can shift a student's path - that student being himself, Gabriel wants to be that turning point for at least a few of his students. He knows he can’t reach everyone, and he’s made peace with that. But if he can push just one kid to think differently, to question more, or to believe they’re capable of something better then it’s all worth it.
"I have my own personal history with missbehaving students that held great potential... Basically, I was one. I didn't seem to really be capable of change for a while, but then, this one teacher just showed in a different way what studying can achieve... What kinds of cool stuff one can do with the right guidance. Truly changed me. I hope to do the same"
A student in class is struggling to understand the content, what would your character do?:
Gabriel would first try to figure out what the student understood and what they didn’t. It’s the obvious first step, necessary to properly assess the student’s grasp of the topic and identify a clearer or alternative way to explain the parts they’re struggling with. This entire process happens almost instinctively for him; evaluating a student’s understanding feels as natural as breathing. His years of experience in the medical field, as an attending physician and later a junior researcher mentoring residents and medical students, have sharpened his ability to read comprehension gaps quickly and accurately.
Once a student’s knowledge is evaluated, Gabriel adapts his approach to the specific needs of the student and the subject. If the issue is conceptual, he’ll break it down into smaller, real-life ánalogies (special "a" because the normal word get censored), often using humor or games to keep the class environment. If the problem is tied to lack of confidence or anxiety, he'll boost the confidence of the student by giving them a few, rather simple tasks, that will then help said student feel more comfortable with the subject. Always reminding the student that failure is part of the learning process. He doesn’t believe in shaming students for what they don’t know (unless they're problematic); instead, he focuses on making sure they leave with more than they came in with. His goal isn’t just to teach facts, it’s to build the kind of mindset that can tackle confusion head-on and keep going, keeping a curious and open approach to everything.
"I have a pretty straight forward approach. I ask the student what they didnt understand, I then ask some related questions to the subject to see how much he knows and from there I see what I do."
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Gabriel would start with a simple verbal warning, something along the lines of "(Name of the student) please remain quiet", but if the issue is less about general noise and more something along the lines of the student annoying some other student (aka, damaging other students learning environment), then Gabriel would adress it more firmly "Please keep it down (Name of the student). I will not ask twice".
If the disruption continues, Gabriel will respond based on the type and persistence of the behavior. If the student keeps chit-chatting or joking during the lesson, Gabriel will escalate the warning while keeping his calm demeanor, "If you keep talking while I’m speaking, then I will have you go to the ‘corner of shame’… AND if I hear anything else after that, you’re out". (In Gabriel's classroom, the "corner of shame" refers to a designated area with a few seats meant for students who need a moment away from others to reflect on their behavior).
If the student continues to disrupt after that, Gabriel will have them removed from the class for the day, either by having them wait in the hallway or, if necessary, reporting them for further disciplinary action. Disruption is something Gabriel takes seriously, especially when it interferes with other students’ learning. While he doesn’t believe in public humiliation (and usually doesn't want to do it), he also knows that disruptive behavior requires immediate and consistent consequences... And the best way to show this is with some very mild public humilliation.
"A warning or two will do... Maybe I will throw them in the corner of shame for sometime... The main goal is to discourage others from missbehaving... Even detentions can get involved in necessary"
Provide at least 2 interactive class ideas related to your preferred subject:
Cell structure drawing - After being taught the basics of cell structure, students will spend the remainder of the class drawing the inside of a cell. Each organelle ("organ" of the cell) will be colored differently according to specific instructions, for example: mitochondria will be red, the cell membrane will be blue, etc etc. This activity helps reinforce memorization through visual learning and gives students a creative, hands-on way to internalize the material. (This will also make student detailRP a little in the book which keeps them occupied and the class busy).
Anatomy tournament - After learning some details about muscle anatomy, students will form teams of up to four people. Each round, one member from each team will be called to the front and asked to flex or point out a specific muscle. If they do it correctly, their team earns a point. Teams will be identified by colors. The game continues until every team member has had a turn, or the class is over. At the end, the team with the most points wins. This activity helps students learn through movement, teamwork, and friendly competition. (How will the point be given? Those that describe the general area of the muscle best... For example, bicep? /me A muscle that connects the shoulder and elbow facing in the same direction as the thumbs)
I got many other ideas! Some of them far less detailrp dependant while I got others that will mostly be detailrp!
Have you read and understand the Teacher Application Guidance thread? Yes
Extra: Took me a LONG time to make... Hope you enjoyed reading this whoever read it.
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