Out-Of-Character Information
What is your Minecraft username? Lilmenya
What is your discord username? 3vieeee_
What is your time zone? MST
Link(s) to any previous applications on the server:
What are your current roles on the server? (If you're college, specify your degree level):
x1 [Adult]
x4 [Grade-12]
x1 [Fox]
x1 [Bird]
Describe your activity and roleplay experience on the server:
I've been on and off of SRP since 2023 [Or 2022, I can't quite remember]. I've been more active as of late. More recently I was a part of the teaching faction but had to leave due to burnout and other personal issues. However, as school comes to an end for me, I find myself with a lot of free time. And honestly? I miss being in a faction.
I try to be on at least once a day and can be on for up to six hours if needed. If there is something scheduled, I am always there.
In your own words, why do you think professors are important to SchoolRP?
Professors are one of the more important roles in the employee faction (All of them are important, but still.) They are known to be around the more experienced player-base. Professors in my opinion, are the counterpart to the teachers, providing a refreshing atmosphere.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
I understand.
Do you understand if your application is accepted, you may have to undergo professor training?
I understand.
In-Character Information
What's your character's full name?
The woman sat calmly in the chair across of the interviewer. She seemed relaxed, but alert.
'My name is Aoi Nakamura.' She said simply.
Age (Minimum is 27):
She crossed one leg over another, and replied, 'Currently, I am 44 years old and counting.'
Nationality:
'Japanese.'
Preferred Subject:
'Social Science; more specifically Criminology.'
Describe the character: How do they look and act?
Aoi Nakamura has a calm, controlled presence that immediately quiets most rooms she enters. She’s in her mid-40s, lean, and carries herself with precise posture; never slouching, never rushing, though there are moments; usually late in the day, where that composure slightly softens from fatigue rather than emotion. Her dark hair is usually loose over her shoulders, and her clothing is simple, structured, and professional in muted tones.
She doesn’t rely on expression much; instead, her face stays composed and mostly unreadable, with sharp, observant eyes that seem to track everything at once. However, in quieter moments, she has a habit of staring off slightly while thinking as if she’s replaying conversations in her head.
What makes them unique and different?
What sets her apart is her way of thinking. She doesn’t just teach criminology as theory; she treats it like a system of human behavior she’s trained herself to decode. She notices inconsistencies quickly, whether in speech or behavior, though she is not without flaw; she occasionally misreads emotional intent, especially when students act out of insecurity rather than malice.
People sometimes feel like she 'already knows' what they’re going to say, but in reality, she is simply fast at pattern recognition and sometimes overconfident in her first conclusions. When she’s wrong, she tends to go quiet rather than immediately admit it, revisiting the situation later in private. It's hard for her to admit her own mistakes.
However, even when she knows she's right, she sits for hours replaying everything in her head and reading notes.
There’s also a subtle intensity to her calmness; she rarely seems surprised, but that’s partly because she processes reactions slightly slower on an emotional level. That gap between logic and emotion is something she is aware of but doesn’t openly discuss.
This combination of intelligence, restraint, and imperfection makes her respected, and occasionally a little unsettling.
However, she hesitates in emotional situations or avoids conflict resolution outside academics.
It's as if she's... Scared to make a mistake?
What are their plans for the future?
She’s focused on refining her academic work and publishing research that bridges behavioral criminology and investigative practice. Long term, she wants to build a specialized program that trains students in real-world ****ytical profiling, not just textbook criminology. She’s also quietly interested in advising law enforcement departments again, but only in a consultative role where she has full control over her work and boundaries.
Optionally, what is their past?
What is their outlook on students and their co-workers?
She treats students with high expectations and minimal patience for carelessness, but her standards soften for students who are clearly trying but struggling. She doesn’t believe in coddling, though she does believe effort matters more than immediate results.
However, she may make mistakes with her teaching style. Such as being too hard or expecting too much. Sometimes it gets to a point where it spirals in her head when all it would take to fix it is a simple change...Her biggest flaw as a teacher is that she can sometimes underestimate how much emotional state affects performance. When a student is disengaged, she is more likely to assume lack of discipline than internal struggle, though she has learned to correct herself when given context.
Sometimes, she has such a hard time reading social cues that it causes awkward situations.
Other times, she gives answers too early, then realizes mid-lesson she should have let students think longer.
With co-workers, she is professional and polite. She respects competence.
What is their motivation for becoming a professor?
She became a professor because she wanted to move from reacting to crime to understanding its structure. Policing showed her what happens after decisions are made; academia lets her study why those decisions form in the first place. Teaching also gives her a way to shape future investigators; people who think more critically, notice more, and rely less on assumptions. In a way, it’s her method of correcting the flaws she once saw in the system, one student at a time.
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
Aoi Nakamura would stop speaking mid-sentence. No raised voice. No dramatic reaction. Just silence.
She’d slowly turn her gaze toward the student, calm, direct, and unblinking. The kind of look that makes it very clear she is now studying them personally.
Then she’d walk closer without rushing. 'Pick it up,' she’d say simply, nodding toward the paper balls. Not angry, just calm.
If the behavior continues, she’d escalate in the same quiet tone:
'You have two choices: participate in this class or leave it. Either is fine. Disrupting it is not.'
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
She notices immediately but doesn’t call them out in front of others.
After class, she’d subtly ask them to stay behind. No judgment in her voice, just direct attention. 'You’re not keeping up,' she’d say, not as criticism, but as observation. Then she'd adjust her teaching approach without making it personal. She'd start by breaking concepts into smaller ****ytical steps, then would give them simplified case breakdowns, and finally would assign them targeted exercises based on where they’re struggling.
She wouldn't ask if they want help. She'd assume competence is possible and proceed accordingly. But sometimes, she assumes wrong, and when she actually realizes she made a mistake, she feels sick. And tries her hardest to fix it.
When in the faculty lounge, how does your character act?
When she is with co-workers, she relaxes greatly. Even someone as thoughtful as her, she needs a break from time to time. She herself wouldn't initiate a conversation, she would however, be open to let people talk to her, and would act polite, with mild awkwardness. She isn't the best at social interaction it seems...
Inside the faculty lounge, you'd likely see her reading a book, engaging in a thoughtful conversation, or simple staring out the window, zoning out.
Interactive Class Ideas
'Interrogation ****ysis Lab'
Aoi would keep this simple. She would describe a crime such as petty theft. She would go over evidence and even provide witness statements.
She would purposefully provide inconsistencies within the statements, and have her students find them.
Inconsistencies such as physical clues and timeline gaps
There may be a twist, such as more than one person being involved...
'The Behavioral Breakdown Challenge'
Students are given short, realistic case profiles of offenders, no names, just behaviors, background fragments, and decision patterns.
Their job is to:
Identify possible psychological traits driving the behavior
Map the likely progression from thought → decision → action
Predict future behavior if no intervention occurs.
But there’s a twist:
Halfway through, Aoi adds a new detail that completely changes the case (a hidden motive, missing context, or contradiction in the 'known facts').
Students then have to adjust their entire ****ysis on the spot.
Field Trip Idea
'Court Observation Day'
Students will attend court proceedings.
Before the trip, she assigns them specific roles:
One focuses on behavioral cues in testimony
One tracks procedural flow
One ****yzes evidence presentation
Afterwards, she asks: 'What observations did you make? Were they accurate?'
What is your Minecraft username? Lilmenya
What is your discord username? 3vieeee_
What is your time zone? MST
Link(s) to any previous applications on the server:
Accepted - Lilmenya's History Teacher Application
About Me What's your Minecraft Username?: Lilmenya What's your Discord username?: invadercatie What's your Time Zone?: MST Provide any link(s) to previous applications: https://schoolrp.net/threads/lilmenyas-language-application.78516/...
schoolrp.net
x1 [Adult]
x4 [Grade-12]
x1 [Fox]
x1 [Bird]
Describe your activity and roleplay experience on the server:
I've been on and off of SRP since 2023 [Or 2022, I can't quite remember]. I've been more active as of late. More recently I was a part of the teaching faction but had to leave due to burnout and other personal issues. However, as school comes to an end for me, I find myself with a lot of free time. And honestly? I miss being in a faction.
I try to be on at least once a day and can be on for up to six hours if needed. If there is something scheduled, I am always there.
In your own words, why do you think professors are important to SchoolRP?
Professors are one of the more important roles in the employee faction (All of them are important, but still.) They are known to be around the more experienced player-base. Professors in my opinion, are the counterpart to the teachers, providing a refreshing atmosphere.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
I understand.
Do you understand if your application is accepted, you may have to undergo professor training?
I understand.
In-Character Information
What's your character's full name?
The woman sat calmly in the chair across of the interviewer. She seemed relaxed, but alert.
'My name is Aoi Nakamura.' She said simply.
Age (Minimum is 27):
She crossed one leg over another, and replied, 'Currently, I am 44 years old and counting.'
Nationality:
'Japanese.'
Preferred Subject:
'Social Science; more specifically Criminology.'
Describe the character: How do they look and act?
Aoi Nakamura has a calm, controlled presence that immediately quiets most rooms she enters. She’s in her mid-40s, lean, and carries herself with precise posture; never slouching, never rushing, though there are moments; usually late in the day, where that composure slightly softens from fatigue rather than emotion. Her dark hair is usually loose over her shoulders, and her clothing is simple, structured, and professional in muted tones.
She doesn’t rely on expression much; instead, her face stays composed and mostly unreadable, with sharp, observant eyes that seem to track everything at once. However, in quieter moments, she has a habit of staring off slightly while thinking as if she’s replaying conversations in her head.
What makes them unique and different?
What sets her apart is her way of thinking. She doesn’t just teach criminology as theory; she treats it like a system of human behavior she’s trained herself to decode. She notices inconsistencies quickly, whether in speech or behavior, though she is not without flaw; she occasionally misreads emotional intent, especially when students act out of insecurity rather than malice.
People sometimes feel like she 'already knows' what they’re going to say, but in reality, she is simply fast at pattern recognition and sometimes overconfident in her first conclusions. When she’s wrong, she tends to go quiet rather than immediately admit it, revisiting the situation later in private. It's hard for her to admit her own mistakes.
However, even when she knows she's right, she sits for hours replaying everything in her head and reading notes.
There’s also a subtle intensity to her calmness; she rarely seems surprised, but that’s partly because she processes reactions slightly slower on an emotional level. That gap between logic and emotion is something she is aware of but doesn’t openly discuss.
This combination of intelligence, restraint, and imperfection makes her respected, and occasionally a little unsettling.
However, she hesitates in emotional situations or avoids conflict resolution outside academics.
It's as if she's... Scared to make a mistake?
What are their plans for the future?
She’s focused on refining her academic work and publishing research that bridges behavioral criminology and investigative practice. Long term, she wants to build a specialized program that trains students in real-world ****ytical profiling, not just textbook criminology. She’s also quietly interested in advising law enforcement departments again, but only in a consultative role where she has full control over her work and boundaries.
Optionally, what is their past?
Before academia, she worked as a detective. That experience shaped everything about her; her observation skills, her skepticism, and her refusal to accept surface-level answers. She left the field after becoming disillusioned with procedural limitations and the gap between truth and what could actually be proven. One or more unresolved cases still linger in her memory, not in an emotional way, but as unfinished logic problems she can’t fully close. She transitioned into teaching to focus on understanding criminal behavior at a deeper level rather than chasing individual outcomes.
Her early childhood is what shaped her into who she is.
Being born into a large family comes with a lot of different pros, along with cons. Aoi was taught at a young age that mistakes cannot be made. She was a top student for a long time, until she fell into addiction, and was disowned by her previous family at 16. When she was 17, she met her best friend, and her family took Aoi in. She loved them, and felt safe. However, her previous family still have an effect on her, even to this day.
Being born into a large family comes with a lot of different pros, along with cons. Aoi was taught at a young age that mistakes cannot be made. She was a top student for a long time, until she fell into addiction, and was disowned by her previous family at 16. When she was 17, she met her best friend, and her family took Aoi in. She loved them, and felt safe. However, her previous family still have an effect on her, even to this day.
What is their outlook on students and their co-workers?
She treats students with high expectations and minimal patience for carelessness, but her standards soften for students who are clearly trying but struggling. She doesn’t believe in coddling, though she does believe effort matters more than immediate results.
However, she may make mistakes with her teaching style. Such as being too hard or expecting too much. Sometimes it gets to a point where it spirals in her head when all it would take to fix it is a simple change...Her biggest flaw as a teacher is that she can sometimes underestimate how much emotional state affects performance. When a student is disengaged, she is more likely to assume lack of discipline than internal struggle, though she has learned to correct herself when given context.
Sometimes, she has such a hard time reading social cues that it causes awkward situations.
Other times, she gives answers too early, then realizes mid-lesson she should have let students think longer.
With co-workers, she is professional and polite. She respects competence.
What is their motivation for becoming a professor?
She became a professor because she wanted to move from reacting to crime to understanding its structure. Policing showed her what happens after decisions are made; academia lets her study why those decisions form in the first place. Teaching also gives her a way to shape future investigators; people who think more critically, notice more, and rely less on assumptions. In a way, it’s her method of correcting the flaws she once saw in the system, one student at a time.
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
Aoi Nakamura would stop speaking mid-sentence. No raised voice. No dramatic reaction. Just silence.
She’d slowly turn her gaze toward the student, calm, direct, and unblinking. The kind of look that makes it very clear she is now studying them personally.
Then she’d walk closer without rushing. 'Pick it up,' she’d say simply, nodding toward the paper balls. Not angry, just calm.
If the behavior continues, she’d escalate in the same quiet tone:
'You have two choices: participate in this class or leave it. Either is fine. Disrupting it is not.'
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
She notices immediately but doesn’t call them out in front of others.
After class, she’d subtly ask them to stay behind. No judgment in her voice, just direct attention. 'You’re not keeping up,' she’d say, not as criticism, but as observation. Then she'd adjust her teaching approach without making it personal. She'd start by breaking concepts into smaller ****ytical steps, then would give them simplified case breakdowns, and finally would assign them targeted exercises based on where they’re struggling.
She wouldn't ask if they want help. She'd assume competence is possible and proceed accordingly. But sometimes, she assumes wrong, and when she actually realizes she made a mistake, she feels sick. And tries her hardest to fix it.
When in the faculty lounge, how does your character act?
When she is with co-workers, she relaxes greatly. Even someone as thoughtful as her, she needs a break from time to time. She herself wouldn't initiate a conversation, she would however, be open to let people talk to her, and would act polite, with mild awkwardness. She isn't the best at social interaction it seems...
Inside the faculty lounge, you'd likely see her reading a book, engaging in a thoughtful conversation, or simple staring out the window, zoning out.
Interactive Class Ideas
'Interrogation ****ysis Lab'
Aoi would keep this simple. She would describe a crime such as petty theft. She would go over evidence and even provide witness statements.
She would purposefully provide inconsistencies within the statements, and have her students find them.
Inconsistencies such as physical clues and timeline gaps
There may be a twist, such as more than one person being involved...
'The Behavioral Breakdown Challenge'
Students are given short, realistic case profiles of offenders, no names, just behaviors, background fragments, and decision patterns.
Their job is to:
Identify possible psychological traits driving the behavior
Map the likely progression from thought → decision → action
Predict future behavior if no intervention occurs.
But there’s a twist:
Halfway through, Aoi adds a new detail that completely changes the case (a hidden motive, missing context, or contradiction in the 'known facts').
Students then have to adjust their entire ****ysis on the spot.
Field Trip Idea
'Court Observation Day'
Students will attend court proceedings.
Before the trip, she assigns them specific roles:
One focuses on behavioral cues in testimony
One tracks procedural flow
One ****yzes evidence presentation
Afterwards, she asks: 'What observations did you make? Were they accurate?'
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