HeyitsEden
Level 4
About Me
What's your Minecraft Username?: EdenIsSleepy
What's your Discord username?: HeyitsEden
What's your Time Zone?: AEST (UTC/GMT+10)
Provide any link(s) to previous applications:
What are your current roles on the server?:
[Grade 12] Min-rae Takeshima (applying with!)
[College]B Sophia Rodríguez
[Grade-12] Vince T. Umeko
[Grade-10] Marvin Murphy
[Grade-8] Ellie Takeshima
[Bear] ‘Dirt’
[Fox] ‘Tofu’ Umeko
[Bird] ‘Tinkerbell’
Why are Teachers so important to SchoolRP?:
I believe teachers are important within SchoolRP as this is the stage where students are either fresh into high school or are working towards striving for excellence, where they begin to learn to grow as individuals. Teachers help students build confidence with themselves, create a diverse and a safe space within a classroom and provide fun and interactive learning experiences. They also act as strong role models to students, encouraging all to do their best and supporting them through their education! Teachers within SRP itself allow players and their characters to meet new people and build strong meaningful connections. Through teacher interactions and classroom activities, it allows individuals and players to really engage with a deeper roleplay. Excelling not only our knowledge within the lessons, but the overall roleplay experience like detailrping. This allows us as players to be a lot more confident roleplaying and helps us grow and develop naturally!
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 is your motivation for becoming a Teacher?:
I am truly motivated and dedicated to becoming a Teacher as I believe that this faction is one of the most important and inspiring aspects within SchoolRP itself. I usually have only experienced being College and High school characters and would enjoy the opportunity to see a different side of SchoolRP as a teacher! Without teachers within SchoolRp, the school and community wouldn’t feel as connected. I find that Teachers are great role models to young students and individuals and find that it would be so inspiring to contribute to this! As someone who has roleplayed as a service dog within the school facility, I understand the true and positive impact of making a student happy and would be thrilled to pass this onto many students as a Teacher.
In-Character Section
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What's your Discord username?: HeyitsEden
What's your Time Zone?: AEST (UTC/GMT+10)
Provide any link(s) to previous applications:
4'0 Application - Accepted
Spanish Application - Accepted
Italian Application - Accepted
Korean Application - Accepted
Service Dog Application - Accepted
Spanish Application - Accepted
Korean Application - Accepted
JSL Application - Accepted
Spanish Application - Denied
4'0 Application - Denied
4'0 Application - Denied
Spanish Application - Denied
4'0 Application- Denied
Spanish Application - Denied
Spanish Application - Accepted
Italian Application - Accepted
Korean Application - Accepted
Service Dog Application - Accepted
Spanish Application - Accepted
Korean Application - Accepted
JSL Application - Accepted
Spanish Application - Denied
4'0 Application - Denied
4'0 Application - Denied
Spanish Application - Denied
4'0 Application- Denied
Spanish Application - Denied
What are your current roles on the server?:
[Grade 12] Min-rae Takeshima (applying with!)
[College]B Sophia Rodríguez
[Grade-12] Vince T. Umeko
[Grade-10] Marvin Murphy
[Grade-8] Ellie Takeshima
[Bear] ‘Dirt’
[Fox] ‘Tofu’ Umeko
[Bird] ‘Tinkerbell’
Why are Teachers so important to SchoolRP?:
I believe teachers are important within SchoolRP as this is the stage where students are either fresh into high school or are working towards striving for excellence, where they begin to learn to grow as individuals. Teachers help students build confidence with themselves, create a diverse and a safe space within a classroom and provide fun and interactive learning experiences. They also act as strong role models to students, encouraging all to do their best and supporting them through their education! Teachers within SRP itself allow players and their characters to meet new people and build strong meaningful connections. Through teacher interactions and classroom activities, it allows individuals and players to really engage with a deeper roleplay. Excelling not only our knowledge within the lessons, but the overall roleplay experience like detailrping. This allows us as players to be a lot more confident roleplaying and helps us grow and develop naturally!
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 is your motivation for becoming a Teacher?:
I am truly motivated and dedicated to becoming a Teacher as I believe that this faction is one of the most important and inspiring aspects within SchoolRP itself. I usually have only experienced being College and High school characters and would enjoy the opportunity to see a different side of SchoolRP as a teacher! Without teachers within SchoolRp, the school and community wouldn’t feel as connected. I find that Teachers are great role models to young students and individuals and find that it would be so inspiring to contribute to this! As someone who has roleplayed as a service dog within the school facility, I understand the true and positive impact of making a student happy and would be thrilled to pass this onto many students as a Teacher.
In-Character Section
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What's your character's full name?:
Takeshima would lean forward to the interviewer for a quick and energetic handshake before sitting back down. She shifted her seat, sitting up confidently before she spoke. “Hello there! A pleasure to meetcha! My name’s Min-rae Takeshima! But you can call me Mimi!”
What is your character's age?:
She blinked as she looked out into the distance for a second, furrowing her brows, recalling her own age.. “Oh. . . yes right.. I am 27! Apparently kids these days say it's an 'unc' age?. . .”
What is your preferred subject to teach?: Performing Arts
Takeshima would lean forward to the interviewer for a quick and energetic handshake before sitting back down. She shifted her seat, sitting up confidently before she spoke. “Hello there! A pleasure to meetcha! My name’s Min-rae Takeshima! But you can call me Mimi!”
What is your character's age?:
She blinked as she looked out into the distance for a second, furrowing her brows, recalling her own age.. “Oh. . . yes right.. I am 27! Apparently kids these days say it's an 'unc' age?. . .”
What is your preferred subject to teach?: Performing Arts
Describe your character:Min-Rae would walk in, standing at 6’1 tall, with soft straight dark brown hair that fell down to about waist length. Her hair would slightly wave at the end and a subtle pink highlight would be noticeable. Her warm brown almond eyes would focus steadily at the interviewer and her smooth pale skin with very defined features would catch their eye. A subtle amount of blush would sit on her rosy cheeks, accompanied by her long natural lashes. Min-Rae is known to be very down to earth, with a bit of humor that tends to come out every now and then. She is very calm, understanding, passionate, friendly and always stands up for what’s right. What makes Min-rae unique and stand out is her contrast in personality. She would stay mostly calm and steady, but would have sudden outbursts of enthusiasm. This would naturally make people pay attention to her, especially a helpful trait when it came to her prefered subject of Performing Arts. Min-Rae would shift, adjusting her body slighty, as she gazed back up at the interviewer. “Oh, well my plans for the future is to stay in the performing arts field, but also move into teaching it properly. I would LOVE to teach the fun side too! Creativity!! I honestly think there's something truly special about seeing individuals express themselves confidently in front of people. I find those moments where students feel a lot more comfortable and are able to challenge themselves to reach a certain goal truly MAGNIFICENT!” Min-rae would adjust her seat and fix the collar of her shirt before speaking enthusiastically. “I really think my true motivation for becoming a teacher came from my love of drama and storytelling at such a young age! I always found myself so naturally drawn to the stage. I remember performing in school musicals in Korea and acting out scenes from K-dramas back at home heh!” She would chuckle, as she gazed back up at the interviewer. “I also think my main motivation was my family, who was so supportive of my passion! My sister Hoshina Takeshima is a HD Maths teacher here, working at Karakura High. She was also a big primary reason as to why I really wanted to get into the teaching word! Seeing how much of an inspiring impact she has on students really influenced me, making me realise how meaningful it can be. Allowing a student to follow their dreams, just like how I achieved my love of performing arts is always ALWAYS my main intention.” She took another deep breath as she felt a little emotional.
Roleplay Scenarios
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A student in class is struggling to understand the content, what would your character do?:
Min-Rae would notice the student pretty quickly, as she payed close attention to them. She could pick up on the students' confusion in the drama room. This was displayed through their hesitation and peering over at others slightly confused. She would then go up to them, approaching them in a very friendly manner as she crouched down to their level. She would show a friendly smile ensuring that she spoke in a softer reassuring tone. “Hey, how are you going so far? Let's go through this together hey?” If they looked unsure, Min-rae would guide them slowly through each step showing them it rather than just telling. "Hey, don't stress alright lovely?" She might even compare it to something familiar in drama that was relatable to the student, like a particular musical or show they were familiar with, which would be a helpful method to help them understand it easier! "Performing arts is all about practice and confidence! Nobody is perfect." If they were nervous about performing, Min-rae would encourage them, and would remind them that mistakes are normal. She would also encourage a positive and supportive environment for all peers and students, so they would feel more confident performing. Min-rae ensured that this safe space was essential for. her classroom, where everyone respected each other and cheered each other on. She would also have her classroom accessible for everyone, so people with disabilities was also able to be apart of the class. She would set a system in place so everyone was able to be apart of the lesson fairly!
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Min-Rae would stop, pausing mid sentence yet would still remain calm and professional, focusing her attention on the disruptive students, She would tap her foot and tilt her head waiting to see if they caught her noticing them. She’d let out a small sharp sigh, as she would approach them safely at a distance. “Excuse me, may we please stop the disruption and the jokes in the classroom please? You are disrupting your fellow peers who are wanting to learn!" She would give a disappointing head shake. “Please don't make me have to seperate you three!" If they continued speaking, Min-rae would give them a first-warning. If they urged to ignore Min-rae and continued to disrupt the class Min-rae would give a second warning, advising them to come sit at the front so she could keep her eye on them. If they disrupt the class again after that, Min-rae would give her third and FINAL warning, handing them a detention slip.
Provide at least 2 interactive class ideas related to your preferred subject:
Interactive class idea 1: Improvised Scene Challenge
“I would get each student to go into pairs or even groups first. I would give the pair or group a random scenario or even emotion and they would have to come up with an improvised scene based on what they got given. I would first ensure everyone understood class expectations and felt comfortable participating. I would then walk around and guide anyone with any queries or ideas. I would then begin to promote excited, dramatic energy, revealing the prompts as a way to get my students engaged and feel more motivated. I feel as if this would truly encourage creativity and show them that there is no one correct answer in drama especially when it came to creating those marvelous ideas YES YES! At the very end, everyone would perform their scene for the class and would celebrate everyone's achievements. WOOHOO!
Interactive class idea 2: Drama Performance Challenge
“I would run an activity where students would get into groups and create a short performance based on a specific theme. They would come up with super awesome team names too. For the specific theme for example, it might be friendship, comedy, family conflict etc. I would allow the students to have a small discussion first before they begin practicing, setting a short timer so they have time to come up with an idea. I would walk through classroom expectations as usual and performance safety within the classroom before double checking that everybody fully understands! Halfway through the session, I would ask them to change at least ONE thing in their performance, like adding a new emotion, changing up the setting or changing the ending. I feel as if this would encourage them to think more, encourage teamwork, and adapt to newer ideas. At the end, each group performs and would explain how it fits their theme.”
Interactive class idea 3: Silent Scene Challenge! SHH!
I would divide students into groups and challenge them to create a short performance without using ANY dialogue at all. My students would have to heavily rely on body language, movements, gesture and the main stage positioning in order to communicate their story to the audience. I would really encourage them to exaggerate their movements and acting choices, so the audience can gain an understanding on what their performance is about. After each performance, the audience would have to figure out and discuss what they believed was happening during it. I would also go over and reflect with them on how important non-verbal communication can be and how it can create emotion and meaning.
Interactive class idea 4: Actor–Audience Relationship Activity
I would organise this activity by focusing on the relationship between the actor and the audience. Before the activity commences, I would discuss how the audience during performances are very beneficial, and the ways actors can influence the audiences emotions, reactions and the way they engage with the performance. Students would work in small groups to create a performance where they would have to interact with the audience. This would use a LOT of thinking skills and planning, so I would give them a lot of time to plan. I would assist them explaining that you can interact with the audience like speaking directly at them, asking them questions, inviting them up on the stage and involving them in certain moments of the scene. After each performance ,the class would think about how the actors made the audience feel.
Have you read and understand the Teacher Application Guidance thread?
Yes
Min-Rae would notice the student pretty quickly, as she payed close attention to them. She could pick up on the students' confusion in the drama room. This was displayed through their hesitation and peering over at others slightly confused. She would then go up to them, approaching them in a very friendly manner as she crouched down to their level. She would show a friendly smile ensuring that she spoke in a softer reassuring tone. “Hey, how are you going so far? Let's go through this together hey?” If they looked unsure, Min-rae would guide them slowly through each step showing them it rather than just telling. "Hey, don't stress alright lovely?" She might even compare it to something familiar in drama that was relatable to the student, like a particular musical or show they were familiar with, which would be a helpful method to help them understand it easier! "Performing arts is all about practice and confidence! Nobody is perfect." If they were nervous about performing, Min-rae would encourage them, and would remind them that mistakes are normal. She would also encourage a positive and supportive environment for all peers and students, so they would feel more confident performing. Min-rae ensured that this safe space was essential for. her classroom, where everyone respected each other and cheered each other on. She would also have her classroom accessible for everyone, so people with disabilities was also able to be apart of the class. She would set a system in place so everyone was able to be apart of the lesson fairly!
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Min-Rae would stop, pausing mid sentence yet would still remain calm and professional, focusing her attention on the disruptive students, She would tap her foot and tilt her head waiting to see if they caught her noticing them. She’d let out a small sharp sigh, as she would approach them safely at a distance. “Excuse me, may we please stop the disruption and the jokes in the classroom please? You are disrupting your fellow peers who are wanting to learn!" She would give a disappointing head shake. “Please don't make me have to seperate you three!" If they continued speaking, Min-rae would give them a first-warning. If they urged to ignore Min-rae and continued to disrupt the class Min-rae would give a second warning, advising them to come sit at the front so she could keep her eye on them. If they disrupt the class again after that, Min-rae would give her third and FINAL warning, handing them a detention slip.
Provide at least 2 interactive class ideas related to your preferred subject:
Interactive class idea 1: Improvised Scene Challenge
“I would get each student to go into pairs or even groups first. I would give the pair or group a random scenario or even emotion and they would have to come up with an improvised scene based on what they got given. I would first ensure everyone understood class expectations and felt comfortable participating. I would then walk around and guide anyone with any queries or ideas. I would then begin to promote excited, dramatic energy, revealing the prompts as a way to get my students engaged and feel more motivated. I feel as if this would truly encourage creativity and show them that there is no one correct answer in drama especially when it came to creating those marvelous ideas YES YES! At the very end, everyone would perform their scene for the class and would celebrate everyone's achievements. WOOHOO!
Interactive class idea 2: Drama Performance Challenge
“I would run an activity where students would get into groups and create a short performance based on a specific theme. They would come up with super awesome team names too. For the specific theme for example, it might be friendship, comedy, family conflict etc. I would allow the students to have a small discussion first before they begin practicing, setting a short timer so they have time to come up with an idea. I would walk through classroom expectations as usual and performance safety within the classroom before double checking that everybody fully understands! Halfway through the session, I would ask them to change at least ONE thing in their performance, like adding a new emotion, changing up the setting or changing the ending. I feel as if this would encourage them to think more, encourage teamwork, and adapt to newer ideas. At the end, each group performs and would explain how it fits their theme.”
Interactive class idea 3: Silent Scene Challenge! SHH!
I would divide students into groups and challenge them to create a short performance without using ANY dialogue at all. My students would have to heavily rely on body language, movements, gesture and the main stage positioning in order to communicate their story to the audience. I would really encourage them to exaggerate their movements and acting choices, so the audience can gain an understanding on what their performance is about. After each performance, the audience would have to figure out and discuss what they believed was happening during it. I would also go over and reflect with them on how important non-verbal communication can be and how it can create emotion and meaning.
Interactive class idea 4: Actor–Audience Relationship Activity
I would organise this activity by focusing on the relationship between the actor and the audience. Before the activity commences, I would discuss how the audience during performances are very beneficial, and the ways actors can influence the audiences emotions, reactions and the way they engage with the performance. Students would work in small groups to create a performance where they would have to interact with the audience. This would use a LOT of thinking skills and planning, so I would give them a lot of time to plan. I would assist them explaining that you can interact with the audience like speaking directly at them, asking them questions, inviting them up on the stage and involving them in certain moments of the scene. After each performance ,the class would think about how the actors made the audience feel.
Have you read and understand the Teacher Application Guidance thread?
Yes
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