About Me
What's your Minecraft Username?: frayy_
What's your Discord username?: imjustfrayy
What's your Time Zone?: GMT
Provide any link(s) to previous applications:
https://schoolrp.net/threads/kpd-police-application-md81.80914/#post-281888
What are your current roles on the server?:
Fray R. Watcher Grade 12 (MD81)
Tweety Jr 'X' Cortez (MD81)
Renji H. Mayumi (frayy_)
Asahi Romaji (frayy_)
Why are Teachers so important to SchoolRP?:
It would be close to impossible, to have a School Roleplay without any teachers! Without any teachers SRP would be harder
to enjoy as a Roleplay server, the students may have harder times having to RP 'going to class' when they just have to SkipRP the entire class. With teachers it allows for them to be able to commemorate and develop impact on the characters story. With classes they can go through stuff: Most Karakura students will spend their time in school where they will be in presence to teachers, attending their classes and being told off or disciplined by them for misbehavior.
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
In-Character Section
What's your character's full name?: Asahi U. Romaji
What is your character's nationality?: Swedish
What is your preferred subject to teach?: Performaing Arts (Drama)
Describe your character:
Asahi grew up in Karakura, that vibrant city beating with life and heritage—exciting festivals, peaceful temples, and the relentless hum of living. He never quite recovered from the atmosphere, even if he can't ever seem to push past the impression that he's just slipping underwater.
5'11" tall (180 cm) and weighing 70 kg (154 lbs), Asahi is slender, quietly contemplative-looking. Brown hair curls loose around his incisive hazel eyes, setting him a serious, contemplative mood. He carries a scent of light, soothing musk from freshly laundered linens and undercurrents of sandalwood—warming and huggy, like he is.
Asahi is shy and chivalrous in true gentleman fashion. This mischievous streak isn't off-putting. He's the sort of fellow who hears so much more than he says, happy to offer comforting words of comfort without demanding centre stage. At 5'11" and 70 kg, Asahi is tall understated in build. His dark brown hair falls about his bright hazel eyes, setting him off with a sombre, brooding presence. He carries the gentle, soothing scent of fresh linen and muted sandalwood—warm and inviting, just like himself.
Despite his own misgivings, Asahi is fairly certain what he would like to become: a drama teacher. Ever since he was in high school and on the drama club, he has been intrigued by the stage—not as an actor, but as a director who gets people out of themselves. He enjoyed mentoring, directing, and playwriting, watching how kids came to life through magic of story. It was at that point he understood how powerful theater was and knew that he had to make his mark on others just as well.
Now, Asahi continues, majoring in education and theatre, even when he is not sure about himself. He wonders if he can teach—being not that outgoing or forceful of a person. But what is special about Asahi is his firm belief in potential. He likes all his students, especially the quiet ones, and wants to have a place where all voices are heard.
In the future, Asahi would like to teach drama in Karakura, where he would have a warm and fantastical classroom where students could release their emotions and grow. He wishes to be able to lead them to be braver, as drama led him before. And maybe, in the process, he would be able to build his confidence as well.
What is your character's outlook on students and co-workers?:
Asahi has an optimism about him with quiet respect for his students and workmates. He believes that everyone can reach beyond untapped potential, even the ones who do not see it in themselves. He pays more attention to those invisible and quiet kids; the ones not willing to stand out or step into the spotlight. Because he has battled with self-confidence himself, Asahi is unbelievably patient and understanding. His imagination beholds future classrooms as sanctuaries where students could speak their minds, dabble in creativity, and gain an understanding of who they truly are without ever having to face that fear of social stigmatization.
As for his fellow workers, Asahi respects teamwork and understanding. He's not the most vocal mouth in the group, but the keenest ear, always willing to provide wise counsel or unspoken support. While he does fret sometimes that he will become lost or overlooked, he is more concerned with helping others and creating something valuable in cooperation. He respects teachers who motivate their students, and would love to take on their confidence—without losing his quiet, compassionate nature.
Most of all, Asahi feels that everyone has something to offer—students and teachers. And even if he's still finding his own voice, he's committed to helping others find their best, because he knows that sometimes the loudest voices begin as whispers.
What is your character's motivation for teaching?:
For Asahi, the motivation comes through belief in the power of life narrative and self-expression. While growing up, he often felt he'd faded into the background, while louder and more confident people took center stage. That was before he joined the drama club in high school; it was this experience that changed things.
Although he wasn't a star actor himself, being in the position of mentoring, directing, and writing, helping others bring their characters to life opened up for him a view of the sheer power and beauty theater could have. He witnessed shy students growing bold, saw insecurity melt away on stage, and knew how much he wanted to be part of this life-changing journey.
For Asahi, teaching drama is never about theater; it's about helping students find their voices, just like drama once helped him find his own courage. He wishes for his classroom to be a safe, creative space where each story has a role to play, where each quite silent student feels seen and heard. He has a special motivation to carry up those who pulled down because he completely understands what it feels like to wrestle with self-doubt and be invisible.
On a deeper level, he hopes that by encouraging others to be brave, he will become confident by proxy. Teaching, for him, is growth—self-growth too. He dreams he can inspire people as his drama teacher once inspired him, and he believes that people, by stepping on stage, step closer to becoming who they really are.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Motivated by belief in the power of life narrative and self-expression, Asahi has always felt he was lost within the shattering past, never to shine while others did—not until he was in the school drama club, that is. Though not a star actor himself, the experience of mentoring, directing, and writing after that granted him just the insight into the sheer force and beauty theater could express. He had seen quiet students come forth, noticed how insecurities melted off on stage, and knew how much he wanted to be part of this life-changing journey.
For Asahi, teaching drama has never been about theater, but rather helping students find their voices—much like how drama once helped him find courage within. In his classroom would be a safe haven for creativity, where every story plays a part, a quiet student would not end up invisible. Having been in such a state, such a state that one has felt completely repressed, crumpling down in self-doubt, gifted him with a special motivation to carry them up.
On a deeper note, he hopes by emboldening others he himself could reach that confidence by proxy. Teaching, as he sees and thinks about it, is self-growth. One day, he hopes he can inspire people as the teacher of drama once did inspire him, and he believes that by direkting or directing someone into making a presentation on stage, and thus speeching their own road all along, they have overcome something as plain and obviouse as self-doubt.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Whenever disruption is consistent, Asahi opts to be calm, patient, and empathetic in his approach. He believes that every learner has diverse needs; many times, disruptive behavior could arise from boredom or from other emotional issues unresolved. Instead of confronting the student outright, he would inspire them to reengage the class without subjecting the student to unwanted scrutiny or attention.
For a first attempt at changing the student's behavior, Asahi would utilize this distraction for a teaching moment: redirect that student energy towards something more positive. He could say, "I see that you're a little more energetic today! That's awesome enthusiasm! Let's put that energy into this scene and pretend that you're doing the character as though telling a joke to the audience, while still keeping with the context of the scene."
This method would subtly stimulate creativity in the student and allow them to use that energy instead of distracting other class members. If this fails, he would have a private conversation with the student after the lesson in a safe area, away from others. There would be no direct reprimanding; instead, "Hey, I've noticed you have been really having fun with your friends. However, we need to concentrate on this lesson. Is something bothering you? I just want to make sure that you are getting something from this, but I do need help and cooperation to keep the class on track." The tone is gentle yet firm, one of respect for the student.
Provide at least 2 interactive class ideas related to your preferred subject:
1. Improvisation Relay
Purpose: Get the students thinking on their feet and playing for enjoyment.
How it works
Split the class into 4-5 student groups.
Allocate each group an arbitrary scene topic, e.g., "a spaceship crash," "a surprise party," or "a haunted house."
Get each student to play for 30 seconds before passing the scene to the following student, who will continue with the scene.
The second student continues where the first one left off, and the rotation goes on until each of them gets a chance.
All the groups then rehearse their scene in front of the class.
The class shares what was difficult or easy with character-switching and working together.
Why it's great:
It promotes creative thinking, spontaneous thinking, and teamwork in a supportive atmosphere!
2. Character Hotseat
Purpose: To provide an easier way for students to gain access to knowledge and enter character through questioning.
How it works:
A student sits in the "hot seat" and is a character in a scene or story.
The class asks the student as the character, e.g., "What do you most desire?" or "What do you fear most?"
The student answers as the character, using his or her own imagination to stay in character.
And then a few minutes afterwards, another student takes their turn in the hot seat in a different role.
Why it's great:
It gives them longer to become immersed in the role and think more creatively about their answer, improving their acting skill!
Have you read and understand the Teacher Application Guidance thread? Yes
What's your Minecraft Username?: frayy_
What's your Discord username?: imjustfrayy
What's your Time Zone?: GMT
Provide any link(s) to previous applications:
https://schoolrp.net/threads/kpd-police-application-md81.80914/#post-281888
What are your current roles on the server?:
Fray R. Watcher Grade 12 (MD81)
Tweety Jr 'X' Cortez (MD81)
Renji H. Mayumi (frayy_)
Asahi Romaji (frayy_)
Why are Teachers so important to SchoolRP?:
It would be close to impossible, to have a School Roleplay without any teachers! Without any teachers SRP would be harder
to enjoy as a Roleplay server, the students may have harder times having to RP 'going to class' when they just have to SkipRP the entire class. With teachers it allows for them to be able to commemorate and develop impact on the characters story. With classes they can go through stuff: Most Karakura students will spend their time in school where they will be in presence to teachers, attending their classes and being told off or disciplined by them for misbehavior.
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
In-Character Section
What's your character's full name?: Asahi U. Romaji
What is your character's nationality?: Swedish
What is your preferred subject to teach?: Performaing Arts (Drama)
Describe your character:
Asahi grew up in Karakura, that vibrant city beating with life and heritage—exciting festivals, peaceful temples, and the relentless hum of living. He never quite recovered from the atmosphere, even if he can't ever seem to push past the impression that he's just slipping underwater.
5'11" tall (180 cm) and weighing 70 kg (154 lbs), Asahi is slender, quietly contemplative-looking. Brown hair curls loose around his incisive hazel eyes, setting him a serious, contemplative mood. He carries a scent of light, soothing musk from freshly laundered linens and undercurrents of sandalwood—warming and huggy, like he is.
Asahi is shy and chivalrous in true gentleman fashion. This mischievous streak isn't off-putting. He's the sort of fellow who hears so much more than he says, happy to offer comforting words of comfort without demanding centre stage. At 5'11" and 70 kg, Asahi is tall understated in build. His dark brown hair falls about his bright hazel eyes, setting him off with a sombre, brooding presence. He carries the gentle, soothing scent of fresh linen and muted sandalwood—warm and inviting, just like himself.
Despite his own misgivings, Asahi is fairly certain what he would like to become: a drama teacher. Ever since he was in high school and on the drama club, he has been intrigued by the stage—not as an actor, but as a director who gets people out of themselves. He enjoyed mentoring, directing, and playwriting, watching how kids came to life through magic of story. It was at that point he understood how powerful theater was and knew that he had to make his mark on others just as well.
Now, Asahi continues, majoring in education and theatre, even when he is not sure about himself. He wonders if he can teach—being not that outgoing or forceful of a person. But what is special about Asahi is his firm belief in potential. He likes all his students, especially the quiet ones, and wants to have a place where all voices are heard.
In the future, Asahi would like to teach drama in Karakura, where he would have a warm and fantastical classroom where students could release their emotions and grow. He wishes to be able to lead them to be braver, as drama led him before. And maybe, in the process, he would be able to build his confidence as well.
What is your character's outlook on students and co-workers?:
Asahi has an optimism about him with quiet respect for his students and workmates. He believes that everyone can reach beyond untapped potential, even the ones who do not see it in themselves. He pays more attention to those invisible and quiet kids; the ones not willing to stand out or step into the spotlight. Because he has battled with self-confidence himself, Asahi is unbelievably patient and understanding. His imagination beholds future classrooms as sanctuaries where students could speak their minds, dabble in creativity, and gain an understanding of who they truly are without ever having to face that fear of social stigmatization.
As for his fellow workers, Asahi respects teamwork and understanding. He's not the most vocal mouth in the group, but the keenest ear, always willing to provide wise counsel or unspoken support. While he does fret sometimes that he will become lost or overlooked, he is more concerned with helping others and creating something valuable in cooperation. He respects teachers who motivate their students, and would love to take on their confidence—without losing his quiet, compassionate nature.
Most of all, Asahi feels that everyone has something to offer—students and teachers. And even if he's still finding his own voice, he's committed to helping others find their best, because he knows that sometimes the loudest voices begin as whispers.
What is your character's motivation for teaching?:
For Asahi, the motivation comes through belief in the power of life narrative and self-expression. While growing up, he often felt he'd faded into the background, while louder and more confident people took center stage. That was before he joined the drama club in high school; it was this experience that changed things.
Although he wasn't a star actor himself, being in the position of mentoring, directing, and writing, helping others bring their characters to life opened up for him a view of the sheer power and beauty theater could have. He witnessed shy students growing bold, saw insecurity melt away on stage, and knew how much he wanted to be part of this life-changing journey.
For Asahi, teaching drama is never about theater; it's about helping students find their voices, just like drama once helped him find his own courage. He wishes for his classroom to be a safe, creative space where each story has a role to play, where each quite silent student feels seen and heard. He has a special motivation to carry up those who pulled down because he completely understands what it feels like to wrestle with self-doubt and be invisible.
On a deeper level, he hopes that by encouraging others to be brave, he will become confident by proxy. Teaching, for him, is growth—self-growth too. He dreams he can inspire people as his drama teacher once inspired him, and he believes that people, by stepping on stage, step closer to becoming who they really are.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Motivated by belief in the power of life narrative and self-expression, Asahi has always felt he was lost within the shattering past, never to shine while others did—not until he was in the school drama club, that is. Though not a star actor himself, the experience of mentoring, directing, and writing after that granted him just the insight into the sheer force and beauty theater could express. He had seen quiet students come forth, noticed how insecurities melted off on stage, and knew how much he wanted to be part of this life-changing journey.
For Asahi, teaching drama has never been about theater, but rather helping students find their voices—much like how drama once helped him find courage within. In his classroom would be a safe haven for creativity, where every story plays a part, a quiet student would not end up invisible. Having been in such a state, such a state that one has felt completely repressed, crumpling down in self-doubt, gifted him with a special motivation to carry them up.
On a deeper note, he hopes by emboldening others he himself could reach that confidence by proxy. Teaching, as he sees and thinks about it, is self-growth. One day, he hopes he can inspire people as the teacher of drama once did inspire him, and he believes that by direkting or directing someone into making a presentation on stage, and thus speeching their own road all along, they have overcome something as plain and obviouse as self-doubt.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Whenever disruption is consistent, Asahi opts to be calm, patient, and empathetic in his approach. He believes that every learner has diverse needs; many times, disruptive behavior could arise from boredom or from other emotional issues unresolved. Instead of confronting the student outright, he would inspire them to reengage the class without subjecting the student to unwanted scrutiny or attention.
For a first attempt at changing the student's behavior, Asahi would utilize this distraction for a teaching moment: redirect that student energy towards something more positive. He could say, "I see that you're a little more energetic today! That's awesome enthusiasm! Let's put that energy into this scene and pretend that you're doing the character as though telling a joke to the audience, while still keeping with the context of the scene."
This method would subtly stimulate creativity in the student and allow them to use that energy instead of distracting other class members. If this fails, he would have a private conversation with the student after the lesson in a safe area, away from others. There would be no direct reprimanding; instead, "Hey, I've noticed you have been really having fun with your friends. However, we need to concentrate on this lesson. Is something bothering you? I just want to make sure that you are getting something from this, but I do need help and cooperation to keep the class on track." The tone is gentle yet firm, one of respect for the student.
Provide at least 2 interactive class ideas related to your preferred subject:
1. Improvisation Relay
Purpose: Get the students thinking on their feet and playing for enjoyment.
How it works
Split the class into 4-5 student groups.
Allocate each group an arbitrary scene topic, e.g., "a spaceship crash," "a surprise party," or "a haunted house."
Get each student to play for 30 seconds before passing the scene to the following student, who will continue with the scene.
The second student continues where the first one left off, and the rotation goes on until each of them gets a chance.
All the groups then rehearse their scene in front of the class.
The class shares what was difficult or easy with character-switching and working together.
Why it's great:
It promotes creative thinking, spontaneous thinking, and teamwork in a supportive atmosphere!
2. Character Hotseat
Purpose: To provide an easier way for students to gain access to knowledge and enter character through questioning.
How it works:
A student sits in the "hot seat" and is a character in a scene or story.
The class asks the student as the character, e.g., "What do you most desire?" or "What do you fear most?"
The student answers as the character, using his or her own imagination to stay in character.
And then a few minutes afterwards, another student takes their turn in the hot seat in a different role.
Why it's great:
It gives them longer to become immersed in the role and think more creatively about their answer, improving their acting skill!
Have you read and understand the Teacher Application Guidance thread? Yes