About Me
What's your Minecraft Username?:
Joetempz ( Main account )
Jxetxmpz ( alternative account ) ( account applying on )
tempzJoe ( alternative account )
What's your Discord username?:
My discord User is Joetempz
What's your Time Zone?:
My current time-zone is GMT (Greenwich Mean Time). However over my time playing I have adapted to the main time-zones played on SRP.
Provide any link(s) to previous applications:
What are your current roles on the server?:
As of right now I main a Grade-12 that is on the bobcat male football team
Why are Teachers so important to SchoolRP?:
I believe that teachers play a major role within the SRP community, and I see that role as both an educator and a guide. As a teacher, I am there to help students find their potential, support them in accessing their education, and give them the tools they need to move forward with their schooling. I also believe it is my responsibility to help students recognise their strengths and develop their skills, so they are better prepared to become confident, capable adults in the future. Beyond academics, I see teachers as leaders who help shape how teenagers view the world, themselves, and others. Teachers are the backbone of the board’s education system, and I aim to be a positive role model by helping students understand the expectations and demands of life outside the classroom. To me, teaching extends beyond the classroom walls; learning happens everywhere. Even outside of school, people are constantly teaching and learning from one another, which shows that teachers are at the heart of every community, guiding others not just as professionals, but as everyday influences in society.
Do you acknowledge that if you are inactive you may lose your role?:
Yes I am aware!
Do you agree to undergo teacher training if your application is successful?:
Yes I am also aware of this.
In-Character Section
What's your character's full name?:
Dean Voss
What is your character's nationality?:
Japanese
What is your preferred subject to teach?:
I would like to teach Science (Chemistry)
Describe your character:
The distinguished Dean Voss carries an effortless presence that turns heads without ever meaning to. His shirt is permanently creased from long shifts, his tie hangs slightly undone, and his dark jacket bears the weary wrinkles of too many nights spent on the job instead of at home. His trousers are worn at the knees, his black shoes dulled by city streets rather than polish. He looks every bit the working cop practical, grounded, and unbothered by appearances. What truly sets Voss apart is the way he moves steady, deliberate, never wasting a gesture. He doesn’t need to raise his voice to command attention; his silence speaks louder than most orders. There’s a watchfulness in his eyes, the kind that reads a room before anyone else even enters it. While others chase recognition, Voss carries the quiet weight of someone who’s seen too much and still refuses to quit. Even in a line-up of crisp, clean officers, he’s the one who looks like reality finally gave up trying to wear him down.
What is your character's outlook on students and co-workers?:
Dean Voss views co-workers and teamwork as necessary, but complicated. He’s not the kind of Teacher who throws around words like brotherhood or family. To him, the Role doesn’t automatically make someone trustworthy people earn that one call at a time, shift by shift. He’s seen enough to know that teams can save you or sink you, and the line between the two can be one bad decision. So Voss keeps his expectations realistic. He values competence over charm, reliability over popularity. If you show up on time, do your job right, and keep your head when things go sideways, you’ll have his respect and once you have that, it’s not easily lost. In the field, he believes teamwork isn’t about loud coordination or pep talks; it’s about quiet understanding. The kind where you know what your partner’s going to do without a word. He prefers smaller, tighter circles people who’ve proven they can handle the dark parts of the work without folding. He doesn’t hand out trust; he observes, tests, and waits. When someone finally earns it, he treats them like an extension of himself. Behind the reserve, though, there’s loyalty. Voss would never say it out loud, but he’ll take the hit if it means keeping a partner safe. He might criticize mistakes harshly, but only because he expects others to hold him to the same standard. He believes a real team isn’t about liking each other it’s about being able to rely on each other when things get ugly.
In short, Dean Voss doesn’t join teams; he builds them, one person at a time, through respect, grit, and quiet loyalty that lasts long after the shift ends.
What is your character's motivation for teaching?:
WIP
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Dean Voss approached the student with a calm manner and leaned over the desk beside just so he could speak at eye level. He offered alternative ways to explain the topic he was teaching in many ways such as verbal explanation, photos, images etc. Why teach a class students don't understand? “Heyyy Buddy if you really dont get it you can you see me after class so we can go through this at your pace with less distractions?” he said gently, offering support without drawing attention. Before standing, he rested a hand briefly on the student’s shoulder as reassurance. he then addressed the rest of the class in a light, friendly tone. “Alright, class. If you need help, don’t be afraid to ask or raise your hand and I’ll come over.” he stepped away, allowing the student space while continuing the lesson.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Dean paused mid-sentence as a student’s voice rose above the room. “Mr Voss,” he said evenly, “please settle down and focus on the topic. This will be on the homework, and you’re distracting others from learning.” he waited a moment, then resumed the lesson only to stop again when the disruption continued. “Excuse me young man, what did I just say? If this behaviour continues, I’ll have to dismiss you from the class. This is your final warning.” With that, he continued teaching. Discipline was never something he enjoyed, but he understood it was necessary to maintain order and give everyone a fair learning environment. If the behaviour continued, he would follow through and remove the student from the class, as he had already made the consequences clear.
Provide at least 2 interactive class ideas related to your preferred subject:
''For my first Interactive class I would like to do with the class goes as stated.''
I would run a reaction speed challenge by putting the class into small groups and giving each group a simple, safe reaction to investigate, such as an effervescent tablet in water or, if appropriate, a teacher-led demonstration using magnesium ribbon and dilute acid. I would explain that their task is to find out how quickly the reaction happens when one condition is changed. Each group would be assigned a single variable to change, such as the temperature of the water, the surface area of the tablet by using it whole or crushed, or the concentration of the reactants if suitable. I would make it clear that only one variable can be changed at a time so the results are fair. Students would then time the reaction using a stopwatch and record their results on a worksheet or a shared results board. Throughout the activity, I would encourage them to make predictions before starting and to discuss what they observe as the reaction takes place. Once all groups have finished, we would compare results as a class and link what they observed back to rates of reaction and particle theory, explaining why certain conditions made the reaction faster or slower. To finish, I would ask students to produce a quick graph of their results to reinforce the data handling and help connect the practical work to exam-style questions.
''Moving onto my second Interactive Class,''
I would set this lesson up as a mystery substance investigation, where I ask students to act as lab investigators whose job is to identify unknown substances using their chemical properties. I would place the class into small groups and give each group two or three labelled unknown samples, such as A, B, and C, without telling them what they are. Around the room, I would set up test stations that allow students to safely investigate each substance, including testing solubility in water, using pH paper, checking conductivity if the equipment is available, and observing reactions with a small amount of acid. I would instruct students to carefully carry out the tests, record all observations clearly, and avoid guessing until they have enough evidence. Once the testing is complete, I would provide a reference table of known properties so they can compare their results and decide what each unknown substance is. Students would then justify their conclusions using the evidence they collected. To extend the activity, I would ask groups to present their findings to the class and explain their reasoning, and I might include one misleading or unexpected result to challenge their thinking and encourage deeper discussion.
Have you read and understand the Teacher Application Guidance thread?
Yes
Joetempz ( Main account )
Jxetxmpz ( alternative account ) ( account applying on )
tempzJoe ( alternative account )
What's your Discord username?:
My discord User is Joetempz
What's your Time Zone?:
My current time-zone is GMT (Greenwich Mean Time). However over my time playing I have adapted to the main time-zones played on SRP.
Provide any link(s) to previous applications:
Joetempz Council Application - Accepted
Joetempz Council Application - Accepted
Joetempz Council Application - Accepted
Joetempz Chef Application - Accepted
Joetempz Chef Application - Accepted
Joetempz Teacher Application - Denied
Joetempz Council Application - Accepted
Joetempz Council Application - Accepted
Joetempz Chef Application - Accepted
Joetempz Chef Application - Accepted
Joetempz Teacher Application - Denied
Joetempz Judge Application - Accepted
Joetempz Judge Application - Accepted
Joetempz EMS Application - Denied
Joetempz KPD Application - Denied
Joetempz Judge Application - Accepted
Joetempz EMS Application - Denied
Joetempz KPD Application - Denied
Joetempz Height Authorization - Accepted
Joetempz Language Application - Accepted
Joetempz Language Application - Accepted
Joetempz Language Application - Denied
Joetempz Language Application - Accepted
Joetempz Language Application - Accepted
Joetempz Language Application - Accepted
Joetempz Language Application - Accepted
Joetempz Language Application - Denied
Joetempz Language Application - Accepted
Joetempz Language Application - Accepted
What are your current roles on the server?:
As of right now I main a Grade-12 that is on the bobcat male football team
Why are Teachers so important to SchoolRP?:
I believe that teachers play a major role within the SRP community, and I see that role as both an educator and a guide. As a teacher, I am there to help students find their potential, support them in accessing their education, and give them the tools they need to move forward with their schooling. I also believe it is my responsibility to help students recognise their strengths and develop their skills, so they are better prepared to become confident, capable adults in the future. Beyond academics, I see teachers as leaders who help shape how teenagers view the world, themselves, and others. Teachers are the backbone of the board’s education system, and I aim to be a positive role model by helping students understand the expectations and demands of life outside the classroom. To me, teaching extends beyond the classroom walls; learning happens everywhere. Even outside of school, people are constantly teaching and learning from one another, which shows that teachers are at the heart of every community, guiding others not just as professionals, but as everyday influences in society.
Do you acknowledge that if you are inactive you may lose your role?:
Yes I am aware!
Do you agree to undergo teacher training if your application is successful?:
Yes I am also aware of this.
In-Character SectionWhat's your character's full name?:
Dean Voss
What is your character's nationality?:
Japanese
What is your preferred subject to teach?:
I would like to teach Science (Chemistry)
Describe your character:
The distinguished Dean Voss carries an effortless presence that turns heads without ever meaning to. His shirt is permanently creased from long shifts, his tie hangs slightly undone, and his dark jacket bears the weary wrinkles of too many nights spent on the job instead of at home. His trousers are worn at the knees, his black shoes dulled by city streets rather than polish. He looks every bit the working cop practical, grounded, and unbothered by appearances. What truly sets Voss apart is the way he moves steady, deliberate, never wasting a gesture. He doesn’t need to raise his voice to command attention; his silence speaks louder than most orders. There’s a watchfulness in his eyes, the kind that reads a room before anyone else even enters it. While others chase recognition, Voss carries the quiet weight of someone who’s seen too much and still refuses to quit. Even in a line-up of crisp, clean officers, he’s the one who looks like reality finally gave up trying to wear him down.
What is your character's outlook on students and co-workers?:
Dean Voss views co-workers and teamwork as necessary, but complicated. He’s not the kind of Teacher who throws around words like brotherhood or family. To him, the Role doesn’t automatically make someone trustworthy people earn that one call at a time, shift by shift. He’s seen enough to know that teams can save you or sink you, and the line between the two can be one bad decision. So Voss keeps his expectations realistic. He values competence over charm, reliability over popularity. If you show up on time, do your job right, and keep your head when things go sideways, you’ll have his respect and once you have that, it’s not easily lost. In the field, he believes teamwork isn’t about loud coordination or pep talks; it’s about quiet understanding. The kind where you know what your partner’s going to do without a word. He prefers smaller, tighter circles people who’ve proven they can handle the dark parts of the work without folding. He doesn’t hand out trust; he observes, tests, and waits. When someone finally earns it, he treats them like an extension of himself. Behind the reserve, though, there’s loyalty. Voss would never say it out loud, but he’ll take the hit if it means keeping a partner safe. He might criticize mistakes harshly, but only because he expects others to hold him to the same standard. He believes a real team isn’t about liking each other it’s about being able to rely on each other when things get ugly.
In short, Dean Voss doesn’t join teams; he builds them, one person at a time, through respect, grit, and quiet loyalty that lasts long after the shift ends.
What is your character's motivation for teaching?:
WIP
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Dean Voss approached the student with a calm manner and leaned over the desk beside just so he could speak at eye level. He offered alternative ways to explain the topic he was teaching in many ways such as verbal explanation, photos, images etc. Why teach a class students don't understand? “Heyyy Buddy if you really dont get it you can you see me after class so we can go through this at your pace with less distractions?” he said gently, offering support without drawing attention. Before standing, he rested a hand briefly on the student’s shoulder as reassurance. he then addressed the rest of the class in a light, friendly tone. “Alright, class. If you need help, don’t be afraid to ask or raise your hand and I’ll come over.” he stepped away, allowing the student space while continuing the lesson.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Dean paused mid-sentence as a student’s voice rose above the room. “Mr Voss,” he said evenly, “please settle down and focus on the topic. This will be on the homework, and you’re distracting others from learning.” he waited a moment, then resumed the lesson only to stop again when the disruption continued. “Excuse me young man, what did I just say? If this behaviour continues, I’ll have to dismiss you from the class. This is your final warning.” With that, he continued teaching. Discipline was never something he enjoyed, but he understood it was necessary to maintain order and give everyone a fair learning environment. If the behaviour continued, he would follow through and remove the student from the class, as he had already made the consequences clear.
Provide at least 2 interactive class ideas related to your preferred subject:
''For my first Interactive class I would like to do with the class goes as stated.''
I would run a reaction speed challenge by putting the class into small groups and giving each group a simple, safe reaction to investigate, such as an effervescent tablet in water or, if appropriate, a teacher-led demonstration using magnesium ribbon and dilute acid. I would explain that their task is to find out how quickly the reaction happens when one condition is changed. Each group would be assigned a single variable to change, such as the temperature of the water, the surface area of the tablet by using it whole or crushed, or the concentration of the reactants if suitable. I would make it clear that only one variable can be changed at a time so the results are fair. Students would then time the reaction using a stopwatch and record their results on a worksheet or a shared results board. Throughout the activity, I would encourage them to make predictions before starting and to discuss what they observe as the reaction takes place. Once all groups have finished, we would compare results as a class and link what they observed back to rates of reaction and particle theory, explaining why certain conditions made the reaction faster or slower. To finish, I would ask students to produce a quick graph of their results to reinforce the data handling and help connect the practical work to exam-style questions.
''Moving onto my second Interactive Class,''
I would set this lesson up as a mystery substance investigation, where I ask students to act as lab investigators whose job is to identify unknown substances using their chemical properties. I would place the class into small groups and give each group two or three labelled unknown samples, such as A, B, and C, without telling them what they are. Around the room, I would set up test stations that allow students to safely investigate each substance, including testing solubility in water, using pH paper, checking conductivity if the equipment is available, and observing reactions with a small amount of acid. I would instruct students to carefully carry out the tests, record all observations clearly, and avoid guessing until they have enough evidence. Once the testing is complete, I would provide a reference table of known properties so they can compare their results and decide what each unknown substance is. Students would then justify their conclusions using the evidence they collected. To extend the activity, I would ask groups to present their findings to the class and explain their reasoning, and I might include one misleading or unexpected result to challenge their thinking and encourage deeper discussion.
Have you read and understand the Teacher Application Guidance thread?
Yes
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