Lill1th_
Level 1
About Me
What's your Minecraft Username?: Lill1th_
What's your Discord username?: lill1th_
What's your Time Zone?: Est
Provide any link(s) to previous applications:
https://schoolrp.net/threads/lill1th_s-language-application.81441
https://schoolrp.net/threads/lill1th_s-language-application.81695
https://schoolrp.net/threads/lill1th_s-language-application.81968
https://schoolrp.net/threads/lill1th_s-maths-teacher-application.83021
https://schoolrp.net/threads/lill1th_s-physical-education-teacher-application.83316
What are your current roles on the server?:
Ezequiel Maru (Grade-12) [APPLYING WITH]
Primrose S. Blackthorn (Grade-12)
Xenia Domen Zindel (Grade-12)
Briana O’Conner (Grade-12)
Mya R. Zindel (Grade-12)
Yang Taijitu (Grade-12)
Lazuli (Bee)
Stitch (Fox)
Nuggetz (Duck)
Why are Teachers so important to SchoolRP?:
Teachers aren’t just simply unimportant characters in the game. They indirectly change the game for other players by bringing more realism into the world of Karakura and into Karakura high. They do this by creating actual lessons for players to learn from and homework for them to complete, creating a system that allows people to move from grade 7 to college masters with ease when the effort is put forth.
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?: My name is Ezequiel Maru
What is your character's nationality?: I come from a Spanish-Korean family
What is your preferred subject to teach?: Physical Education
Describe your character:
Ezequiel Maru is a 7 foot tall Spanish-Korean male. He has brown eyes and brown hair. His hair is normally neatly cut and styled.Ezequiel’s Features are defined and sharp, with just a hint of softness and strength in his facial structure. This is also seen in his Physique, with a wiry build , rather than a bulky one. He also has a bit of a heavy brow that gives him a strong presence. His skin tone is a warm brown. His ethnicity, Spanish and Korean, makes his facial features stand out and compliment each other, making him look exotic.
What is your character's outlook on students and co-workers?:
Ezequiel thinks of his students as individuals with the potential to develop, rather than simply students. He offers each of his students patience, instruction, and a comfortable and protected environment, at whatever level they might be at, to help them develop. He is flexible with them, but also demanding: he knows that they can only learn through effort, which is why he has told them "discipline is the source of confidence”. Ezequiel has a vision of education that transcends the intellectual. Professionalism and Teamwork. Ezequiel respects and enjoys working with open-minded, reliable, and helpful coworkers. He will be quietly supportive instead of competing for attention, and prefers to resolve disagreements by calm discussions over confrontations. He can be a wallflower at first, but he will gain respect through consistent integrity.
What is your character's motivation for teaching?:
He wants to help others find the same strength and sense of purpose that he found in education. After losing his parents, school was the first thing that was stable in his life and he wants to be that for other people. Ezequiel wants to build a legacy that honors his parents’ memory, even if its not one of fame or widespread recognition. He wants to show the world that even after a tragedy, a person can still create something that lasts. Ezequiel’s multicultural background has always left him trying to find balance between two sides of himself, both the discipline and respect that comes from his Korean roots, as well as the warmth and expressiveness of his Spanish culture. His motivation is to find a way to balance those identities and show others that it’s okay to embrace every aspect of who you are. Ezequiel still feels the sting of losing his parents at such a young age and having to take care of his younger siblings and his motivation to guide and mentor younger students is partially a form of therapy for himself. By becoming someone that protects and guides students, he filling the gap of the adults he lost.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Ezequiel noticed the way one of his students' eyes kept flicking between the board and their notes, that familiar mix of confusion and frustration. He didn’t say anything right away. Instead, he finished the lesson, giving the class a moment to breathe before quietly making his way over.
“Hey” he whispered, leaning just enough to meet the students' gaze. “You seemed a little lost back there. Want to go over it together?”
The student hesitated, then nodded. Ezequiel smiled Not the kind of smile that says you should have known this, but the kind that says it’s okay, we’ll figure it out. He pulled up a chair and walked them through the problem again, slower this time, using examples that actually made sense.
When the student finally caught on, their shoulders eased, and Ezequiel gave them a small nod of approval. “See? You had it in you the whole time. You just needed to look at it in a different angle”.
He didn’t leave right away, just stayed long enough to make sure the student felt comfortable, then moved on as if it were the most normal thing in the world. Because to him, it was.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Ezequiel didn’t raise his voice. He rarely had to. When the same student interrupted for the third time cracking jokes while others tried to focus he stopped mid-sentence, the room going quiet on its own. He set the marker down, not with anger, but with a steady and patient gaze that carried more weight than shouting ever cold. “Are you finished?” he simply asked. His tone wasn’t sharp, but it left no room for argument. The student mumbled something, shrinking a little under the silence that followed. Ezequiel nodded once. “Good. Then let’s give everyone a chance to learn, yeah?” He then turned back to the board and continued the lesson, but after class, he caught the student before they left. “Hey” he quietly, motioning them aside. “I get it, class can sometimes feel long, and sometimes you want to make it a bit lighter. But when you do that, you’re not just cutting yourself off from learning. You’re pulling everyone else down with you. You are better than that.” There was no anger in his voice, just honesty. The student nodded, eyes down looking at the floor. Ezequiel gave a small nod in return. “Tomorrow’s a new day. Let’s start over.” And that was that. No lecture, no power trip, just accountability, wrapped in respect.
Provide at least 2 interactive class ideas related to your preferred subject:
“Hands on CPR Practice”
Objective: Teach the students how to respond confidently in an emergency and perform CPR correctly. Warm Up:(5 mins) Start with a short discussion: 'What would you do if someone suddenly stopped breathing in front of you?’ Letting the students share answers, some serious, some unsure and then explaining that by the end of class, they will actually know what to do.
Ezequiel shows the steps slowly checking for safety, calling for help, and starting compressions. Students will then pair up and use CPR dummies (or soft mats) to practice chest compressions while counting out loud together. “Challenge time!” Ezequel will then give a 1 minute interval to see if any of them can keep the correct rhythm and form. “Keep it steady, think of it like keeping the beat to a song you’d actually dance to.” At the end of class he would then give them a small Q & A “You might forget the exact steps someday, but don’t forget this: doing something can save a life.”
“Team Trust and Reaction Games”
Objective: Build teamwork, Trust, and quick decision-making skills. Warm up(10 mins): A quick icebreaker called “Mirror Moves.” Students pair up and mirror each other’s stretches and light movements. It gets everyone laughing and focused. In small teams one student is blindfolded while their teammates guide them verbally through a short obstacle course. “Remember your voice is their eyes. Keep it clear and calm.” Everyone would then form a circle. Ezequiel calls random movements “ jump,” Duck,” “spin” and occasionally throws in fake ones like “sleep!” to test focus. Whoever moves on a fake command does 3 jumping jacks before rejoining. After a few rounds, they talk about how communication and trust made(or broke) their team’s success. Light stretching while talking about what they learned, how trust and listening can be as important in life as in sports.
Have you read and understand the Teacher Application Guidance thread? Yes
What's your Minecraft Username?: Lill1th_
What's your Discord username?: lill1th_
What's your Time Zone?: Est
Provide any link(s) to previous applications:
https://schoolrp.net/threads/lill1th_s-language-application.81441
https://schoolrp.net/threads/lill1th_s-language-application.81695
https://schoolrp.net/threads/lill1th_s-language-application.81968
https://schoolrp.net/threads/lill1th_s-maths-teacher-application.83021
https://schoolrp.net/threads/lill1th_s-physical-education-teacher-application.83316
What are your current roles on the server?:
Ezequiel Maru (Grade-12) [APPLYING WITH]
Primrose S. Blackthorn (Grade-12)
Xenia Domen Zindel (Grade-12)
Briana O’Conner (Grade-12)
Mya R. Zindel (Grade-12)
Yang Taijitu (Grade-12)
Lazuli (Bee)
Stitch (Fox)
Nuggetz (Duck)
Why are Teachers so important to SchoolRP?:
Teachers aren’t just simply unimportant characters in the game. They indirectly change the game for other players by bringing more realism into the world of Karakura and into Karakura high. They do this by creating actual lessons for players to learn from and homework for them to complete, creating a system that allows people to move from grade 7 to college masters with ease when the effort is put forth.
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?: My name is Ezequiel Maru
What is your character's nationality?: I come from a Spanish-Korean family
What is your preferred subject to teach?: Physical Education
Describe your character:
Ezequiel Maru is a 7 foot tall Spanish-Korean male. He has brown eyes and brown hair. His hair is normally neatly cut and styled.Ezequiel’s Features are defined and sharp, with just a hint of softness and strength in his facial structure. This is also seen in his Physique, with a wiry build , rather than a bulky one. He also has a bit of a heavy brow that gives him a strong presence. His skin tone is a warm brown. His ethnicity, Spanish and Korean, makes his facial features stand out and compliment each other, making him look exotic.
What is your character's outlook on students and co-workers?:
Ezequiel thinks of his students as individuals with the potential to develop, rather than simply students. He offers each of his students patience, instruction, and a comfortable and protected environment, at whatever level they might be at, to help them develop. He is flexible with them, but also demanding: he knows that they can only learn through effort, which is why he has told them "discipline is the source of confidence”. Ezequiel has a vision of education that transcends the intellectual. Professionalism and Teamwork. Ezequiel respects and enjoys working with open-minded, reliable, and helpful coworkers. He will be quietly supportive instead of competing for attention, and prefers to resolve disagreements by calm discussions over confrontations. He can be a wallflower at first, but he will gain respect through consistent integrity.
What is your character's motivation for teaching?:
He wants to help others find the same strength and sense of purpose that he found in education. After losing his parents, school was the first thing that was stable in his life and he wants to be that for other people. Ezequiel wants to build a legacy that honors his parents’ memory, even if its not one of fame or widespread recognition. He wants to show the world that even after a tragedy, a person can still create something that lasts. Ezequiel’s multicultural background has always left him trying to find balance between two sides of himself, both the discipline and respect that comes from his Korean roots, as well as the warmth and expressiveness of his Spanish culture. His motivation is to find a way to balance those identities and show others that it’s okay to embrace every aspect of who you are. Ezequiel still feels the sting of losing his parents at such a young age and having to take care of his younger siblings and his motivation to guide and mentor younger students is partially a form of therapy for himself. By becoming someone that protects and guides students, he filling the gap of the adults he lost.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Ezequiel noticed the way one of his students' eyes kept flicking between the board and their notes, that familiar mix of confusion and frustration. He didn’t say anything right away. Instead, he finished the lesson, giving the class a moment to breathe before quietly making his way over.
“Hey” he whispered, leaning just enough to meet the students' gaze. “You seemed a little lost back there. Want to go over it together?”
The student hesitated, then nodded. Ezequiel smiled Not the kind of smile that says you should have known this, but the kind that says it’s okay, we’ll figure it out. He pulled up a chair and walked them through the problem again, slower this time, using examples that actually made sense.
When the student finally caught on, their shoulders eased, and Ezequiel gave them a small nod of approval. “See? You had it in you the whole time. You just needed to look at it in a different angle”.
He didn’t leave right away, just stayed long enough to make sure the student felt comfortable, then moved on as if it were the most normal thing in the world. Because to him, it was.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Ezequiel didn’t raise his voice. He rarely had to. When the same student interrupted for the third time cracking jokes while others tried to focus he stopped mid-sentence, the room going quiet on its own. He set the marker down, not with anger, but with a steady and patient gaze that carried more weight than shouting ever cold. “Are you finished?” he simply asked. His tone wasn’t sharp, but it left no room for argument. The student mumbled something, shrinking a little under the silence that followed. Ezequiel nodded once. “Good. Then let’s give everyone a chance to learn, yeah?” He then turned back to the board and continued the lesson, but after class, he caught the student before they left. “Hey” he quietly, motioning them aside. “I get it, class can sometimes feel long, and sometimes you want to make it a bit lighter. But when you do that, you’re not just cutting yourself off from learning. You’re pulling everyone else down with you. You are better than that.” There was no anger in his voice, just honesty. The student nodded, eyes down looking at the floor. Ezequiel gave a small nod in return. “Tomorrow’s a new day. Let’s start over.” And that was that. No lecture, no power trip, just accountability, wrapped in respect.
Provide at least 2 interactive class ideas related to your preferred subject:
“Hands on CPR Practice”
Objective: Teach the students how to respond confidently in an emergency and perform CPR correctly. Warm Up:(5 mins) Start with a short discussion: 'What would you do if someone suddenly stopped breathing in front of you?’ Letting the students share answers, some serious, some unsure and then explaining that by the end of class, they will actually know what to do.
Ezequiel shows the steps slowly checking for safety, calling for help, and starting compressions. Students will then pair up and use CPR dummies (or soft mats) to practice chest compressions while counting out loud together. “Challenge time!” Ezequel will then give a 1 minute interval to see if any of them can keep the correct rhythm and form. “Keep it steady, think of it like keeping the beat to a song you’d actually dance to.” At the end of class he would then give them a small Q & A “You might forget the exact steps someday, but don’t forget this: doing something can save a life.”
“Team Trust and Reaction Games”
Objective: Build teamwork, Trust, and quick decision-making skills. Warm up(10 mins): A quick icebreaker called “Mirror Moves.” Students pair up and mirror each other’s stretches and light movements. It gets everyone laughing and focused. In small teams one student is blindfolded while their teammates guide them verbally through a short obstacle course. “Remember your voice is their eyes. Keep it clear and calm.” Everyone would then form a circle. Ezequiel calls random movements “ jump,” Duck,” “spin” and occasionally throws in fake ones like “sleep!” to test focus. Whoever moves on a fake command does 3 jumping jacks before rejoining. After a few rounds, they talk about how communication and trust made(or broke) their team’s success. Light stretching while talking about what they learned, how trust and listening can be as important in life as in sports.
Have you read and understand the Teacher Application Guidance thread? Yes
