Birdie
Level 14
About Me
What's your Minecraft Username?: LoveBirdBirdie
What's your Discord username?: birdielovebird
What's your Time Zone?: EST (GMT -5)
Provide any link(s) to previous applications:
City Related Applications:
What are your current roles on the server?:
College [M]
College B (I think my alt slot is College B? If not, they're also College [M])
Why are Teachers so important to SchoolRP?:
In “SchoolRP”, all roles and mechanics related to the titular school are, of course, imperative to the game. But characters with the Teacher role are especially important: With school taking place 5 days per in-game week, and new players beginning with a junior/high school student tag, a teacher is likely to be present for the average player’s first structured role-play on SRP. That makes teachers the official first impression for over half of SRP’s players.
Because a teacher will be among the most present roles in a new player’s experience, we have several responsibilities to uphold. While providing a fun and fair role-play experience for players, we must also impart general lore and enforce SRP rules in a natural, narrative setting. And, perhaps on a more subconscious level, teachers set an overall mood for players while we’re within the school: cementing the realistic, slice-of-life side of Karakura.
Essentially, the teachers of SRP breathe life into the server and introduce players to the world of Karakura.
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?: Ava Reed [<- Link]
What is your character's nationality?: “Well, I was born in Rotterdam, but I’ve been a Japanese citizen for as long as I could walk and talk!”
What is your preferred subject to teach?: Design Technology (Workshop) [I'm also interested in teaching Art, if there's a greater demand to fulfill that role]
Describe your character:
Physical/Visual:
Ava is a 5'3 Afro-Dutch woman with a petite figure. She has thick, black hair, and wide, grey eyes. Other than a few signs of sleep deprivation, there's an overall doll-like quality to her appearance. She usually wears accessories sparingly, preferring to allow her handmade outfits to speak for themselves.
Most commonly, she's seen smiling politely to others, regardless of her mood. Closer inspection would reveal a few freckles dusting her cheeks, faint circles under her eyes that are hidden by mascara, as well as the smell of flowery perfume. Given her stature, she looks like she'd be pretty pathetic in a fight. But she carries herself with a veneer of confidence.
To the perceptive, Ava appears clearly as a woman who endures, regardless of her stature, or any other obstacles Karakura tends to provide.
Personality:
Ava is an optimistic, and compassionate extrovert. She quickly forms attachments to her peers and is empowered by spending time with her loved ones.
Ava likes to be hospitable to others, inviting friends to her home to escape the rain or have a meal, and even developing the tendency to carry plasters and water bottles for her peers from day to day. It could be said that she prefers to solve the problems of others before focusing on her own, but she genuinely finds joy in making others happy.
Fueling Ava’s willingness to help others is a more serious nature that prioritizes organization and planning. Ava is a business minded perfectionist, who applies a great deal of effort to everything she pursues. Her pride causes her to strive for excellence in work projects and acts of kindness alike, and she may be hard on herself when things don’t go according to plan. But her aforementioned optimism is relentless, and it strengthens her tenacity.
Ava has a varied history of combining creativity with enterprise: Her love for fashion and crafting gave way to a job as a freelance seamstress to put herself through school. She’s now hoping to pass on her knowledge to today’s students.
What is your character's outlook on students and co-workers?:
What is your character's motivation for teaching?:
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Mrs.Reed’s first instinct would be to explain the concept that students are struggling with again. But before acting on that, she would consider whether the subject is too complicated to explain a second time without taking away from the lesson for the rest of the students in class. If there’s time to explain things, Mrs.Reed would carefully watch for the student’s response, looking for where exactly they’re getting lost.
In the case that the subject matter is too complicated to delve into for a couple of minutes, Ava would offer the student to see her during a free period or after classes to tutor them. However, understanding that students have clubs and other commitments, Ava may instead offer a supplemental resource she wrote on her lecture that the student can read on their own time. With extra study materials in hand, Mrs. Reed’s students can return to her, either with a better understanding of the topic, or new questions.
Throughout this first pass of re-explanation, Mrs.Reed would also have to assess how important the content being misunderstood is in the long run of her syllabus. If a student is struggling with content that is mentioned sparingly, advanced, or otherwise inconsequential to the lesson plan, the simple solution may be to encourage the student in need to focus on the current work and main ideas of the lesson.
After her first re-explanation, Mrs.Reed would walk through the content once more, this time encouraging the student to lead the way. If and when the student begins to go off track again, Mrs. Reed would gently stop them and employ a simile or example to relate the problem to her student.
Lastly, Mrs. Reed would ensure that the struggling student could walk themselves through the content without her input one more time before considering the problem to be sufficiently resolved.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
First Infraction:
Mrs. Reed fixed the student with a warning glare. She tapped her pointer on the board, directing the class’s attention to [Student Name].
“[Student Name]? What’s causing you to lose focus, is everything alright over there?” She listened quietly to the student’s excuse for their behavior. Her annoyance at the disturbance and concern about the potential reason behind it were carefully balanced behind an unamused deadpan.
“I’m all for befriending your classmates, but now isn’t the time. If you don’t understand or need to say something, you know you can always raise your hand and ask me, right?” Mrs. Reed raised an eyebrow challengingly at the student.
Second Infraction:
“Just a moment.” Mrs. Reed calmly paused her lesson and approached the troublesome student’s desk. If the student was too busy talking and joking to notice that the lecture had stopped, they were certainly too distracted to participate in class right now. She tapped her nails on their desk impatiently, narrowing her eyes at the student.
“I believe I told you that you could raise your hand if you had anything to say, didn’t I?” her jaw was set in irritation. She listened once again to the student’s response, much less responsive to their excuse. Having heard enough, she raised her hand to stop the student. She then turned to the rest of the class.
“I’d like to take this opportunity to remind everyone that as young as you are now, college and adulthood aren’t very far around the bend. And if you fail to reach maturity here and now,” she turned back to [Student Name] and spoke pointedly, “you’ll find yourself left behind by your peers. If you can’t figure out how to behave here, you’ll have to learn it outside of my classroom, understand?”
She removed her hand from the desk, and returned to the front of the class only after she got an affirmative response from the student.
Third Infraction:
Mrs. Reed clapped her hands once, bringing class to an abrupt halt. She stood at the front of the room, glaring at [Student Name].
“[Student Name], we had an agreement. You’ve caused enough of a disruption in my class.” Mrs. Reed trudged over to the classroom’s door and opened it for the student, “You need to get yourself together, and I can’t trust you to do so in here.”
[This would be followed up by an OOC kick from the class.]
Provide at least 2 interactive class ideas related to your preferred subject:
Design Tech (Workshop):
1. Confidence/Aptitude Test: In the first class, Mrs. Reed will instruct students to take a little survey of sorts. They’d first make a list of items and skills that would or do make their lives easier (excluding money). Then she’d ask them to list how many items they believe they could construct themselves. These surveys would not only be used as a list of suggestions to take into consideration for future lessons. This same assignment would be given again later in the semester. However, students would be tasked to indicate the inventions and skills they feel they’ve successfully mastered, and could figure out how to make with the skills they learned in this class.
2. The Sashimono Method: A series of classes revolving around the Japanese woodworking method, Sashimono. Students will learn about the history of the method in lecture, and then put it into practice with a new construction project.
3. Tool Concentration: The first half of class will be dedicated to introducing students to basic tools they will be using during upcoming assignments, and how to use them safely. The other half of class would be dedicated to a memory game of the information they’d just gone over.
4. The Infinite Scarf: A day of classes dedicated to crafting and exercising creativity. Mrs. Reed would instruct the students (yes, even the boys) in sewing a length of cloth into an “infinity scarf”. She would then challenge the students to come up with a use for the enclosed loop of fabric that they can show to her by the last class of the day. This lesson would come early in the semester, as Mrs.Reed first and foremost wants to build confidence in the students. “If you can learn to make an infinity scarf, you can learn to make anything with a little time and creativity!”
5. Repairs: Students will be asked in the class announcement to bring in a piece of clothing. Shoe, or accessory that is torn or broken in some way. Throughout the class, students will learn to make professional grade repairs on their own clothes.
6. Material Identification: similar to the tool memory game, Mrs. Reed would test students on whether or not they can identify materials just by feeling them, or by seeing them in states they may not be used to.
7. Material dying/staining: A hands-on class where students get to work together to mix dyes and experiment with how to dye and stain wood, fabric, yarn, string, plastic, and other materials used in Workshop.
8. Creating a small object, such as a tool or plush toy from design to construction
I’m also interested in teaching art if there’s a greater need for that role:
1. Split into pairs and draw portraits of each other. (OOCly, I’ll direct students to describe how they’ve drawn multiple aspects (hair, eyes, colors, etc) as part of the rubric). This class would be focused purely on practice.
2. Color Theory: A lecture class focused on pigment, light, and how colors can be used to communicate and sometimes trick the viewer through art.
3. Perspective: Students will be tasked to go around the school and use their smartphones to take a photo of a subject with an interesting perspective (OOCly, this assignment may be translated to sending me a screenshot of a place in the school through discord). They will then be asked to use this photo as a reference in a drawing of an imagined setting with the same horizon line and perspective as they took in their photo.
Have you read and understand the Teacher Application Guidance thread? Yes!
What's your Minecraft Username?: LoveBirdBirdie
What's your Discord username?: birdielovebird
What's your Time Zone?: EST (GMT -5)
Provide any link(s) to previous applications:
City Related Applications:
- February 2023 | “Mode Motor Stop Shop Application | LoveBirdBirdie” | Denied | Denied by flowersak in May: All Shop slots were filled at the time.
- August 2022 | “College Student Council Application ★ Scarlet Hunter” | Denied | Denied by Customable in November: Reason not cited.
- July 2021 | “Language App - Ava Hanasaki - Dutch” | Denied | Denied by Escuzme in July: Application lacked detail regarding how my character learned their language.
- August 2021 | “Language Application - Ava Hanasaki [age 18, grade 12]” | Accepted | Accepted by ryabh in August: no further notes.
- November 2021 | “Language 2 Application - Ava Hanasaki” | Accepted | Accepted by Escuzme in November: no further notes.
- September 2023 | “Ava Hanasaki ❀ Language Application” | Denied | Denied by Jaaaayla in September: English is not an applicable language in the /lang system.
- March 2022 | “Map Suggestion ♡ Arcade” | Reviewed | Reviewed by KimiNoUso in March: Because a building solely for an arcade may go unused, there is instead a plan to include arcade machines in the Bowling Alley.
- May 2023 | “Small, Easy Map Edit” | Denied | Denied by KimiNoUso in June: Reason not cited.
- June 2023 | “/Shops” | Accepted | Accepted by KimiNoUso in June: This suggestion is already underway, and to be implemented after the Shops system is revamped.
- June 2023 | “/Viewdesc [IGN]” | Denied | Denied by KimiNoUso in June: The purpose of the description system is to aid one’s skin in its limited visual communication and thus, is only meant to be used for characters standing in one’s line of sight.
- June 2023 | “Event Calendar Update” | Reviewed | Reviewed by Tippie in July: Noted that while there is a school event calendar, events hosted by the Event Team do not follow a strict calendar.
What are your current roles on the server?:
College [M]
College B (I think my alt slot is College B? If not, they're also College [M])
Why are Teachers so important to SchoolRP?:
In “SchoolRP”, all roles and mechanics related to the titular school are, of course, imperative to the game. But characters with the Teacher role are especially important: With school taking place 5 days per in-game week, and new players beginning with a junior/high school student tag, a teacher is likely to be present for the average player’s first structured role-play on SRP. That makes teachers the official first impression for over half of SRP’s players.
Because a teacher will be among the most present roles in a new player’s experience, we have several responsibilities to uphold. While providing a fun and fair role-play experience for players, we must also impart general lore and enforce SRP rules in a natural, narrative setting. And, perhaps on a more subconscious level, teachers set an overall mood for players while we’re within the school: cementing the realistic, slice-of-life side of Karakura.
Essentially, the teachers of SRP breathe life into the server and introduce players to the world of Karakura.
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?: Ava Reed [<- Link]
What is your character's nationality?: “Well, I was born in Rotterdam, but I’ve been a Japanese citizen for as long as I could walk and talk!”
What is your preferred subject to teach?: Design Technology (Workshop) [I'm also interested in teaching Art, if there's a greater demand to fulfill that role]
Describe your character:
Physical/Visual:
Ava is a 5'3 Afro-Dutch woman with a petite figure. She has thick, black hair, and wide, grey eyes. Other than a few signs of sleep deprivation, there's an overall doll-like quality to her appearance. She usually wears accessories sparingly, preferring to allow her handmade outfits to speak for themselves.
Most commonly, she's seen smiling politely to others, regardless of her mood. Closer inspection would reveal a few freckles dusting her cheeks, faint circles under her eyes that are hidden by mascara, as well as the smell of flowery perfume. Given her stature, she looks like she'd be pretty pathetic in a fight. But she carries herself with a veneer of confidence.
To the perceptive, Ava appears clearly as a woman who endures, regardless of her stature, or any other obstacles Karakura tends to provide.
Personality:
Ava is an optimistic, and compassionate extrovert. She quickly forms attachments to her peers and is empowered by spending time with her loved ones.
Ava likes to be hospitable to others, inviting friends to her home to escape the rain or have a meal, and even developing the tendency to carry plasters and water bottles for her peers from day to day. It could be said that she prefers to solve the problems of others before focusing on her own, but she genuinely finds joy in making others happy.
Fueling Ava’s willingness to help others is a more serious nature that prioritizes organization and planning. Ava is a business minded perfectionist, who applies a great deal of effort to everything she pursues. Her pride causes her to strive for excellence in work projects and acts of kindness alike, and she may be hard on herself when things don’t go according to plan. But her aforementioned optimism is relentless, and it strengthens her tenacity.
Ava has a varied history of combining creativity with enterprise: Her love for fashion and crafting gave way to a job as a freelance seamstress to put herself through school. She’s now hoping to pass on her knowledge to today’s students.
What is your character's outlook on students and co-workers?:
What is your character's motivation for teaching?:
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Mrs.Reed’s first instinct would be to explain the concept that students are struggling with again. But before acting on that, she would consider whether the subject is too complicated to explain a second time without taking away from the lesson for the rest of the students in class. If there’s time to explain things, Mrs.Reed would carefully watch for the student’s response, looking for where exactly they’re getting lost.
In the case that the subject matter is too complicated to delve into for a couple of minutes, Ava would offer the student to see her during a free period or after classes to tutor them. However, understanding that students have clubs and other commitments, Ava may instead offer a supplemental resource she wrote on her lecture that the student can read on their own time. With extra study materials in hand, Mrs. Reed’s students can return to her, either with a better understanding of the topic, or new questions.
Throughout this first pass of re-explanation, Mrs.Reed would also have to assess how important the content being misunderstood is in the long run of her syllabus. If a student is struggling with content that is mentioned sparingly, advanced, or otherwise inconsequential to the lesson plan, the simple solution may be to encourage the student in need to focus on the current work and main ideas of the lesson.
After her first re-explanation, Mrs.Reed would walk through the content once more, this time encouraging the student to lead the way. If and when the student begins to go off track again, Mrs. Reed would gently stop them and employ a simile or example to relate the problem to her student.
Lastly, Mrs. Reed would ensure that the struggling student could walk themselves through the content without her input one more time before considering the problem to be sufficiently resolved.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
First Infraction:
Mrs. Reed fixed the student with a warning glare. She tapped her pointer on the board, directing the class’s attention to [Student Name].
“[Student Name]? What’s causing you to lose focus, is everything alright over there?” She listened quietly to the student’s excuse for their behavior. Her annoyance at the disturbance and concern about the potential reason behind it were carefully balanced behind an unamused deadpan.
“I’m all for befriending your classmates, but now isn’t the time. If you don’t understand or need to say something, you know you can always raise your hand and ask me, right?” Mrs. Reed raised an eyebrow challengingly at the student.
Second Infraction:
“Just a moment.” Mrs. Reed calmly paused her lesson and approached the troublesome student’s desk. If the student was too busy talking and joking to notice that the lecture had stopped, they were certainly too distracted to participate in class right now. She tapped her nails on their desk impatiently, narrowing her eyes at the student.
“I believe I told you that you could raise your hand if you had anything to say, didn’t I?” her jaw was set in irritation. She listened once again to the student’s response, much less responsive to their excuse. Having heard enough, she raised her hand to stop the student. She then turned to the rest of the class.
“I’d like to take this opportunity to remind everyone that as young as you are now, college and adulthood aren’t very far around the bend. And if you fail to reach maturity here and now,” she turned back to [Student Name] and spoke pointedly, “you’ll find yourself left behind by your peers. If you can’t figure out how to behave here, you’ll have to learn it outside of my classroom, understand?”
She removed her hand from the desk, and returned to the front of the class only after she got an affirmative response from the student.
Third Infraction:
Mrs. Reed clapped her hands once, bringing class to an abrupt halt. She stood at the front of the room, glaring at [Student Name].
“[Student Name], we had an agreement. You’ve caused enough of a disruption in my class.” Mrs. Reed trudged over to the classroom’s door and opened it for the student, “You need to get yourself together, and I can’t trust you to do so in here.”
[This would be followed up by an OOC kick from the class.]
Provide at least 2 interactive class ideas related to your preferred subject:
Design Tech (Workshop):
1. Confidence/Aptitude Test: In the first class, Mrs. Reed will instruct students to take a little survey of sorts. They’d first make a list of items and skills that would or do make their lives easier (excluding money). Then she’d ask them to list how many items they believe they could construct themselves. These surveys would not only be used as a list of suggestions to take into consideration for future lessons. This same assignment would be given again later in the semester. However, students would be tasked to indicate the inventions and skills they feel they’ve successfully mastered, and could figure out how to make with the skills they learned in this class.
2. The Sashimono Method: A series of classes revolving around the Japanese woodworking method, Sashimono. Students will learn about the history of the method in lecture, and then put it into practice with a new construction project.
3. Tool Concentration: The first half of class will be dedicated to introducing students to basic tools they will be using during upcoming assignments, and how to use them safely. The other half of class would be dedicated to a memory game of the information they’d just gone over.
4. The Infinite Scarf: A day of classes dedicated to crafting and exercising creativity. Mrs. Reed would instruct the students (yes, even the boys) in sewing a length of cloth into an “infinity scarf”. She would then challenge the students to come up with a use for the enclosed loop of fabric that they can show to her by the last class of the day. This lesson would come early in the semester, as Mrs.Reed first and foremost wants to build confidence in the students. “If you can learn to make an infinity scarf, you can learn to make anything with a little time and creativity!”
5. Repairs: Students will be asked in the class announcement to bring in a piece of clothing. Shoe, or accessory that is torn or broken in some way. Throughout the class, students will learn to make professional grade repairs on their own clothes.
6. Material Identification: similar to the tool memory game, Mrs. Reed would test students on whether or not they can identify materials just by feeling them, or by seeing them in states they may not be used to.
7. Material dying/staining: A hands-on class where students get to work together to mix dyes and experiment with how to dye and stain wood, fabric, yarn, string, plastic, and other materials used in Workshop.
8. Creating a small object, such as a tool or plush toy from design to construction
I’m also interested in teaching art if there’s a greater need for that role:
1. Split into pairs and draw portraits of each other. (OOCly, I’ll direct students to describe how they’ve drawn multiple aspects (hair, eyes, colors, etc) as part of the rubric). This class would be focused purely on practice.
2. Color Theory: A lecture class focused on pigment, light, and how colors can be used to communicate and sometimes trick the viewer through art.
3. Perspective: Students will be tasked to go around the school and use their smartphones to take a photo of a subject with an interesting perspective (OOCly, this assignment may be translated to sending me a screenshot of a place in the school through discord). They will then be asked to use this photo as a reference in a drawing of an imagined setting with the same horizon line and perspective as they took in their photo.
Have you read and understand the Teacher Application Guidance thread? Yes!
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