OOC SECTION
GENERAL INFORMATION
What is your Minecraft Username?:
lovegutz
What is your timezone?:
PST
Please provide your Discord tag:
chomiru
Link(s) to all past and present applications on the
server (Approved, Denied & Pending):
https://schoolrp.net/threads/hs-council-application-chomiru.75775/ ACCEPTED
https://schoolrp.net/threads/heartgutzs-language-application.71564/ ACCEPTED
https://schoolrp.net/threads/gutzlovers-student-councilor-application.61341/ ACCEPTED
https://schoolrp.net/threads/ilovewaisie-chef-application.57704/ ACCEPTED
(Two of these applications are over a year old)
Describe your activity on the server:
My activity typically ranges from one to four hours a day, often extending longer if I have more time. Although if I were to get accepted into council my activity would increase.
List your accounts and roles on this server:
lovegutz - College Bachelors | Grade-12 x4
chomiru - College Masters | Grade-12 x4
Are you aware that inactivity can result in removal from the council?:
Yes, I am aware of this.
TRIVIA QUESTIONS
What is the student council and what do they do?:
The student council serves as the elected student government, where members represent their peers and play a key role in ensuring the seamless operation of school activities. They organize events like dances, themed festivals, and other events to create fun and interactive opportunities for all students. The council also listens to the concerns and ideas of fellow students, bringing issues to the attention of other council members, teachers, and SLT when necessary. In addition to these roles, the council plays an important part in maintaining a peaceful and supportive school environment by helping to mediate conflicts, which include small to bigger physical, and or verbal fights, alongside addressing issues that may arise between students. Council members act as approachable figures students can turn to when tensions run high or when they feel the need for someone to listen. By stepping in to de-escalate situations and promoting respect and understanding between students and faculty, the council helps to create a school atmosphere where students feel safe, heard, and valued. Their role extends beyond just organizing fun events; it’s also about creating, and maintaining a positive school culture and making sure everyone is treated with kindness and respect.
What motivated you to apply for council? (e.g. Interests, friends, etc.):
I’m motivated to apply for the council because even though I stepped down previously due to a suddenly busy schedule, I’m now in a much better position to fully dedicate myself to this role. I’ve always had a passion for organizing events and the idea of bringing people together simply interests me in many different ways. I see this as the perfect opportunity to not only contribute but also challenge myself in new ways. The prospect of creating fun, engaging events that can make a good impact on the SRP’s school community really excites me.
Additionally, I’m eager to explore a different style of roleplay that I haven’t had the chance to fully dive into before. Being part of the council would allow me to experience a more dynamic, interactive role in the school’s environment, and on the server overall. This is a role that goes beyond just socializing or participating in events. It would give me the chance to step up as a leader, listen to the community, and contribute meaningfully to the school’s atmosphere, both ICly and OOCly.
Given my past experience of leaving the council, I’m even more motivated now to come back stronger and more committed than ever. I’ve learned from that experience, and I’m determined to give it another shot with newfound focus and energy. This time, I’m ready to be fully immersed in the council’s activities, take on new challenges, and help shape the kind of school community within this server I would be proud to be a part of.
Are you aware that you’ll be having to use your creativity and teamwork ethic within the student council? (e.g. Coming up and helping with events):
Yes, I am aware of this.
Can you list the roles in the council along with other roles that might be important to the council?:
President:
As the leader of the student council, the president is in charge of the most demanding tasks and responsibilities, requiring immense dedication and hard work. They are the driving force behind the council’s initiatives and the foundation on which the council’s success is built.
Vice-President:
The vice-president holds the position of equal respect, supporting the president in their duties and taking charge in their absence when necessary. They play a crucial role in ensuring smooth communication and collaboration between the president and other council members, helping to turn ideas into action.
Councilor:
Often regarded as the true representatives of the school, councilors are the backbone of student life, playing a significant role in the relationship between students and teachers. Their duties vary, from assisting with events to offering support and guidance to their peers, as well as clearing up any sort of conflict, little to big, between students. Every contribution they make is vital to ensuring a positive and thriving school community.
IC SECTION
SCENARIOS
While students gather for a school assembly, one student behaves disruptively, causing a disturbance. How would you manage the situation to restore order effectively while minimizing any additional disruptions to the assembly?
“If I were to be in this situation, I would first remain calm and composed, keeping in mind that my role is to manage the situation without adding more chaos. I would try to handle the situation quickly and approach the disruptive student quietly and respectfully, asking them to stop the disruptive behavior and remind them of the importance of maintaining respect for everyone present.”
“If the student continues to act out, I would politely ask them to step outside for a moment to avoid further disruption. Once we’re outside, I would talk to them one-on-one, asking if something is bothering them or if they need help. I believe this personal approach can often calm things down and help the student feel heard.”
“At the same time, I would make sure to signal the assembly to continue with minimal distraction, perhaps with a quick glance or hand gesture to the teacher or another council member to keep things moving smoothly. My goal would be to restore order while ensuring the student feels understood and not potentially estranged. After the assembly, I would follow up with the student to make sure they’re okay and address any underlying issues that led to the behavior.”
A student refuses to take their mask off after you’ve brought up detention and they’ve run away! What do you do?
“If a student refuses to take off their mask after I’ve mentioned detention and then runs away, I’d first stay calm and focused, remembering that my goal is to resolve the situation respectfully and effectively. I wouldn’t chase after them, as that might escalate things, but instead, I’d take a moment to take a look at what’s going on and what’s best for the situation.”
“Next, I would report the incident to a teacher or any other faculty available, explaining the situation clearly and calmly. It’s important to keep the situation in perspective and let the adults handle the disciplinary aspect. However, I’d make sure to let the student know that I’m there to support them and that if they want to talk later about why they were avoiding the mask requirement, I’d be open to listening.”
“In the meantime, I would make sure to inform the appropriate school staff so they can follow up with the student and ensure the issue is addressed. I’d also follow up with the student later in a non-confrontational way, asking if they’re okay and offering help, while reiterating the importance of following school rules. My priority would be to handle the situation in a way that balances upholding rules with showing care and understanding for the student’s concerns.”
A teacher observes concerning behavior from a student, including the creation of disturbing artwork and verbal threats toward peers. How would you collaborate with the teacher to evaluate the situation and intervene appropriately to address potential safety concerns?
“My first step would be to remain calm and open to the teacher’s observations. I’d listen carefully to their concerns, making sure to understand the details of the student’s behavior, whether it’s the artwork, the verbal threats, or any other troubling actions. It’s important to approach this thoughtfully and avoid jumping to conclusions.”
“I would collaborate with the teacher to assess whether there’s a clear pattern to the student’s behavior and if they might be struggling with something emotional or psychological. I’d suggest that we talk to the student privately, giving them a safe space to express themselves and letting them know we’re there to help. It’s important to approach the student with empathy, understanding that they may be acting out due to personal issues or feelings of isolation.”
“If necessary, I would recommend involving a counselor or a psychiatrist from EMS, as they would be trained to handle situations like this. I’d also make sure to communicate with school faculty to ensure the situation is being taken seriously and that any safety concerns are addressed immediately. The goal would be to intervene in a way that ensures the safety and well-being of all students, while also offering the support that the troubled student might need.”
A group of students asks for your permission to stage a protest on school grounds. Would you allow them to protest? If so, how do you ensure that the protest does not disrupt the school environment while upholding their freedom of expression?
“If a group of students asked for my permission to stage a protest on school grounds, I would first listen carefully to their reasons for wanting to protest. It’s important to understand what they’re advocating for and why they feel it’s necessary to take this action. I would ensure that their cause is meaningful and that the protest is respectful and constructive.”
“Assuming the protest is focused on a legitimate issue and aligns with the school’s policies on freedom of expression, I would allow them to proceed, but under certain conditions to ensure it doesn’t disrupt the school environment. First, I would work with the students to set clear guidelines, such as keeping the protest in a designated area away from active classrooms and areas where teams are actively practicing, while also ensuring that it doesn’t impede school activities. I would also make sure the protest is peaceful, with no threats or violent behavior.”
“I would communicate with faculty and staff about the protest in advance so everyone is aware and can be prepared. Additionally, I would suggest having student council members or faculty members to help facilitate the protest, ensuring that it remains orderly and respectful all throughout. My goal would be to balance their right to express themselves with the need to maintain a safe and productive environment for the entire school.”
A teacher/receptionist has told you that you are doing something that goes against what you were trained by your higher-ups. How would you react to this?
“To start off, I would take a moment to listen carefully to their concern. I would remain calm and open-minded, acknowledging their perspective and considering if I might have missed something or misunderstood the situation, simply because there’s obviously a reason behind why I’m being confronted about it.”
“I would ask them to explain what part of my actions was going against my training and why it might be an issue. This would help me better understand the situation and ensure I don’t make the same mistake in the future. If necessary, I would explain my reasoning behind my actions, while being respectful of their input. It’s important to have a constructive dialogue about it, and if I realize I made an error, I’d take responsibility and make adjustments accordingly.”
“I would also ensure to check with my higher-ups or refer to my training to confirm the right course of action. In the end, my priority is to make sure that I’m acting in line with the expectations of the school, while also learning and growing from the experience in order not to repeat the same mistake again in the future.”
Please provide at least one detailed event that the council can use as a future event to showcase your creativity! (Must be 300 words or more for one event):
“Karakura Improv Showdown”
An exciting event idea for the school could be a “Karakura Improv Showdown”, a fun and interactive improv performance event that encourages students to tap into their creativity, spontaneity, and teamwork. The event would showcase the talents of students as they engage in improv games, skits, and challenges in front of a live audience, with an emphasis on collaboration and quick thinking. Location wise, it would take place in the auditorium of the school.
EVENT BREAKDOWN:
Improv Game Rounds:
The event would be structured around a series of improv games, where students volunteer to participate in spontaneous challenges. Some classic improv games include:
“Freeze”: Two performers start a scene based on a random prompt. At any point, the audience can yell “freeze!” and another participant steps in, taking the same positions as the previous players, and continuing the scene in a new direction.
“Scenes from a Hat”: Performers pull random scenarios, locations, or characters out of a hat and have to immediately create a scene based on the suggestion. The sillier and more unexpected, the better!
“One Word Story”: A group of performers must create a story, but each person can only say one word at a time. This requires teamwork and creativity to form a coherent and humorous narrative.
“Superheroes”: In this game, performers are assigned random superhero roles with unique abilities, and they must work together to solve an improvised problem or save the day.
Each round could be timed, with students rotating in and out to give everyone a chance to perform.
Audience Interaction:
The audience would play a key role in the event, offering suggestions for the improv games and helping to steer the direction of the scenes. A suggestion box could be set up ahead of time where students submit fun prompts, or the audience could shout out random words to inspire the performers. This would create a highly interactive environment where students feel directly involved in the fun.
Teams and Themes:
The event could feature teams of students competing in improv games, with each group bringing a unique theme or style to their performance. Teams could be made up of both experienced and beginner performers, encouraging collaboration and teamwork. Themes could include anything from “superheroes” to “aliens trying to fit in at high school,” allowing for endless comedic possibilities.
Team Names: To add an element of fun, each team could come up with a creative name related to their performance style or theme, such as “The Spontaneous Spies” or “The Laughter Ninjas.”
Live Audience Voting:
At the end of each round or scene, the audience could vote on their favorite performances using voting cards, claps, or cheers. The team with the most votes at the end of the night would win the “Karakura Improv Crown”, earning bragging rights as the best improv team in school. This adds an element of competition and excitement, making the event even more engaging.
Improvised Musical Numbers:
To add an extra layer of excitement, a section of the event could feature improv musical performances. Participants would create impromptu songs based on audience suggestions, combining their acting and singing skills. This would challenge students to think on their feet and incorporate different performance skills into their improv routine.
Guest Judges or Hosts:
The event could feature special guest judges or hosts, such as teachers, drama club members, or local community figures. These judges could provide fun feedback after each performance, offering encouragement and sometimes playful critique. They could also help facilitate the games, keeping the energy high and engaging the audience.
Improvised Commercials or PSA Skits:
Another fun segment could involve students being given random products or social causes and then improvising a commercial or public service announcement (PSA) on the spot. This encourages creativity, humor, and the ability to think fast while also making the event engaging and entertaining for the audience.
Props Challenge:
A segment of the event could involve a “Props Challenge,” where students are given random props (hats, shoes, scarves, or even inflatable objects) and must quickly create a scene based on the prop they’re holding. This challenges students to be adaptable and resourceful in how they use whatever they’re given.
Why It’s a Great Event:
The Karakura Improv Showdown would encourage students to work together creatively, while also providing an entertaining experience for the entire school. Improv requires no preparation and embraces the unexpected, making it fun for both performers and the audience. It’s an opportunity for students to step out of their comfort zones, build confidence, and learn how to think quickly in front of others, all while having a blast.
This event would not only showcase the talents of students but also promote inclusivity, creativity, and teamwork. Whether students are seasoned performers or newcomers, they can join in the fun and contribute to the overall success of the show. Plus, the laughter and camaraderie that comes from improv would help bring the school community together, creating lasting memories for all involved.
Personal Information
(in character)
Name:
Tsuzuri Uemara
Gender:
Female
Age:
19
Phone number:
(030) - 572 - 8367
How would you describe your personality?:
“I suppose I’m someone who’s more introverted, but not shy. I’m also someone who feels quite deeply, sometimes maybe even a little too much for my own good. I care about the people in my life with everything I have, and when someone I love is in pain, it upsets me. I guess you could say I have a protective side, too when it comes to my friends, I’ll do whatever it takes to make sure they’re okay, even if it means risking my safety.”
Appearance/attire (Please provide a picture):
What separates you from other applicants seeking your position?:
“What separates me from other applicants seeking my position is my deep sense of empathy and commitment to those I care about. Given the fact that I feel deeply, I often get overwhelmed by my own emotions. Although I believe that this is a good thing, simply because I understand what it’s like to navigate both strength and vulnerability. This allows me to connect with others on a personal level, offering support in ways that are solely genuine.”
“While I might be a bit quiet, I’m a great listener and will always try my best to tend to the needs of those around me. I’m also protective of the people I care about, and I’m willing to step up when it matters most. I take the time to reflect on my actions and learn from my own mistakes, which makes me someone who’s constantly striving for growth and
overall improvement as a person.”
“I believe my emotional awareness, combined with my quiet determination and deep care for others, makes me uniquely suited for this role. I’m not just someone who “shows up,” but rather someone who truly invests in the well-being and success of those I work with.”
Why do you want this position?:
“I want this position because I deeply value the opportunity to support and make a difference in the lives of others. I’ve always been someone who takes the time to understand the people around me, and this role allows me to combine my empathy with my desire to protect and help other students. Being able to contribute to the school community in a meaningful way is important to me, and I believe this position will give me the chance to not only offer my support but also grow with the other councilors, as well as the rest of the students.”
“Furthermore, the challenges and responsibilities that come with this role excite me because I thrive when I’m working toward something bigger than myself. Despite being a bit quiet, I’m incredibly determined, and I know I can offer a unique perspective and ultimately, my dedication to this role. This position feels like the perfect opportunity to use my strengths and continue learning and growing in ways that align with my personal values.”
What interests you the most about student council?:
“From what I know, the student council isn’t just about organizing events or planning activities; it’s about representing the student body, listening to their concerns, and making sure their voices are heard. It’s a group that works hard to make a difference, whether it’s improving the school environment, addressing issues students care about, or fostering a sense of community. I understand that it requires dedication, collaboration, and the ability to listen, which is something I’m always working on.”
“What really interests me about this role is the chance to be involved in something that goes beyond just organizing events or making decisions. It’s about having a meaningful impact, whether that means addressing issues that matter to my peers or finding ways to make our school a more inclusive and welcoming place. The idea of being part of a team that is constantly working together to make those kinds of changes excites me. I find the idea of contributing to something that directly influences the experience of students and creates a stronger, more connected community.”
What could you contribute to make the school a safe and fun environment?:
“As a student council member, I believe I could contribute in several meaningful ways to make the school a safe and fun environment. First, I would prioritize listening to the needs and concerns of my peers, making sure that everyone feels heard and valued. I’m someone who is observant and empathetic, so I would work hard to address any issues students may be facing, whether it’s bullying, feeling excluded, or other concerns that affect the school atmosphere. By creating a space where students feel comfortable sharing their thoughts, I hope to create a more supportive and inclusive community.”
“In terms of creating a fun environment, I would help plan and support activities that bring students together, whether it’s through school events, clubs, or smaller group activities. I would also advocate for events that celebrate our diversity, allowing students to showcase their unique talents and interests. This could help strengthen the bond between different groups, encouraging everyone to appreciate one another’s differences.”
“Additionally, I understand that a safe environment isn’t just about physical safety, but emotional safety as well. I would work on potential projects that promote mental health awareness, self-care, and positive school culture, ensuring students have resources and support when they need them. Through all of these actions, I aim to contribute to our school, and ensure that this is a place where students feel respected, supported, and excited to be part of the community.”