Out-Of-Character Information
What is your Minecraft username?
melvsglock
What is your discord username?
@carseatfrenchfries
What is your time zone?
MST/MDT (UTC -7)
Link(s) to any previous applications on the server:
Language App(s):
mmelv's French Language Application | [ACCEPTED]
mmelv's Chinese Language Application | [ACCEPTED]
melvsglock's Arabic Language Application | [ACCEPTED]
melvsglock's Korean Language Application | [ACCEPTED]
Faction App:
melvsglock's Teacher Application | [ACCEPTED]
What are your current roles on the server? (If you're college, specify your degree level):
mmelv:
[Grade-12]
[Cat]
melvsglock: (Applying)
[Grade-12]
melvilleure:
[Grade-12]
mformenace:
[Grade-12]
[Grade-7]
[Bird]
carseatfrenchfry:
[Grade-12]
[Grade-10]
Describe your activity and roleplay experience on the server:
I had joined SchoolRP around mid Janurary-early March of 2023. My activity at the start had been rather on-and-off seeing as I hadn't yet found what I wanted to do on the server, what characters I wanted to play, and what stories I wanted to create. Later that year, motivation sparked. I logged on for hours at a time, daily. I had a plethora of ideas and character concepts that I wanted to try out. I became incredibly active on the server, even when I had virtually nothing to do, especially if the friends I typically roleplayed with were offline.
After a while, my activity began to round itself out. While I wasn't online nearly 24/7 like I was at the start, I was still a fairly active player. A simple DM or ping and I'll let people know if I'm available to log on. I work from home, so there are rarely times I'm unable to log in, and most of my time is spent at my desk.
I had been an extreme detail-roleplayer even before I had joined SRP, being able to write up to novella-esque lengths for my replies. I admit, the drastic length difference I adapted to when joining the server was a new experience, but I found it helpful in being able to condense my writing when I needed to. I love DetailRP, and I love the small interactions that happen with characters on a semi-daily basis that eventually play a hand in changing your character for better or for worse. Roleplay has always been a well-loved hobby that I consider incredibly fun, and I do enjoy being able to spark up interaction and build a varying amount of dynamics between characters.
This is my playtime on [mmelv] my main account:
This is my playtime on [melvsglock] the account I'm applying on:
In your own words, why do you think professors are important to SchoolRP?
In SchoolRP, professors play an important role in providing a path for college characters to further progress towards graduation if that is the goal for said player(s). Furthermore, they are alike in the role that teachers play. They provide a sense of community in their classrooms as well as being able to engage older players in fun activities. They have the ability to guide students to interact with one another, being that slight ‘push’ that players need, or even that ‘reason’ that can be used to encourage more interaction. It isn’t their purpose to be a ‘harder’ version of the high school side of the faction, as they can bring content that others can work off of in a social setting during school hours.
Do you acknowledge that if you are inactive, you may face demotion or removal from the faction?
Yes, I acknowledge and accept the consequences that follow inactivity.
Do you understand if your application is accepted, you may have to undergo professor training?:
Yes, I acknowledge the possibility of training and a timeframe where I may not be able to host classes until training is complete.
In-Character Information
What's your character's full name?
Irene Neferusobek Chibami
Age (Minimum is 27):
27
Nationality:
Japanese-Egyptian
Preferred Subject:
Culinary Arts
Describe the character: How do they look and act? What makes them unique and different?
At first glance, Irene is someone that radiates a light-hearted personality. Irene is approachable, friendly, and brimming with a certain positivity. Her positivity isn’t overwhelming, nor does she bounce off the walls with energy. She’s calm and doesn’t shy away from engaging with those around her, yet she doesn’t necessarily go out of her way to make her presence known. Sometimes, she prefers the background; observing and listening rather than being the main speaker in a casual setting.
Irene often holds a slight upward turn to her lips, her resting expression contains a small smile. She makes it a point to be polite, throwing in quick jokes or unserious jabs within the conversation she’s part of. She rarely shuts down others’ joys, even joining in when there’s room for her to. Irene does not take any level of negativity straight to heart, especially brushing it off if it's directed at her.
She is adventurous, open to new experiences, and is unafraid to try something new, no matter how absurd an idea seems. She isn’t a woman who typically sugarcoats her opinion, especially if it is asked. While she tries to put her words in a nice tone, sometimes she comes off harsh, or rude. And, in these cases, does she only realize it after. She’ll hunt down the person she believes she has wronged to apologize to them.
What are their plans for the future? Optionally, what is their past?
Aside from her preferred career path, she wants a home. A place of belonging with people that makes that space feel homely. A family is what she wants. At some point in her future, she plans to settle down, have a family of her own as she finds the bringing of, and the raising of one as something beautiful. Celebrations, life achievements, she wants to be there for it all and be able to witness growth in others, her future children, and the students she would help guide.
Before choosing to stay in Karakura, she was almost nomadic in the way she couldn’t find a place she wanted to reside in. She worked small jobs in different parts of Japan; A librarian, a receptionist in a clinic, offices, any place that she believed she could provide help to others seeking it. Even if her aid was small in comparison to the grand scheme of things, it gave her purpose. She found a sense of happiness in others’ happiness. But, this came with the drawback of eventually losing some boundaries. Perhaps, it even made her a doormat at that time in her life. Subconsciously, her peace depended on the people around her. If they were having a hard time, were stressed, or generally unhappy, she was unable to pull herself out of their emotions, soaking it in like a sponge. Eventually, she came to a realization that it wasn’t good for her mentally, and began taking small steps to rebuild her boundaries, and separate her identity from those she cared about.
What is their outlook on students and their co-workers?
Irene believes every person, in this case; student, has potential. Not only in their academics, but who they are in their personal life, and their future. She treats all students at the same level of respect and optimism that anyone should have. There’s a want to understand her students and to get to know them. Otherwise, there wouldn’t be a connection to make real progress or provide genuine aid that would be taken into consideration. She finds that students respond well to someone they have a certain trust in, or at the very least, someone they see positively. And so, she goes the extra mile, being honestly intrigued by the differences of each student.
When it comes to her co-workers, Irene shares that same value in respect. She wouldn’t turn down collaboration between her and her co-workers, and thrives in a setting where everyone is supportive of each other, and would be willing to participate in building up, or even maintaining such an atmosphere.
What is their motivation for becoming a professor?:
Albeit short, her time as a teacher brought sincere joy. She managed to find herself and what she truly wanted to do for the foreseeable future. There was something about seeing students excited for class that made it motivating to continue the way she led her classes. Some time has passed since then, and Irene wants to try again with an older group of students. She’s observed a lot of fun that was able to grow in an academic, high school setting, and wants to provide a similar atmosphere in the college side of Karakura.
Most college students have gone through much growth, and have commonly found a sense of identity. Her goal is to still be a pillar of support that students have the option of leaning on, should they wish. While most college students have a grip on how they handle things, she does not neglect the idea that people can still reach an even better version of themselves. College is that final stretch toward adulthood, and oftentimes, that in itself is a stressful concept. She is one to still offer direction and advice, and would continue to do so no matter the age of her students.
Roleplay Scenarios
A jock is ignoring your lesson and throwing paper balls at another student, what would your character do?
Remaining calm, Irene would pull the student aside - if there was enough time - to politely ask the student to stop. While she wouldn’t be harsh, and wouldn’t dare embarrass said student, should they continue their actions, she would end up giving them detention.
Ultimately, that would be a last resort. She doesn’t wish for her students to slowly resent her, especially if the behavior was prompted from an issue with their personal life. She’d make an attempt to reach out to the student if their behavior was unlike how they acted in previous classes to find a cause, and suggest ways to release any of their stress or negative emotions in a healthy way. Such as assisting with demos, helping their peers, or providing an alternate, manageable assignment.
A student doesn’t seem to understand the material, yet hasn’t requested help, what would your character do?
During her classes, Irene often takes a stroll around the classroom to check up on each student and/or group to see how they are doing. In this way, if a student is too shy or anxious to ask her in front of everyone, she can help the aforementioned student up-front.
Culinary isn’t always easy, and some dishes are harder to follow than others, that she understands. She’d offer her support, and change her approach depending on the type of student and how they learn. It can be frustrating when you can’t get a grasp on something, which can very easily lead to feeling left behind. Learning should be fun, that’s what she strives for her classes to be, so she would even repeat a smaller version of the demo starting from where they got lost.
When in the faculty lounge, how does your character act?
A school setting is filled with people, that is undeniable. Irene would retreat to the faculty room to recharge her own social battery. Inside, she wouldn’t be as energetic as she would be within her own classroom, but she wouldn’t turn away any co-worker who is putting in effort to make conversation with her. However, she’d be quieter, and possibly hoping she’d just blend into the background.
Every now and then, if there is someone in there with her, she’d ask if they would like a cup of tea, or a cup of coffee. She wouldn’t mind preparing another serving as her own cools down on the side. However, Irene does not stay in the faculty room for long, as she prefers to recharge by walking around the school.
Provide at least 2 interactive class ideas and one field trip idea related to your subject
— Class idea 1: —
Irene hosts a class appetizer-convention.
In this class activity, the entire class is to split up into three/four big groups. The assignment is for each team to pick a few appetizers of a country and work together to create sample-sized dishes. Afterwards, students are to visit different teams to try out the appetizers. Students who stayed at their own team’s station are to advertise their samples. Their goal is to draw in ‘buyers/customers’ by presentation and persuasion.
There wouldn’t be a set dish to make that day, and Irene would linger around the classroom to different teams, asking about their dishes while offering advice to students who need a bit of guidance.
It’s a way for her students to learn what exact presentation and words are needed for people to be interested in the dishes they make. Color, balance, and aroma are all important aspects to a dish, and each country does it all differently; having different standards to what attracts customers.
— Class idea 2: —
Irene hosts a cooking/baking competition.
Every once in a while, students are split up into groups (ideally 2-3). They are given a theme that the food they’re making has to be based on. For example, the theme can be ‘A feeling.’ Students can be creative, either making a dish that represents a feeling, induces a feeling, or aids a feeling.
After a brief introduction with rules to the competition, students are then allowed to begin. There is no real penalty for ‘losing,’ and the judges can consist of teacher aids or faculty members who are free, and/or wanting to join in. When submitting a portion of the dish to the judges, they are to describe what feeling they chose, and the dish they believe best represents it.
It’s a light-hearted, friendly competition, but it also serves as a class where Irene can assess her students’ ability to work under pressure, work together, if they’re applying the skills they’ve learned in previous classes, and their knowledge in the kitchen after an amount of time in her regular classes.
During this, she will do her routine of walking around the classroom and seeing if anyone needs help, or if something went wrong.
— Field trip idea 1: —
Irene takes her class to the shrine.
In this field trip, students will have the opportunity to learn of dishes that maidens and priests often prepared in the bygone past. Especially foods during rituals. They will be able to learn the historical reason as to why specific foods are consumed.
Students will also be able to learn about food offerings, and what people in the past used to offer, why it was that dish, and the significance behind it. Following this field trip will be a class that explores more on how the dishes are made and prepared. They would be able to taste and share.
Should any student who missed the field trip and only attends the class after, they will be given a summary of the trip to quickly catch them up to speed.
— Field trip idea 2: —
Irene takes her class to the forest’s cabin/camping site.
In this field trip, students will learn the type of foods packed for camping and hikes. They will learn how to prepare food found in the wild, which ones are safe for consumption, which ones to avoid, and how to store their food in case of any emergencies that might arise in such a setting.
Students will be able to participate in simple cooking over a small campfire and how to ensure their meal is edible when they’re unable to control the temperature like they do with ovens and stoves. It is given that the open campfire will be supervised, and students will be warned ahead of time to not mess around, nor wander off. If such occurs, detentions will be handed out effectively.
Last edited:
