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MinisterFudge's History Teacher Application [x4]

MinisterFudge

Level 30
Community Team
Event Team
MinisterFudge
MinisterFudge
Notable
About Me

What's your Minecraft Username?: MinisterFudge

What's your Discord username?: crystallizedgene

What's your Time Zone?: AEDT

Provide any link(s) to previous applications:
[LAWYER - ACCEPTED]

[Shopkeeper] – DENIED

[Event Team] – ACCEPTED

[Coucillor - HS Student Council] -- ACCEPTED -- https://schoolrp.net/threads/ministerfudge-counsellor-application.65653/#post-225774

[Philosophy Professor x3] -- ACCEPTED -- https://schoolrp.net/threads/philosophy-professor-x3-ministerfudge.66991/
[Philosophy Professor x2] -- DENIED -- https://schoolrp.net/threads/philosophy-professor-x2-ministerfudge.66077/#post-227493
[Philosophy Professor x1] -- DENIED ---https://schoolrp.net/threads/philosophy-professor-ministerfudge.64475/

[Caretaker Application] -- DENIED -- https://schoolrp.net/threads/ministerfudge-caretaker-application.65246/

[Jurisprudence Professor] -- DENIED --

[History Teacher x1 x2 and x3] -- DENIED

[Governor] -- ACCEPTED -- https://schoolrp.net/threads/governor-ministerfudges-application.62864/

LANGUAGE APPLICATIONS:
[Latin Language Auth App] -- ACCEPTED -- https://schoolrp.net/threads/ministerfudge-†-latin-†-language-application.64848/
[Italian Language Auth App] – ACCEPTED – https://schoolrp.net/threads/ministerfudges-language-application.70562/
[JSL Language Auth Apps] – ACCEPTED https://schoolrp.net/threads/ministerfudges-language-application.72680/; https://schoolrp.net/threads/ministerfudges-language-application.72796/#post-253376

What are your current roles on the server?:
Professor [HD] --- MinisterFudge
Lawyer --- HumanTeethParade
Grade 12. --- HumanTeethParade
[?] MATER DEI --- MinisterFudge

Why are Teachers so important to SchoolRP?:
You can not have a Roleplay Server based on a school environment without teachers because this would not be a school. Seems a bit obvious, and I could just call it there, but I do need to type more words into this section. So I will simply add for good measure that the teachers also have an additional role of simply adding to the environment of the school, not just teaching. They allow the opportunity for characters to develop and can have a profound and meaningful impact on characterization: after all, since it is a School RP server, most characters (who are students) will spend their time in school where they will be in proximity to teachers, attending their classes and being disciplined by them for misbehavior.

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?: Alois Saseki-Maeng

What is your character's nationality?: Japanese

What is your preferred subject to teach?: History

Describe your character:
Alois stands at 5’8, coming in at 65kg. His build is lean, though usually covered up with long sleeves and a flowy black 33-button cassock. His cassock masks this lack of fitness rather well. Possessing rather pale skin, it is obvious he rarely goes outside. Both his eyes and hair are brown, with a distinct scent of coffee that comes both from his crippling caffeine addiction and the scented shampoo he applies liberally. He is rarely seen without his silver crucifix, being the Archbishop of Karakura, a prominent religious leader in the Christian ‘sect’ by the name of Discipuli Lux Divina (Disciples of the Divine Light). A controversial figure in Karakura known to lead protests, petition the government, encourage law reform, community events, and ‘building bridges’ as he puts it.

Unfortunately, in practice, he often fails to meet his goals because of his propensity to exaggerate and resort to grand hyperbolic statements to get his points across: earning himself the nickname ‘Archkaren of Karakura’ among his detractors.

Regardless, he is a staunch educator, well-connected among influential members of his sect. He has demonstrated a frightening ability to stir up crowds: a highly skilled political animal, to be sure.

Though his education has primarily been legal and theological in nature, the man has always had a deep passion for history, particularly in Karakura where it history is too often “whitewashed”, especially by the “notorious ne’er-do-wells at that gossip rag, Karakura News, which enjoys a MONOPOLY on truth!”. He has, during his time as a Professor of Law, encouraged his students to interrogate history in Karakua insofar as it related to law: but sees no reason why such critical reflexion and interrogation of sources should be confined to law. It is his opinion that there is no pursuit more worthy of this reflexion, and our attention, than history. In his own words... :

“History is a precious thing. We owe it to those who came before us to pursue the truth. Please never forget this, lest you become bitter, and evil: too many powerful people in our world bury documents in archives, dismiss the interrogation of historians, robbing us of our history, taking it to the grave, all the while repeating that arrogant mantra: ‘I owe history nothing’!”​

He hopes to instill in students criticality so they might be able to better identify manufactured consent and concocted narratives. He has no ulterior motives. This is it. He simply wants young people to not suffer lies easily.

What is your character's outlook on students and co-workers?:
Alois is a naturally stuffy person, often being extremely formal and speaking in unnecessarily grandiose terms. But, on the other hand, when it comes to his students, he often resorts to use of urban slang in a desperate attempt to relate to them.

His outlook on students is that, with his help, hopefully they will go on to think critically regarding the history and ideas introduced in class. He considers it also his duty to generally care for the welfare of his students. He abhors indoctrination, but in line with his Christian upbringing, he sees ‘general, secular, moral instruction’ as an additional role of teachers, often citing a proverb to this effect:
Proverbs 22:6: "Start children off on the way they should go, and even when they are old they will not turn from it."

That being said… as soon as the school bell rings, and it’s hometime: all that ‘duty of care’ nonsense goes right out the window. He’s not getting paid to work overtime, so he’s GONE, often yapping on about a worker’s ‘right to disconnect’ whenever anyone challenges him on this.

As for his co-workers, he is generally polite and cordial to the majority of his colleagues, often enthusiastically speaking about the ‘great strides’ made by students and himself. However, should they not espouse the same values he does, namely: if they do not take their role in providing ‘moral instruction’ to students seriously or view themselves as 'jailers' or something, just there to enforce rules, seeking only compliance: then in Alois' view, they are, fundamentally, just paper-pushers in his eyes who are not worth the time of day. He’ll be polite to them, sure, but his smiles would be supercilious, and his words of praise: completely vacuous and without meaning.

What is your character's motivation for teaching?:
Alois hopes his teaching position with KHS will be different from his time teaching college students.

He sees the potential to have an impact ‘unprecedented’ in the history of KHS. As he sees it, his potential has been constrained by the fact college students who attend class are few and far between, but high school students attend in droves. He has been commended for teaching well never-the-less, and his impact has been felt: so the potential for a greater impact seems likely to him if his lessons and teaching style have greater exposure. He hopes to develop rapport among his pupils so he might ‘make good, righteous leaders’ out of them. He teaches in the hope of raising a generation of radical intellectuals.

Roleplay Scenarios

A student in class is struggling to understand the content, what would your character do?:
Alois would, presuming he had finished giving instructions about the content or task, return to the student struggling and ask probing questions to understand WHAT ASPECT of the content they do not understand. Was it a big word or concept they didn’t quite grasp? He would want to identify what specifically needs clarification first, before then providing the information or explanation concerning the content in simple terms.

It is extremely important to Alois that he takes the time to explain foreign or new concepts that really only get discussed in classrooms or in the context of history. These often need to be explained in simple terms, or through a metaphor, or what have you. He is very sensitive to this, and goes out of his way to prepare beforehand to prevent misunderstandings. Alas, students of history are not a hivemind. Alois’ philosophy is that, sometimes, everyone needs an explanation tailored to them.

A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Alois would first simply ask them to stop and that this is not the time or place for jokes. A stern rebuke like this may work, but… if it doesn’t, the next response would be sorrowful. A strong measure of disappointment would fill the classroom as Alois explains the disciplinary measures that can be taken against disruptive students: not as a threat, but an explanation of ‘how things work’, making it abundantly clear he does NOT WANT to remove them, and that this is a last resort for ‘only the most disruptive’ students who ‘simply can’t be bothered learning, and who do not want their peers to learn either’.

Provide at least 2 interactive class ideas related to your preferred subject:

NO. #1 Historical Diary Workshop

Alois would briefly speak on a period of history. For example, the French Revolution. He would give a very BRIEF lecture about the historical context. Obviously, not all of ‘French Revolution’ can be canvassed, so let us presume for the purposes of the workshop Alois gives a brief lecture about…
The Three Estates (What they were, the power dynamics in this time)
The Declaration on the Rights of Man (What this was), excerpts of which might be provided to students.

Once the brief lecture is done, he would then split students into big groups representing different ‘groups’ in that time period (e.g. if it’s French-Revolution history, perhaps members of the first, second, and third estates). Students would be expected to collaborate with one another, think about how they would ‘feel’ if they lived in this period and were a member of the first, second, or third estate.

Irrespective of the ‘estate’ they belong to, they should presume, for the purposes of the activity:
  • That they are a member of the Legislative Assembly in this period
  • That they are to write a letter to Louis XVI, the King of France, about what should be done with this ‘Declaration on the Rights of Man’.
  • The tone of this letter and its contents should be historically accurate: i.e. it varies depending on what ‘estate’ the writer belongs to.
These instructions could be included in the booklet handed to students, asking for:
  • Their name
  • The ‘Estate’ to which they belong

NO. #2 Henry VIII’s Wives: Gossip Magazine!
  • The students of Karakura High will, during this lesson, be asked to volunteer. 6 students will be selected to represent ONE of the wives of King Henry VIII. They will each be provided with a booklet explaining WHO they were and SOME aspects of their lives, mainly the parts students of history would generally know and be familiar with.
  • Every single other student in the class would be immediately assigned as ‘Gossip Journalists’. Students will, around the end of the class, or perhaps in the NEXT class: be expected to present a case to the head of the ‘Magazine Company’ about why THEIR ‘wife’ or historical figure is ‘the most tragic figure’ with ‘the most interesting and compelling story’ that deserves to be published in their magazine. Now, for them to effectively do this, the students can't simply skim Wikipedia or "read the booklet", they'd have to speak with one another and figure out a 'gameplan' on how they can spin this story! They are competing with 5 other extremely tragic figures in history, after all. That's the entire idea. Encouraging the students to interact with one another.
  • The group that makes the best presentation will be rewarded with reward tokens.

Have you read and understand the Teacher Application Guidance thread? Yes

Additional notes about your application:

I have had regard to application requirement no. 3, that
“You cannot apply if you are already in another faculty position. (eg. Employee or Professor)”.
This application is compliant with the rule as the faculty position on the account being applied with would, should the application be accepted: be removed (and replaced) to permit compliance with the rule.

The image below is from a School News report on the Quality of Education by ny00m. I take no credit for it. I simply wanted to include it because it said some nice stuff about my character's teaching.

 
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