OOC SECTION
What is your Minecraft username?:
Neutral_Tones
What is your time zone?:
Greenwich Mean Time (GMT)
What is your discord username? (eg @muffincats)
neutral_tones
Link all previous applications you made on the server:
https://schoolrp.net/threads/neutral_toness-language-application.69061/
https://schoolrp.net/threads/neutral_toness-language-application.69208/
https://schoolrp.net/threads/neutral_tones-housing-issue.69675/
https://schoolrp.net/threads/neutral_toness-teaching-application-performing-arts.70142/
https://schoolrp.net/threads/neutral_toness-language-application.70387/
https://schoolrp.net/threads/neutral_tones-nurse-application.71471/
https://schoolrp.net/threads/give-us-drifting.73670/
https://schoolrp.net/threads/new-simple-combat-mechanics.74244/
Describe your activity on SchoolRP:
As of late, I’ve been active a LOT, considering it’s been a long summer break for me. I’ve been averaging 5-6 hours of playtime (which is kinda sad-), and there have been times I haven’t been so active. On a normal working day, I may only be on 2-3 hours, weekends being longer. If I were to ever be inactive for a longer period of time, I’d be sure to inform whoever necessary.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
I’ve been roleplaying for years now. Started just before my teen years on an app called Amino. I used to join communities with roleplay chats and I’d join and learn there. Along with this, I payed immense attention to english literature and language classes to write better; I mainly focussed on story-building and character development. As I progressed in roleplay and other forms of story, I began to become more literate, writing larger, more detailed responses and starters with some well-thought characters. I first joined SRP in, what I believe to be, 2020, on an older account known as LimeIsLoading. I then had school come down hard on me, so I had left that, and almost forgotten about this server and roleplayed altogether.
I recently came back on my current account: Neutral_Tones, where I had restarted my progress. I started this server again blind to how it worked. I read through the rules of the server and got a small grasp on how roleplay worked. With the new ability to MOVE in RP, unlike my experiences in Amino, I was a little slack with my responses and actions generally. As I later developed in the server, I started buying ranks and getting appendable messages. With these, I was able to make longer responses (as you know), and had began working on DetailRP on the server. I spent time with people who liked to detail actions, and spent some time learning P2L combat also from people who were experts. As this developed, I started to become adept at various types of roleplay, and when actually into a lore-based or actual roleplay, I will major mid-length to longer replies for depth.
What are your current roles on SchoolRP:
As of now, I only have [Grade-12] as my highest.
What is the subject you want to teach?:
I want to teach Religious Studies or Studies of Religion (SOR)
TRIVIA SECTION
What is your motivation for becoming a professor?:
Shintoism is so prominent on the server that it takes up an entire faction. Also, there is the ‘Karakura Church’ that Karakura News reports go out of the way to stress is a building all encompassing for ‘those who may not practice Shintoism’ as the little block outside authored by Olzweig says.
With all this in mind, I think the fact that nobody at the actual college on this school roleplay server has actually taught religion in an academic context, which is very different from having the shrine or supernatural characters speak on this. Maybe at one point there was, but if this is so then it has been a very long time since someone has been interested in doing that.
It would be pretty easy to teach about in a pseudo-academic setting, and it is an opportunity I feel has been overlooked. I would like to be involved due to having some knowledge of several religious traditions and their key beliefs, but also because I imagine this would see me interacting with people from the shrine faction quite a lot.
Work out two interactive classes you will host if accepted:
1.
2.
This task asks the students to choose one of the various sub-topics of a given main topic (in this case, we will continue with Peace and Conflict), preferably one that the student in question is weaker in. Students would not be discouraged to work with their fellow peers who may have chosen the same subtopic to go over, allowing them to help each other with opinions and perspectives they may have not found otherwise. With this task, the student will be given time for self study, longer than 1 period definitely, where they can gather information from research and create a short presentation to present to the class, with time for a few questions at the end, including one or two from Sam themself. Overall, this would allow students to gather and share thoughts and ideas, whilst also learning in a way that best suits them. I’d be able to take from their presentations about how they learn, how they communicate, and what struggles they may have to further improve their education experience.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
[Shrine Visit]
I would request permission from my faction lead, and the Shrine faction lead to take students to the Shinsei Seinaru Monastery to learn about purification rituals. An announcement in the academics discord with a timestamp would be made to increase attendance numbers on the day; effort would be made to organize a time suiting both shrine faction members and I.
Shintoism has a big emphasis on purification, and this much is evident from the Temizuya at the entrance. I would encourage students to ask as many questions as possible about this, and other rituals specifically involving ‘purification’ in some explicit way. Other points of interest in this respect could be Ofuda sold in the shrine gift shop and other trinkets perhaps in possession of faction members where an emphasis is on purification or cleansing in some way. History would take a back seat to actually learning about the more explicitly religious aspects of these items.
I can see this trip being done similarly in the Karakura Church, but instead of a focus on purification, the focus is on the 7 Sacraments/Christianity.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Sam, having distinct intolerance for harassment such as this, would immediately begin walking over, calling out for the group to disperse, strictly warning not to continue or repeat the actions seen. They’d ask the students what this was for, and also look for cameras to see if they picked anything up. If needed, Sam would give out detentions after giving the appropriate number of warnings, with obvious exception to if the individual was struck or attacked one of the group. Should escalation be necessary, the radio will be used to call other members of faculty.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Sam offer a kind request for the student to be quiet. They would explain that all questions can be answered after their time in detention has been served. Should the individual continue, the student will be firmly reminded that SLT can and will be called, and suspension can be issued for such behaviour. Should the student STILL continue after all of this, Sam, reluctantly, would call down SLT to deal with the situation further.
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and calling out other students in the class, what would your character do?
Sam would give a polite smile to the cheerleaders, requesting that they turn the music off quickly so the class may go on. Should it continue once more, Sam would be inclined to tell the students all to turn their phones off completely, seeing as they cannot control themselves. If this is ignored and the situation goes on further, Sam would begin warning the students that if they continue, they will be removed from the class, leaving them behind in the subject, only hindering themselves. They’d also remind that disruption such as this is cause for detention. Learning from this, Sam would begin to request at the start of every class to at the very minimum, turn their phones on silent.
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
Sam would run up to the fight, calling out for them to split up as soon as possible. They’d move to get in between the individuals to split them apart. If this doesn’t stop the situation, it’d make sense to assume that they wouldn’t care about being warned with detentions, and instead immediately issue them. If they persist with engaging with one another violently, Sam’s main act would be to keep them physically separated to ensure no harm comes to either student and to radio in other faculty to prevent crowding. During it all, Sam’s main goal would be to find out the reasoning and take care of any injuries that may have befallen the students.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What does they look like? What makes them unique and different? What is their outlook on Students? What about the other teachers? What is their personality like? What is their plan for the future?
Sam is an individual of rather petite stature. They stand at a mere 4’10 with a polite smile on their face at all times. They have a rather curvy body, mainly around the waist and legs, whilst the upper body remains slimmer, a pear-shaped physique definitely, looking rather feminine. Despite this, the feminine imaginings would be immediately deceived by their flat chest, implying masculinity. Their youthful face would show signs of neither feminine or masculine, deceiving the eye once again. Their hair is a warm white-blonde, contrasting to their dark grey eyes, offering friendly welcome. Their skin is light yet simultaneously warm.
Sam is a rather quiet person when in larger groups, except for the situations where they are teaching or talking about a topic to a group, such as they would in the Church, where they spend a great deal of time, speaking about theological subject whoever would be interested. They are a kind-hearted soul who’s only wish is to make everyone around them happy, even if it meant sacrificing their own happiness to achieve it. Despite their small stature, they have big energy, always active and moving, never staying in one place for more than two moments, their heart is set for anything to come, and they are always ready to try their best. However, despite this, they can be easily belittled.
In terms of caring for students, Sam’s heart is always open, catering their lessons to the needs of students, going back to the very basics if it were absolutely necessary. They hope for only the best with them, and they are more than willing to console a student if they aren’t feeling the greatest, being rather parental with them as they give their help. Their perception of the community brought together by the school is that they’re all a big, diverse family at the end of the day.
In terms of treating fellow faculty, it is similar. In Sam’s eyes, all are equal, and thus all shall be treated equally. Sam cares for their peers as siblings, making arrangements in their schedule to help cater to what they may need from them. The small individual merely wants the best for them all, and is more than willing to cancel arrangements if it means they can help someone.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Sam has always grown up working with younger, aspiring individuals. Their pride and joy is the looks on their faces when they find out something brand new which they find so amazing. Telling stories, playing and learning with them was always so enjoyable to them. Especially when teaching about the stories from The Bible, creation, Genesis, all of it. Sam was raised Catholic, and their interest came naturally, but they did not push it onto others, they simply wanted to share their beliefs and help others wherever they could. As Sam entered their mid-teenage years, they began tutoring young people. Little jobs for little money. Alongside, on some occasions they would do babysitting, using the time to engage with the children in telling stories and playing make-believe. Their child-like stature made this a little more accessible. Sam has always loved this, even when they moved to Karakura in their late 17s to early 18s. As Sam ventured the new city, they came across a poster for the Archdiocese of Karakura, where there were openings for members of the Church. Naturally, Sam applied and was accepted with open arms. Since then, Sam has stayed close to the Church as their community, which rekindled their love for sharing their religion and talking about feelings and meanings behind scripture, symbols and stories.
After a few months of services, sermons and other forms of teaching, Sam began to take part in teaching in Sunday School, teaching about the Bible and talking about meanings and opinions on it all. Whilst this was difficult at first, they refound their love for teaching as they spoke and engaged with people who were willing to listen.
As they grew older, they moved back to their home in the UK, where Sam enrolled into college, further studying religion and studying public youth services, where they even got to take some work experience in teaching. As they passed college and managed to seal a spot in Cambridge, they took their studies further in similar fields, getting some work in also as a teaching assistant, where they took notes on how teachers worked, and even how college and university professors worked and acted during their studies. These notes allowed them to go further and achieve their teaching qualifications.
They had more free time on their hands, and decided to go even further with their studies, going as far as taking doctorate in Abrahamic Religion, including Christianity and Judaism. After this final milestone was achieved in their life, they decided to move on and teach as their own person, not a student, not an assistant, a fully-fledged educator.
They moved back to Karakura, where they were once again welcomed by old friends. And upon ****ysis, the college did not have any form of religious study. And so, Sam offered to take such role.
IN-CHARACTER SECTION
1 - PERSONAL DATA
Full Name:
My name is Sam Austen.
Title (Mr, Mrs, Miss):
Dr.
Given Name(s):
N/A
Preferred Name:
I prefer to go by “Sam”.
Age:
I am 30 years old.
Gender & pronouns:
I am non-binary, and prefer to go by they/them or other non-gender-specific pronouns.
Religious Denomination:
Christianity
Marital Status:
Single
Nationality:
I am English.
Current Location:
Karakura, Japan
SECTION 2: Academic Details
Teaching Experience (# of years):
From a T-Level in public youth services back in the UK, I have had 30 months of teaching experience.
Working Experience (# of years):
I have 30 months from my T-Level, and I have also spent a year as a teaching assistant in a primary school near my old home.
Academic Degree:
Doctorate of Abrahamic Religion
Year of Graduation:
2022 Cambridge University
Major(s):
Abrahamic Religions (involving Christianity and Judaism.)
Teaching
Minors:
Public Services
Health and Social Care
Native Languages:
English
Other Languages:
Japanese
Japanese Sign Language
Preferred Teaching Subject:
Religious Studies/Education
Extra
Additional notes about your application (if any):
N/A
What is your Minecraft username?:
Neutral_Tones
What is your time zone?:
Greenwich Mean Time (GMT)
What is your discord username? (eg @muffincats)
neutral_tones
Link all previous applications you made on the server:
https://schoolrp.net/threads/neutral_toness-language-application.69061/
https://schoolrp.net/threads/neutral_toness-language-application.69208/
https://schoolrp.net/threads/neutral_tones-housing-issue.69675/
https://schoolrp.net/threads/neutral_toness-teaching-application-performing-arts.70142/
https://schoolrp.net/threads/neutral_toness-language-application.70387/
https://schoolrp.net/threads/neutral_tones-nurse-application.71471/
https://schoolrp.net/threads/give-us-drifting.73670/
https://schoolrp.net/threads/new-simple-combat-mechanics.74244/
Describe your activity on SchoolRP:
As of late, I’ve been active a LOT, considering it’s been a long summer break for me. I’ve been averaging 5-6 hours of playtime (which is kinda sad-), and there have been times I haven’t been so active. On a normal working day, I may only be on 2-3 hours, weekends being longer. If I were to ever be inactive for a longer period of time, I’d be sure to inform whoever necessary.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
I’ve been roleplaying for years now. Started just before my teen years on an app called Amino. I used to join communities with roleplay chats and I’d join and learn there. Along with this, I payed immense attention to english literature and language classes to write better; I mainly focussed on story-building and character development. As I progressed in roleplay and other forms of story, I began to become more literate, writing larger, more detailed responses and starters with some well-thought characters. I first joined SRP in, what I believe to be, 2020, on an older account known as LimeIsLoading. I then had school come down hard on me, so I had left that, and almost forgotten about this server and roleplayed altogether.
I recently came back on my current account: Neutral_Tones, where I had restarted my progress. I started this server again blind to how it worked. I read through the rules of the server and got a small grasp on how roleplay worked. With the new ability to MOVE in RP, unlike my experiences in Amino, I was a little slack with my responses and actions generally. As I later developed in the server, I started buying ranks and getting appendable messages. With these, I was able to make longer responses (as you know), and had began working on DetailRP on the server. I spent time with people who liked to detail actions, and spent some time learning P2L combat also from people who were experts. As this developed, I started to become adept at various types of roleplay, and when actually into a lore-based or actual roleplay, I will major mid-length to longer replies for depth.
What are your current roles on SchoolRP:
As of now, I only have [Grade-12] as my highest.
What is the subject you want to teach?:
I want to teach Religious Studies or Studies of Religion (SOR)
TRIVIA SECTION
What is your motivation for becoming a professor?:
Shintoism is so prominent on the server that it takes up an entire faction. Also, there is the ‘Karakura Church’ that Karakura News reports go out of the way to stress is a building all encompassing for ‘those who may not practice Shintoism’ as the little block outside authored by Olzweig says.
With all this in mind, I think the fact that nobody at the actual college on this school roleplay server has actually taught religion in an academic context, which is very different from having the shrine or supernatural characters speak on this. Maybe at one point there was, but if this is so then it has been a very long time since someone has been interested in doing that.
It would be pretty easy to teach about in a pseudo-academic setting, and it is an opportunity I feel has been overlooked. I would like to be involved due to having some knowledge of several religious traditions and their key beliefs, but also because I imagine this would see me interacting with people from the shrine faction quite a lot.
Work out two interactive classes you will host if accepted:
1.
- ‘Decryption Activity’
2.
- ‘Research and Presentation’
This task asks the students to choose one of the various sub-topics of a given main topic (in this case, we will continue with Peace and Conflict), preferably one that the student in question is weaker in. Students would not be discouraged to work with their fellow peers who may have chosen the same subtopic to go over, allowing them to help each other with opinions and perspectives they may have not found otherwise. With this task, the student will be given time for self study, longer than 1 period definitely, where they can gather information from research and create a short presentation to present to the class, with time for a few questions at the end, including one or two from Sam themself. Overall, this would allow students to gather and share thoughts and ideas, whilst also learning in a way that best suits them. I’d be able to take from their presentations about how they learn, how they communicate, and what struggles they may have to further improve their education experience.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
[Shrine Visit]
I would request permission from my faction lead, and the Shrine faction lead to take students to the Shinsei Seinaru Monastery to learn about purification rituals. An announcement in the academics discord with a timestamp would be made to increase attendance numbers on the day; effort would be made to organize a time suiting both shrine faction members and I.
Shintoism has a big emphasis on purification, and this much is evident from the Temizuya at the entrance. I would encourage students to ask as many questions as possible about this, and other rituals specifically involving ‘purification’ in some explicit way. Other points of interest in this respect could be Ofuda sold in the shrine gift shop and other trinkets perhaps in possession of faction members where an emphasis is on purification or cleansing in some way. History would take a back seat to actually learning about the more explicitly religious aspects of these items.
I can see this trip being done similarly in the Karakura Church, but instead of a focus on purification, the focus is on the 7 Sacraments/Christianity.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Sam, having distinct intolerance for harassment such as this, would immediately begin walking over, calling out for the group to disperse, strictly warning not to continue or repeat the actions seen. They’d ask the students what this was for, and also look for cameras to see if they picked anything up. If needed, Sam would give out detentions after giving the appropriate number of warnings, with obvious exception to if the individual was struck or attacked one of the group. Should escalation be necessary, the radio will be used to call other members of faculty.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Sam offer a kind request for the student to be quiet. They would explain that all questions can be answered after their time in detention has been served. Should the individual continue, the student will be firmly reminded that SLT can and will be called, and suspension can be issued for such behaviour. Should the student STILL continue after all of this, Sam, reluctantly, would call down SLT to deal with the situation further.
Your character would be hosting a class, and a group of cheerleaders keeps on playing songs on the phone and calling out other students in the class, what would your character do?
Sam would give a polite smile to the cheerleaders, requesting that they turn the music off quickly so the class may go on. Should it continue once more, Sam would be inclined to tell the students all to turn their phones off completely, seeing as they cannot control themselves. If this is ignored and the situation goes on further, Sam would begin warning the students that if they continue, they will be removed from the class, leaving them behind in the subject, only hindering themselves. They’d also remind that disruption such as this is cause for detention. Learning from this, Sam would begin to request at the start of every class to at the very minimum, turn their phones on silent.
Your character would be walking on the school perimeter and encounter a fight between a couple of students, your character tried to break it up but it didn't help, what would your character do?
Sam would run up to the fight, calling out for them to split up as soon as possible. They’d move to get in between the individuals to split them apart. If this doesn’t stop the situation, it’d make sense to assume that they wouldn’t care about being warned with detentions, and instead immediately issue them. If they persist with engaging with one another violently, Sam’s main act would be to keep them physically separated to ensure no harm comes to either student and to radio in other faculty to prevent crowding. During it all, Sam’s main goal would be to find out the reasoning and take care of any injuries that may have befallen the students.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What does they look like? What makes them unique and different? What is their outlook on Students? What about the other teachers? What is their personality like? What is their plan for the future?
Sam is an individual of rather petite stature. They stand at a mere 4’10 with a polite smile on their face at all times. They have a rather curvy body, mainly around the waist and legs, whilst the upper body remains slimmer, a pear-shaped physique definitely, looking rather feminine. Despite this, the feminine imaginings would be immediately deceived by their flat chest, implying masculinity. Their youthful face would show signs of neither feminine or masculine, deceiving the eye once again. Their hair is a warm white-blonde, contrasting to their dark grey eyes, offering friendly welcome. Their skin is light yet simultaneously warm.
Sam is a rather quiet person when in larger groups, except for the situations where they are teaching or talking about a topic to a group, such as they would in the Church, where they spend a great deal of time, speaking about theological subject whoever would be interested. They are a kind-hearted soul who’s only wish is to make everyone around them happy, even if it meant sacrificing their own happiness to achieve it. Despite their small stature, they have big energy, always active and moving, never staying in one place for more than two moments, their heart is set for anything to come, and they are always ready to try their best. However, despite this, they can be easily belittled.
In terms of caring for students, Sam’s heart is always open, catering their lessons to the needs of students, going back to the very basics if it were absolutely necessary. They hope for only the best with them, and they are more than willing to console a student if they aren’t feeling the greatest, being rather parental with them as they give their help. Their perception of the community brought together by the school is that they’re all a big, diverse family at the end of the day.
In terms of treating fellow faculty, it is similar. In Sam’s eyes, all are equal, and thus all shall be treated equally. Sam cares for their peers as siblings, making arrangements in their schedule to help cater to what they may need from them. The small individual merely wants the best for them all, and is more than willing to cancel arrangements if it means they can help someone.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Sam has always grown up working with younger, aspiring individuals. Their pride and joy is the looks on their faces when they find out something brand new which they find so amazing. Telling stories, playing and learning with them was always so enjoyable to them. Especially when teaching about the stories from The Bible, creation, Genesis, all of it. Sam was raised Catholic, and their interest came naturally, but they did not push it onto others, they simply wanted to share their beliefs and help others wherever they could. As Sam entered their mid-teenage years, they began tutoring young people. Little jobs for little money. Alongside, on some occasions they would do babysitting, using the time to engage with the children in telling stories and playing make-believe. Their child-like stature made this a little more accessible. Sam has always loved this, even when they moved to Karakura in their late 17s to early 18s. As Sam ventured the new city, they came across a poster for the Archdiocese of Karakura, where there were openings for members of the Church. Naturally, Sam applied and was accepted with open arms. Since then, Sam has stayed close to the Church as their community, which rekindled their love for sharing their religion and talking about feelings and meanings behind scripture, symbols and stories.
After a few months of services, sermons and other forms of teaching, Sam began to take part in teaching in Sunday School, teaching about the Bible and talking about meanings and opinions on it all. Whilst this was difficult at first, they refound their love for teaching as they spoke and engaged with people who were willing to listen.
As they grew older, they moved back to their home in the UK, where Sam enrolled into college, further studying religion and studying public youth services, where they even got to take some work experience in teaching. As they passed college and managed to seal a spot in Cambridge, they took their studies further in similar fields, getting some work in also as a teaching assistant, where they took notes on how teachers worked, and even how college and university professors worked and acted during their studies. These notes allowed them to go further and achieve their teaching qualifications.
They had more free time on their hands, and decided to go even further with their studies, going as far as taking doctorate in Abrahamic Religion, including Christianity and Judaism. After this final milestone was achieved in their life, they decided to move on and teach as their own person, not a student, not an assistant, a fully-fledged educator.
They moved back to Karakura, where they were once again welcomed by old friends. And upon ****ysis, the college did not have any form of religious study. And so, Sam offered to take such role.
IN-CHARACTER SECTION
1 - PERSONAL DATA
Full Name:
My name is Sam Austen.
Title (Mr, Mrs, Miss):
Dr.
Given Name(s):
N/A
Preferred Name:
I prefer to go by “Sam”.
Age:
I am 30 years old.
Gender & pronouns:
I am non-binary, and prefer to go by they/them or other non-gender-specific pronouns.
Religious Denomination:
Christianity
Marital Status:
Single
Nationality:
I am English.
Current Location:
Karakura, Japan
SECTION 2: Academic Details
Teaching Experience (# of years):
From a T-Level in public youth services back in the UK, I have had 30 months of teaching experience.
Working Experience (# of years):
I have 30 months from my T-Level, and I have also spent a year as a teaching assistant in a primary school near my old home.
Academic Degree:
Doctorate of Abrahamic Religion
Year of Graduation:
2022 Cambridge University
Major(s):
Abrahamic Religions (involving Christianity and Judaism.)
Teaching
Minors:
Public Services
Health and Social Care
Native Languages:
English
Other Languages:
Japanese
Japanese Sign Language
Preferred Teaching Subject:
Religious Studies/Education
Extra
Additional notes about your application (if any):
N/A
Last edited:
