OOC SECTION
What is your Minecraft username?:
Ripwally
What is your time zone?:
Cst/GMT-6
What is your discord username? (eg @muffincats)
@wally4037
Link all previous applications you made on the server:
https://schoolrp.net/threads/event-application.80076/ NO RESPONCE
https://schoolrp.net/threads/halttx-lawyer-application.75018/ DENIED
https://schoolrp.net/threads/french-application.61385/ DENIED
https://schoolrp.net/threads/french-application-v2.61465/ ACCEPTED
https://schoolrp.net/threads/third-language-app.61529/ ACCEPTED
Describe your activity on SchoolRP:
I have been playing SRP for around 2 years now, joining sometime in February of 2023. I have played just about every day since, unless I was on vacation or just couldn't join at all. On a scale from 1-10, I’d say I'm a 9. I enjoy meeting new people here and having new experiences, and that is displayed by 31 weeks of play time!
Weekends- From when I wake up to when I sleep so around 12-18 hours
Weekdays- 3:30 pm to 12 am
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
Most of the time, the time I have been on SRP has been in gangrp. Throughout the years of my playing, I have learned a lot about gangrp, and I have been in multiple gangs and have met a lot of amazing people. More notable gangs I have been in; Man’en, Sinnerous, Valhalla, Black Dragons, Anarchy, and a few more. In most of these gangs, I have risen through the ranks and have become a higher-up in them. Beyond gangrp, I have had plenty of other roleplays, most of which were familyrp or just general roleplay. I have 10 characters (About to get another one), and close to all of them have been in a well-known family. All of my experiences have really shaped how I roleplay and have sculpted how I speak and act icly. I have become better at voicing my thoughts and tone. An example being maturity and the switching of characters; Almost all of my characters have different personalities and this has shown me how to control and detail and RP better. I believe that I am ready to become a faction role, something that I have not been in yet.
What are your current roles on SchoolRP?
I have two characters that are in college: Keiko and Es-eum.
As well, I have 8 (Soon to be 9) grade twelves: Astiana, Cassius, Zena, Cole (Hopefully to be my professor), Naomi, Enkai, Dezmond, and Reiss.
What is the subject you want to teach?:
Humanities- Specifically history. I have always been fond of history and IRL, I teach people what I know about history. Beyond that, I have taught history for some teachers on SRP before when they had a small class. I think it would be nice to actually teach history on SRP because I can learn even more. One last thing to add to that, becoming a history teacher IRL has been my plan for a while, though not the main plan, just one I could do privately.
TRIVIA SECTION
What is your motivation for becoming a professor?:
Truthfully, I need new Roleplay as well as more roleplay. I have attempted to become a lawyer once, but that got denied. The only two factions I find interesting are the school faculty and the government faction, however, I believe that as of right now, becoming a part of the school faculty would not just benefit me and my roleplays, but the server as a whole. I believe that my activity would help improve the roleplay and the number of people who will join the class. I strive for more roleplay on top of giving people more of an opportunity to join classes. That being said, I think history suits me most. I will admit, my knowledge of Japanese is lacking, but being a professor also gives me the chance to learn more about it. I am most versed in WWII history, which I plan to teach for my first week while I learn the material to teach over. My goal would be to learn as much as I can about Japanese history and write all my classes out each month, hopefully relieving the stress of trying to make up classes each week. My motivation is beyond SRP and carries into real life. My favorite subject is history, and I have wanted to teach the subject and learn about it more. One of my ambitions is to become an American war teacher (I live in the US and have had a class on it. It was excellent), and I would at least like to teach my children about it because US wars extend past just the country itself, but the whole world.
Work out two interactive classes you will host if accepted:
1.
Economic uproar!
Firstly, my character, Cole, would begin telling the class when Japan became wealthy, holding to this day. Following that, he would name the event that prospered the country. He would ask the class if any of them had heard about it before continuing. Cole would deeply explain what the ‘’Japanese Economic Miracle’’ is and how it affected Japan, followed by the pros and cons of it. Next, he would allow two groups to form opinions on whether it was good or bad, and if two groups do not form, then my character would divide them into the groups himself and allow them to think of whether there was a better way, or if it was the best way for the country. At the end of the class, they would hold a discussion on it and bring up their thoughts. He would allow them to know that there is no right or wrong answer, as this was the way it went down, but remind them how well Japan is prospering now and is a first-world country.
2.
The Feudal System
For the second class, my character would bring up samurai and feudal Japan. He would explain what feudal Japan was, being a class-based system held within Japan. After explaining the roles of each, being a samurai, peasant, merchant, and daimyo, He would walk to each group and assign a role to them and allow them to learn more about each class before putting it into action. The students will have to act out a scene for each role, as well as explain a bit about their role. This gets everyone involved, and they may learn and share what they want to. For example, A samurai may explain what their code of honor is and what they do before acting out a fight scene or a traditional prayer. A peasant could explain what they do before acting out a scene, such as farming or other jobs that allowed them to stay behind the war.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
Cole would take the students to one of the estates, which are presumably owned by the top class of Karakura. These families that own the estates hold deep history within and hope that not just his class, but he himself could learn something about the history of the families. Of course, beforehand, he would ask the family that owns the estate if he and his class could be allowed in, expecting a yes. If so, he’d ask for a tour before following it with questions about the family and how it came to be. Such knowledge could be important for the students' young minds to hopefully allow them to know how to be successful like the family, as well as the history of Karakura and the people who grew up in it.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Cole, being the lecturer among many other things, would walk up to the group and spectate for a moment, trying to see what was going on. If he were to see the spartan jocks attacking or threatening the younger jock, he would of course step in immediately, however if they were not, he would watch for just a moment to get a grasp on the situation for himself. After seeing the acts and tells that occur, he would walk up to the group and attempt to separate them; if this fails, he would call for more faculty before allowing the college jocks to know that if they do not separate, they will be getting detention, adding to that, would be reminding them that they could be dropped back down to grade 12 if aswell. Once the group is split, Cole would ask why they were surrounding the male. If he comes to learn that the Younger jock was assaulted and had evidence whether it was brusing or CCTV, he would give the older jocks detention. If not, he would tell them to stay away from the younger sports player or else it would be detention, then reminding them once more that it could take them off the sports team, or worse, being moved to grade 12 again.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Cole would ask them to please stay quiet and do the assignment. If the child does not listen, then he would give them another detention assignment to do before telling the kid that if he does not respect the rules of detention, then he could face disciplinary actions by SLT, such as a suspension or whatever else SLT could come up with. If the student still does not behave, then Cole would walk to their desk and kneel down to face level, asking if they are okay or if they need to talk about something. Knowing that perhaps something was going on at school or off school grounds that was enabling the student to act this way could be beneficial to both sides. One getting an answer and or reason to why these things were occurring, and the student being able to share what was going on if they would like. If the student does not have a reason other than to be annoying, the reminder of SLT and a report would be brought up once more.
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?
My character would remind them that they are adults and that being this way is not just rude and obscene, but that it will also not benefit them in any way in life and more than likely would cause more trouble than good. If they continue to act this way, he would allow them the chance to put their phones up, or he would be taking them for the remainder of the class. If they choose to continue, he would give them detention without another word and tell them that one more outburst would mean that SLT would be called, and perhaps a question about them being on the cheer team is really benefiting them. After such words are exchanged, he would also ask them to stay after class to explain themselves before giving his own views on it all and how it could help if they were more respectful.
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?
Cole would pull out his radio and ask for more help as he writes down two detention slips. As soon as he would finish, he would yell to the students that they are both receiving slips unless they break apart and explain what happened. If they do not, he would remind them that SLT will hear about the fight and can decide the student's future, such as suspension, perhaps, or something else. If they do break up, he would allow them to explain what was going on and get their stories before checking CCTV and coming to a conclusion; Whoever started the fight would be getting detention unless they both agreed it was a spar; if so, he would tell them to not do it on school grounds and to do it else where.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What do 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?
Cole is semi-based on me IRL down to the skin color, the hair, the name (Partially) and his personality. He gained his look after his college years, one that would be for working and living. The male now possesses medium length, brow, curly hair as well as a slight stubble on his lips and chin. He was a decent height at 6’0, though he had a small build, only weighing at 150 pounds (68 kg) or so. A serious look always on his face, though easy to change to a smile at just a hello. Throughout life, he learned that words can change everything, such being how his qualities help shape his mind on the students. The male knows that growing up his hard, and sometimes not everyone is just being rude or annoying; perhaps it's just a bad day or they need someone to talk to. He values his students, seeing each one as his own with their unique personalites. The aspect of respect is most honorable and the richest quality he seeks in people, hoping to teach that to his students, as they will be the future. With that being said, he knows how some of his colleagues are and how they teach. He is unsure of their methods, as well as how they view him. All he wants its respect from them, and he will show it in return. Cole does love the past, but he also enjoys the future and is ready to explore it. He plans to travel to many places in his free time, attempting to learn more history from not just Japan, but the whole world. Though still, being a man of the past does not allow him much thought for the extended future.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
He grew up in a small town in Japan, fascinated by the historical places that surrounded him. The young male would learn about many of these places and their backgrounds as well as go to the library and find historical textbooks where he would read about Japan's history day and night. Nothing seemed to please him more, and as time went on, he knew that he wanted to teach the subject. When he was an early teen, he was already telling not just his family and friends, but also other students about the history of Japan as well as some other places in the world. At some points, he would even correct his own teachers about some historical knowledge he knew. By the time he was 18, he practically had his own master's degree in history, ready to teach and debate anyone who came up to him. As time went on, he grew and went to college for many years, surpassing everyone in his class and even becoming the professor's aide/assiant till the end of the year. As his college years ended, he began to look for a job, stumbling across Karakura among other places; He knew this was the perfect school to teach at.
IN-CHARACTER SECTION
1 - PERSONAL DATA
Full Name:
Cole Karalis
Title (Mr, Mrs, Miss):
I would like ot be referred to as a mister
Given Name(s):
Cole
Preferred Name:
Cole, though I am fine with anything respectfully
Age:
I am of the “young” age of 28
Gender & pronouns:
I am a male, and I go by He and Him
Religious Denomination:
I am exploring religions still
Marital Status:
I am single
Nationality:
I am Japanese, a second-year immigrant.
Current Location:
Karakura
SECTION 2: Academic Details
Teaching Experience (# of years):
One year qualified, four years as an assistant and or aide to a professor.
Working Experience (# of years):
I have been working for around six years now, mostly at my town library.
Academic Degree:
I hold a degree in general history, mostly Japanese history
Year of Graduation:
2022
Major(s):
Japanese History
Archaeological and Cultural History
Minors:
Global History
Political Science
The uploaded file is too la
Native Languages:
Japanese
Other Languages:
French aswell as JSL
Preferred Teaching Subject:
History
What is your Minecraft username?:
Ripwally
What is your time zone?:
Cst/GMT-6
What is your discord username? (eg @muffincats)
@wally4037
Link all previous applications you made on the server:
https://schoolrp.net/threads/event-application.80076/ NO RESPONCE
https://schoolrp.net/threads/halttx-lawyer-application.75018/ DENIED
https://schoolrp.net/threads/french-application.61385/ DENIED
https://schoolrp.net/threads/french-application-v2.61465/ ACCEPTED
https://schoolrp.net/threads/third-language-app.61529/ ACCEPTED
Describe your activity on SchoolRP:
I have been playing SRP for around 2 years now, joining sometime in February of 2023. I have played just about every day since, unless I was on vacation or just couldn't join at all. On a scale from 1-10, I’d say I'm a 9. I enjoy meeting new people here and having new experiences, and that is displayed by 31 weeks of play time!
Weekends- From when I wake up to when I sleep so around 12-18 hours
Weekdays- 3:30 pm to 12 am
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
Most of the time, the time I have been on SRP has been in gangrp. Throughout the years of my playing, I have learned a lot about gangrp, and I have been in multiple gangs and have met a lot of amazing people. More notable gangs I have been in; Man’en, Sinnerous, Valhalla, Black Dragons, Anarchy, and a few more. In most of these gangs, I have risen through the ranks and have become a higher-up in them. Beyond gangrp, I have had plenty of other roleplays, most of which were familyrp or just general roleplay. I have 10 characters (About to get another one), and close to all of them have been in a well-known family. All of my experiences have really shaped how I roleplay and have sculpted how I speak and act icly. I have become better at voicing my thoughts and tone. An example being maturity and the switching of characters; Almost all of my characters have different personalities and this has shown me how to control and detail and RP better. I believe that I am ready to become a faction role, something that I have not been in yet.
What are your current roles on SchoolRP?
I have two characters that are in college: Keiko and Es-eum.
As well, I have 8 (Soon to be 9) grade twelves: Astiana, Cassius, Zena, Cole (Hopefully to be my professor), Naomi, Enkai, Dezmond, and Reiss.
What is the subject you want to teach?:
Humanities- Specifically history. I have always been fond of history and IRL, I teach people what I know about history. Beyond that, I have taught history for some teachers on SRP before when they had a small class. I think it would be nice to actually teach history on SRP because I can learn even more. One last thing to add to that, becoming a history teacher IRL has been my plan for a while, though not the main plan, just one I could do privately.
TRIVIA SECTION
What is your motivation for becoming a professor?:
Truthfully, I need new Roleplay as well as more roleplay. I have attempted to become a lawyer once, but that got denied. The only two factions I find interesting are the school faculty and the government faction, however, I believe that as of right now, becoming a part of the school faculty would not just benefit me and my roleplays, but the server as a whole. I believe that my activity would help improve the roleplay and the number of people who will join the class. I strive for more roleplay on top of giving people more of an opportunity to join classes. That being said, I think history suits me most. I will admit, my knowledge of Japanese is lacking, but being a professor also gives me the chance to learn more about it. I am most versed in WWII history, which I plan to teach for my first week while I learn the material to teach over. My goal would be to learn as much as I can about Japanese history and write all my classes out each month, hopefully relieving the stress of trying to make up classes each week. My motivation is beyond SRP and carries into real life. My favorite subject is history, and I have wanted to teach the subject and learn about it more. One of my ambitions is to become an American war teacher (I live in the US and have had a class on it. It was excellent), and I would at least like to teach my children about it because US wars extend past just the country itself, but the whole world.
Work out two interactive classes you will host if accepted:
1.
Economic uproar!
Firstly, my character, Cole, would begin telling the class when Japan became wealthy, holding to this day. Following that, he would name the event that prospered the country. He would ask the class if any of them had heard about it before continuing. Cole would deeply explain what the ‘’Japanese Economic Miracle’’ is and how it affected Japan, followed by the pros and cons of it. Next, he would allow two groups to form opinions on whether it was good or bad, and if two groups do not form, then my character would divide them into the groups himself and allow them to think of whether there was a better way, or if it was the best way for the country. At the end of the class, they would hold a discussion on it and bring up their thoughts. He would allow them to know that there is no right or wrong answer, as this was the way it went down, but remind them how well Japan is prospering now and is a first-world country.
2.
The Feudal System
For the second class, my character would bring up samurai and feudal Japan. He would explain what feudal Japan was, being a class-based system held within Japan. After explaining the roles of each, being a samurai, peasant, merchant, and daimyo, He would walk to each group and assign a role to them and allow them to learn more about each class before putting it into action. The students will have to act out a scene for each role, as well as explain a bit about their role. This gets everyone involved, and they may learn and share what they want to. For example, A samurai may explain what their code of honor is and what they do before acting out a fight scene or a traditional prayer. A peasant could explain what they do before acting out a scene, such as farming or other jobs that allowed them to stay behind the war.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
Cole would take the students to one of the estates, which are presumably owned by the top class of Karakura. These families that own the estates hold deep history within and hope that not just his class, but he himself could learn something about the history of the families. Of course, beforehand, he would ask the family that owns the estate if he and his class could be allowed in, expecting a yes. If so, he’d ask for a tour before following it with questions about the family and how it came to be. Such knowledge could be important for the students' young minds to hopefully allow them to know how to be successful like the family, as well as the history of Karakura and the people who grew up in it.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Cole, being the lecturer among many other things, would walk up to the group and spectate for a moment, trying to see what was going on. If he were to see the spartan jocks attacking or threatening the younger jock, he would of course step in immediately, however if they were not, he would watch for just a moment to get a grasp on the situation for himself. After seeing the acts and tells that occur, he would walk up to the group and attempt to separate them; if this fails, he would call for more faculty before allowing the college jocks to know that if they do not separate, they will be getting detention, adding to that, would be reminding them that they could be dropped back down to grade 12 if aswell. Once the group is split, Cole would ask why they were surrounding the male. If he comes to learn that the Younger jock was assaulted and had evidence whether it was brusing or CCTV, he would give the older jocks detention. If not, he would tell them to stay away from the younger sports player or else it would be detention, then reminding them once more that it could take them off the sports team, or worse, being moved to grade 12 again.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Cole would ask them to please stay quiet and do the assignment. If the child does not listen, then he would give them another detention assignment to do before telling the kid that if he does not respect the rules of detention, then he could face disciplinary actions by SLT, such as a suspension or whatever else SLT could come up with. If the student still does not behave, then Cole would walk to their desk and kneel down to face level, asking if they are okay or if they need to talk about something. Knowing that perhaps something was going on at school or off school grounds that was enabling the student to act this way could be beneficial to both sides. One getting an answer and or reason to why these things were occurring, and the student being able to share what was going on if they would like. If the student does not have a reason other than to be annoying, the reminder of SLT and a report would be brought up once more.
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?
My character would remind them that they are adults and that being this way is not just rude and obscene, but that it will also not benefit them in any way in life and more than likely would cause more trouble than good. If they continue to act this way, he would allow them the chance to put their phones up, or he would be taking them for the remainder of the class. If they choose to continue, he would give them detention without another word and tell them that one more outburst would mean that SLT would be called, and perhaps a question about them being on the cheer team is really benefiting them. After such words are exchanged, he would also ask them to stay after class to explain themselves before giving his own views on it all and how it could help if they were more respectful.
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?
Cole would pull out his radio and ask for more help as he writes down two detention slips. As soon as he would finish, he would yell to the students that they are both receiving slips unless they break apart and explain what happened. If they do not, he would remind them that SLT will hear about the fight and can decide the student's future, such as suspension, perhaps, or something else. If they do break up, he would allow them to explain what was going on and get their stories before checking CCTV and coming to a conclusion; Whoever started the fight would be getting detention unless they both agreed it was a spar; if so, he would tell them to not do it on school grounds and to do it else where.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What do 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?
Cole is semi-based on me IRL down to the skin color, the hair, the name (Partially) and his personality. He gained his look after his college years, one that would be for working and living. The male now possesses medium length, brow, curly hair as well as a slight stubble on his lips and chin. He was a decent height at 6’0, though he had a small build, only weighing at 150 pounds (68 kg) or so. A serious look always on his face, though easy to change to a smile at just a hello. Throughout life, he learned that words can change everything, such being how his qualities help shape his mind on the students. The male knows that growing up his hard, and sometimes not everyone is just being rude or annoying; perhaps it's just a bad day or they need someone to talk to. He values his students, seeing each one as his own with their unique personalites. The aspect of respect is most honorable and the richest quality he seeks in people, hoping to teach that to his students, as they will be the future. With that being said, he knows how some of his colleagues are and how they teach. He is unsure of their methods, as well as how they view him. All he wants its respect from them, and he will show it in return. Cole does love the past, but he also enjoys the future and is ready to explore it. He plans to travel to many places in his free time, attempting to learn more history from not just Japan, but the whole world. Though still, being a man of the past does not allow him much thought for the extended future.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
He grew up in a small town in Japan, fascinated by the historical places that surrounded him. The young male would learn about many of these places and their backgrounds as well as go to the library and find historical textbooks where he would read about Japan's history day and night. Nothing seemed to please him more, and as time went on, he knew that he wanted to teach the subject. When he was an early teen, he was already telling not just his family and friends, but also other students about the history of Japan as well as some other places in the world. At some points, he would even correct his own teachers about some historical knowledge he knew. By the time he was 18, he practically had his own master's degree in history, ready to teach and debate anyone who came up to him. As time went on, he grew and went to college for many years, surpassing everyone in his class and even becoming the professor's aide/assiant till the end of the year. As his college years ended, he began to look for a job, stumbling across Karakura among other places; He knew this was the perfect school to teach at.
IN-CHARACTER SECTION
1 - PERSONAL DATA
Full Name:
Cole Karalis
Title (Mr, Mrs, Miss):
I would like ot be referred to as a mister
Given Name(s):
Cole
Preferred Name:
Cole, though I am fine with anything respectfully
Age:
I am of the “young” age of 28
Gender & pronouns:
I am a male, and I go by He and Him
Religious Denomination:
I am exploring religions still
Marital Status:
I am single
Nationality:
I am Japanese, a second-year immigrant.
Current Location:
Karakura
SECTION 2: Academic Details
Teaching Experience (# of years):
One year qualified, four years as an assistant and or aide to a professor.
Working Experience (# of years):
I have been working for around six years now, mostly at my town library.
Academic Degree:
I hold a degree in general history, mostly Japanese history
Year of Graduation:
2022
Major(s):
Japanese History
Archaeological and Cultural History
Minors:
Global History
Political Science
The uploaded file is too la
Native Languages:
Japanese
Other Languages:
French aswell as JSL
Preferred Teaching Subject:
History
