Rosie_therose
Level 0
OOC SECTION
What is your Minecraft username?: rosie_therose
What is your time zone?: GMT +0
What is your discord username? (eg @muffincats): roose6943
Link all previous applications you made on the server:
https://schoolrp.net/threads/rosie_theroses-language-application.79440/
Describe your activity on SchoolRP:
As a student at SRP, my days are filled with both structured activities and spontaneous moments of fun, all while juggling rmyschoolwork and social life. In the classroom, I'm attentive and eager to learn. Im one of those students who take pride in participating, asking thoughtful questions, and sometimes even helping others out with homework or projects. Im also someone who’s naturally outgoing, friendly, and approachable, so during breaks or free time after school im always looking for new faces that might join me in fun trips and became a friends group! I love to spend time with my SRP family, including even our animals!
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
Im a person that love writting and reading. Before SRP i never entered other RP servers. However i spend many years of my life role-playing with my friends while writting a little stories or playing DnD. It was always full of fun and joy! I love how from moment I enter, I immediately immersed in a vibrant world where my character feels alive. The community is one of the biggest highlights. Im interacting with others who share my passion for roleplay, and quickly form bonds, alliances, and rivalries. The people I meet aren’t just names on a screen but they become my lovely fellow players who work together to craft a story that feels natural and engaging. It's amazing how helpful people were when i was starting. I got very addicted to that virtual world, it brings me back to best time of my life which was highschool, helps me get away from boring and responsible world of adult.
What are your current roles on SchoolRP:
Highschool ( Grade 12) Hana R. Yamada
Highschool (Grade 12) Miyako 'Miya' Kagami
What is the subject you want to teach?: Psychology
TRIVIA SECTION
What is your motivation for becoming a professor?:
Miya has her big motivation for teaching which comes from a place of deep passion and purpose. For her, education isn’t just about textbooks or exams! It’s about guiding young minds to discover their potential, to spark curiosity, and to help them see the world through new perspectives. She finds joy in watching her students grow, not only as learners but as individuals, each with their own unique stories and dreams. Every lesson she teaches feels like planting a seed, one that she hopes will someday blossom into confidence, knowledge, and self-discovery. She also understands that learning isn’t always easy, and the pressure to succeed can weigh heavily on her students. That’s why she makes mental health a priority in her classroom. She fosters a space where students feel safe to make mistakes, ask questions, and be themselves without fear of judgment. She regularly encourages them to take breaks, practice mindfulness, and find a balance between their studies and their well-being. Her huge empathy stems from her own experiences; she remembers struggling with stress and self-doubt as a student and wishes she’d had someone to guide her through it. Now, she wants to be that person for her students. She want to show and prove that school, classes and studying can be fun, exciting, full of joy!
Work out two interactive classes you will host if accepted:
1.
Students will participate in an interactive “brain-mapping” activity where they label and simulate the functions of various brain regions through role-playing and problem-solving tasks. In steps as :
2.
Teach students about hormones and their effects on the body and mind by linking biological processes to psychological behaviors. Students participate in a scavenger hunt where they solve clues related to hormones, their sources (glands), and their effects on human physiology and psychology.In steps as:
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
Behavioral Observations: Students can spend time observing different social groups in the community center—such as youth groups, senior clubs, or families interacting. They'll be asked to take notes on how group cohesion, conformity, or groupthink manifest.
Debrief & Reflection: After the exercises, students will have a debriefing session where they can reflect on what they observed about group behavior, communication, and the psychology behind different social interactions.
Learning Goals:
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Miya would approach the group calmly but with a sense of authority. She would step in without hesitation, making it clear that this behavior is inappropriate. She would make it known that disrespectful behavior won’t be tolerated, especially on campus. She would address the group with a firm, professional tone, explaining the importance of respect and how the actions of the jocks could negatively affect the bobcat jock. Miya would emphasize the impact of their behavior on the individual, teaching them that respect is more important than making others feel uncomfortable, even if they didn’t intend harm. She would likely remind them of the social responsibility they have as college students, creating a teachable moment without humiliation. Turning to the bobcat jock, Miya would express empathy, checking in to make sure they’re okay. she simply would reassure the bobcat jock that they don’t need to tolerate this kind of behavior and that support is available. Once the situation has been addressed, Miya would redirect the energy of the interaction. she would signal that it’s time for the group to disperse and for the situation to end peacefully. By maintaining a calm demeanor and clear boundaries, she would ensure the confrontation doesn’t escalate into something more disruptive.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Miya would first take a deep breath and remain calm, not allowing the student’s disruptions to throw her off course. She knows that being a role model for patience and professionalism is important, especially in a disciplinary setting. Miya would give the student a moment to express their question but would ensure that it is clear that detention is not a time for distractions. After the student asks another disruptive or irrelevant question, Miya would address it directly. She would politely but firmly let the student know that it’s important to respect the time and space of others in detention. Miya would acknowledge that they are entitled to ask questions, but there’s a time and place for everything. She would let them know that if they have questions, they can ask at the appropriate time, such as after the session or in a more private setting.Her tone would be respectful but assertive, as she understands the need to be firm without escalating the situation. If the disruptive student persists, Miya would take a more proactive approach. She might remind the student that detention is a chance to reflect and focus on their behavior, rather than continue engaging in disruptions. Miya could redirect the student by asking them to focus on the task at hand, perhaps even offering to help them work through their assignments or reasons for their detention once they settle down. She would make it clear that their behavior is not only disrupting the flow of the session but also showing a lack of respect for their peers who are there to reflect on their actions.
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?
She would handle the disruption with a calm and authoritative approach. Upon noticing the cheerleaders playing music and calling out other students, she would first pause the class to address the behavior. Miya would clearly set expectations for respect and focus, letting the cheerleaders know that such disruptions are not acceptable in the classroom. She would explain that while expressing energy is welcome, it needs to be done at an appropriate time, such as during breaks, and not during lessons. If the behavior continues, Miya would privately address the cheerleaders after class, explaining the impact of their actions on the learning environment and reinforcing the importance of mutual respect in the classroom. Throughout the situation, Miya would maintain professionalism and patience, ensuring the rest of the class stays on track and engaged. If needed, she would remind the class of the importance of maintaining focus and respecting each other's space.
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?
Encountering a fight between students, she would first assess the situation and determine the seriousness of the conflict. She would approach the students calmly, trying to de-escalate the situation by maintaining a composed demeanor. If her initial attempt to intervene didn’t work, she would quickly call for additional help, such as a colleague, security, or another staff member. Once help arrives, she would focus on ensuring the safety of everyone involved, stepping in to separate the students if necessary. After the fight is broken up, Miya would address the students calmly and professionally, ensuring the situation is reported to the appropriate school authorities for follow-up. Throughout, Miya would maintain control, ensuring safety and offering support while also making it clear that such behavior is unacceptable.
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?
Daily look : School look:
her look:
Standing at delicate and petite build - around 5’2”. Miya has long, virgin jet-black hair that falls effortlessly past her shoulders, framing her face with soft, natural waves. The delicate bangs slightly obscure her features, adding an air of mystery to her presence. Her skin tone is pale and soft, reminiscent of porcelain, enhancing her delicate and serene aura. Her unique light eyes seem to hold a quiet intelligence, as though they’ve observed the world with curiosity and care. Miya always chooses light, muted and pastel colors for her outfits, keeping it smart-casual. U will never see have wearing dark colors.
her personality and uniqueness:
She radiates a calm energy, as if her mere presence could soothe the most chaotic of surroundings. Around her friends Miya is the type of person who listens more than she speaks, always offering a compassionate ear to those in need. She has an innate ability to sense the emotions of others and provide comfort without being overbearing. She likes to call herself Quietly Strong! May appear reversed but she possesses an inner strength that reveals itself in times of need. Her resolve is steadfast, and she stands firm in her values, even if she doesn't loudly proclaim them. She adores reading, often disappearing into the worlds of her favorite novels. Her love for stories drives her to explore new ideas and perspectives. What makes her truly special is the balance she strikes between gentleness and resilience. Miya might not always seek the spotlight, but in times of need, her strength reveals itself in quiet yet profound ways. She is the friend who stands by your side in the storm, offering her calm presence as an anchor. Through her compassion, intellect, and steadfast nature, Miya leaves a lasting impression on everyone fortunate enough to know her.
Her goals:
Miya’s future is guided by a heartfelt aspiration: she dreams of becoming a professor. Her love for learning and her compassionate nature make this path feel like a calling. To Miya, teaching isn’t just about sharing knowledge - it’s about inspiring curiosity, fostering growth, and helping her students discover their own potential. She wants to be the kind of teacher who not only imparts lessons from textbooks but also nurtures the emotional well-being of her students, creating a safe and supportive space where they feel seen and valued. She envisions her future classroom as a warm and welcoming space, filled with books, creative projects, and meaningful conversations. Whether she’s helping a struggling student find their footing or celebrating the small victories of her class, Miya’s quiet strength and unwavering resolve will make her a mentor her students can rely on. Beyond teaching, Miya dreams of continuing to grow as a learner herself. She hopes to travel and experience different cultures, bringing those experiences back to enrich her teaching. She also plans to keep writing and exploring her creativity, finding new ways to inspire her students and herself.
outlook on students
Miya strongly believes every student has potential, regardless of their background or challenges. They view their role as more than just delivering lessons—it's about mentoring students to find their strengths and grow as individuals. Pushes students to reach their full potential by setting high expectations but provides the tools and support to meet those expectations. Miya want to create a safe and welcoming classroom environment where everyone feels valued and heard. She sees mistakes not as failures but as stepping stones to growth. She wants her students to understand that learning is a journey, one that requires patience and resilience. She hopes to instill in them a love of discovery, showing them that curiosity and effort are far more important than perfection. For Miya, teaching is a partnership. She values the ideas and perspectives her students bring into the classroom and sees learning as a two-way street. She hopes to inspire them with her own passion for knowledge while also learning from their unique insights.
outlook on co-workers
She values teamwork and believes that a school functions best when staff work together. She would love to share ideas and learning from others’ experiences. Appreciates the different teaching styles and perspectives each co-worker brings, believing that it creates a richer learning environment for students. Miya is very friendly and approachable, she is more then happy to make friends, have a coffee together and talk about various topics that do not include school, but also Miya maintain professional boundaries and avoid unnecessary drama in the workplace. Miya's outlook on co-workers is shaped by a deep respect for the diverse skills, perspectives, and personalities that each individual brings to the table. She understand that everyone has their own strengths, working styles, and experiences, and I find value in these differences as they contribute to the richness of the team dynamic. Miya approach co-workers with a mindset of openness and inclusivity, recognizing that each person plays a crucial role in the larger picture. Whether through formal collaborations or casual interactions, she always look for opportunities to learn from her colleagues and share knowledge in return. She believe that a supportive and communicative environment fosters creativity and innovation, and it’s essential to build relationships based on trust and mutual respect.
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.
Miya always had a deep fascination with the human mind and behavior, which led her to pursue a degree in psychology. Growing up in a small town, she was always the go-to person for her friends when they needed someone to talk to or guidance through tough situations. She found herself naturally drawn to helping others understand themselves better and navigate their emotions. After finishing her degree, Miya initially worked in counseling but soon realized her true passion was teaching. She wanted to not only help individuals one-on-one but to inspire and guide groups of students. Motivated by a desire to make a broader impact, she transitioned into academia. Miya became a professor to instill the same love for psychology in her students that she had found in herself, fostering an environment of respect and open-minded learning. Her own journey taught her the importance of self-discovery, empathy, and support, which she carries into every class she teaches.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
1 - PERSONAL DATA
Full Name: Miyako 'Miya' Kagami
Title (Mr, Mrs, Miss): Mrs.
Given Name(s):Miyako
Preferred Name: Miyako
Age: 27
Gender & pronouns: Female, she/her
Religious Denomination: Not religious
Marital Status: married
Nationality: japanese
Current Location: Karakura
SECTION 2: Academic Details
Teaching Experience (# of years): 3 years as biology teacher in Junior and Senior High School at Otsuka, University of Tsukuba
Working Experience (# of years): 2 years as Lab Assistent and 3 years as teacher
Academic Degree: Doctorate Degree in Psychology
Year of Graduation: University of Tokyo 2019
Major(s): Psychology
Minors: Biology
Native Languages: Japanese
Other Languages: Russian
Preferred Teaching Subject: Psychology
Extra
Additional notes about your application (if any):
What is your Minecraft username?: rosie_therose
What is your time zone?: GMT +0
What is your discord username? (eg @muffincats): roose6943
Link all previous applications you made on the server:
https://schoolrp.net/threads/rosie_theroses-language-application.79440/
Rosie_therose teacher (biology/psychology) application!
About Me What's your Minecraft Username?: Rosie_therose What's your Discord username?: roose6943 What's your Time Zone?: GMT +0 Provide any link(s) to previous applications: https://schoolrp.net/threads/rosie_theroses-language-application.79440/ What are your current roles on the server...
schoolrp.net
Describe your activity on SchoolRP:
As a student at SRP, my days are filled with both structured activities and spontaneous moments of fun, all while juggling rmyschoolwork and social life. In the classroom, I'm attentive and eager to learn. Im one of those students who take pride in participating, asking thoughtful questions, and sometimes even helping others out with homework or projects. Im also someone who’s naturally outgoing, friendly, and approachable, so during breaks or free time after school im always looking for new faces that might join me in fun trips and became a friends group! I love to spend time with my SRP family, including even our animals!
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
Im a person that love writting and reading. Before SRP i never entered other RP servers. However i spend many years of my life role-playing with my friends while writting a little stories or playing DnD. It was always full of fun and joy! I love how from moment I enter, I immediately immersed in a vibrant world where my character feels alive. The community is one of the biggest highlights. Im interacting with others who share my passion for roleplay, and quickly form bonds, alliances, and rivalries. The people I meet aren’t just names on a screen but they become my lovely fellow players who work together to craft a story that feels natural and engaging. It's amazing how helpful people were when i was starting. I got very addicted to that virtual world, it brings me back to best time of my life which was highschool, helps me get away from boring and responsible world of adult.
What are your current roles on SchoolRP:
Highschool ( Grade 12) Hana R. Yamada
Highschool (Grade 12) Miyako 'Miya' Kagami
What is the subject you want to teach?: Psychology
TRIVIA SECTION
What is your motivation for becoming a professor?:
Miya has her big motivation for teaching which comes from a place of deep passion and purpose. For her, education isn’t just about textbooks or exams! It’s about guiding young minds to discover their potential, to spark curiosity, and to help them see the world through new perspectives. She finds joy in watching her students grow, not only as learners but as individuals, each with their own unique stories and dreams. Every lesson she teaches feels like planting a seed, one that she hopes will someday blossom into confidence, knowledge, and self-discovery. She also understands that learning isn’t always easy, and the pressure to succeed can weigh heavily on her students. That’s why she makes mental health a priority in her classroom. She fosters a space where students feel safe to make mistakes, ask questions, and be themselves without fear of judgment. She regularly encourages them to take breaks, practice mindfulness, and find a balance between their studies and their well-being. Her huge empathy stems from her own experiences; she remembers struggling with stress and self-doubt as a student and wishes she’d had someone to guide her through it. Now, she wants to be that person for her students. She want to show and prove that school, classes and studying can be fun, exciting, full of joy!
Work out two interactive classes you will host if accepted:
1.
Students will participate in an interactive “brain-mapping” activity where they label and simulate the functions of various brain regions through role-playing and problem-solving tasks. In steps as :
- Begin with a brief introduction or video about the brain’s structure (e.g., lobes of the brain, key areas like the amygdala or hippocampus).
- Divide students into small groups and provide them with a blank brain diagram and a list of brain regions/functions to match.
- Assign each group a specific function (e.g., memory, emotions, movement) and have them research and present how their assigned brain part contributes to that function.
- For a hands-on twist, bring a 3D brain model or a puzzle for groups to assemble based on what they’ve learned.
- End with a quiz game or interactive app where students identify brain regions based on clues related to their functions.
2.
Teach students about hormones and their effects on the body and mind by linking biological processes to psychological behaviors. Students participate in a scavenger hunt where they solve clues related to hormones, their sources (glands), and their effects on human physiology and psychology.In steps as:
- Hide clues around the classroom or school, each representing a specific hormone (e.g., adrenaline, dopamine, cortisol). Each clue has information about where the hormone is produced, its role, and a real-life scenario involving its effects.
- Divide students into teams and give them a starting clue (e.g., “Find the hormone that kicks in during a fight-or-flight response”).
- As students solve each clue, they collect “hormone cards” with key facts about that hormone.
- At the end, teams use the collected cards to create a brief “hormone story,” explaining how hormones interact to regulate behaviors like stress, love, or motivation. ..- This activity reinforces knowledge through movement, teamwork, and creative application, making complex processes tangible and relatable.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
- Community Center (Group Dynamics & Social Psychology Focus)
Behavioral Observations: Students can spend time observing different social groups in the community center—such as youth groups, senior clubs, or families interacting. They'll be asked to take notes on how group cohesion, conformity, or groupthink manifest.
Debrief & Reflection: After the exercises, students will have a debriefing session where they can reflect on what they observed about group behavior, communication, and the psychology behind different social interactions.
Learning Goals:
- Apply social psychology concepts like conformity, groupthink, social roles, and group dynamics to real-world scenarios.
- Understand how behavior changes in social settings and how individuals influence and are influenced by others.
- Develop critical thinking skills by reflecting on the psychology of group interactions and dynamics.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Miya would approach the group calmly but with a sense of authority. She would step in without hesitation, making it clear that this behavior is inappropriate. She would make it known that disrespectful behavior won’t be tolerated, especially on campus. She would address the group with a firm, professional tone, explaining the importance of respect and how the actions of the jocks could negatively affect the bobcat jock. Miya would emphasize the impact of their behavior on the individual, teaching them that respect is more important than making others feel uncomfortable, even if they didn’t intend harm. She would likely remind them of the social responsibility they have as college students, creating a teachable moment without humiliation. Turning to the bobcat jock, Miya would express empathy, checking in to make sure they’re okay. she simply would reassure the bobcat jock that they don’t need to tolerate this kind of behavior and that support is available. Once the situation has been addressed, Miya would redirect the energy of the interaction. she would signal that it’s time for the group to disperse and for the situation to end peacefully. By maintaining a calm demeanor and clear boundaries, she would ensure the confrontation doesn’t escalate into something more disruptive.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Miya would first take a deep breath and remain calm, not allowing the student’s disruptions to throw her off course. She knows that being a role model for patience and professionalism is important, especially in a disciplinary setting. Miya would give the student a moment to express their question but would ensure that it is clear that detention is not a time for distractions. After the student asks another disruptive or irrelevant question, Miya would address it directly. She would politely but firmly let the student know that it’s important to respect the time and space of others in detention. Miya would acknowledge that they are entitled to ask questions, but there’s a time and place for everything. She would let them know that if they have questions, they can ask at the appropriate time, such as after the session or in a more private setting.Her tone would be respectful but assertive, as she understands the need to be firm without escalating the situation. If the disruptive student persists, Miya would take a more proactive approach. She might remind the student that detention is a chance to reflect and focus on their behavior, rather than continue engaging in disruptions. Miya could redirect the student by asking them to focus on the task at hand, perhaps even offering to help them work through their assignments or reasons for their detention once they settle down. She would make it clear that their behavior is not only disrupting the flow of the session but also showing a lack of respect for their peers who are there to reflect on their actions.
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?
She would handle the disruption with a calm and authoritative approach. Upon noticing the cheerleaders playing music and calling out other students, she would first pause the class to address the behavior. Miya would clearly set expectations for respect and focus, letting the cheerleaders know that such disruptions are not acceptable in the classroom. She would explain that while expressing energy is welcome, it needs to be done at an appropriate time, such as during breaks, and not during lessons. If the behavior continues, Miya would privately address the cheerleaders after class, explaining the impact of their actions on the learning environment and reinforcing the importance of mutual respect in the classroom. Throughout the situation, Miya would maintain professionalism and patience, ensuring the rest of the class stays on track and engaged. If needed, she would remind the class of the importance of maintaining focus and respecting each other's space.
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?
Encountering a fight between students, she would first assess the situation and determine the seriousness of the conflict. She would approach the students calmly, trying to de-escalate the situation by maintaining a composed demeanor. If her initial attempt to intervene didn’t work, she would quickly call for additional help, such as a colleague, security, or another staff member. Once help arrives, she would focus on ensuring the safety of everyone involved, stepping in to separate the students if necessary. After the fight is broken up, Miya would address the students calmly and professionally, ensuring the situation is reported to the appropriate school authorities for follow-up. Throughout, Miya would maintain control, ensuring safety and offering support while also making it clear that such behavior is unacceptable.
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?
Daily look : School look:
her look:
Standing at delicate and petite build - around 5’2”. Miya has long, virgin jet-black hair that falls effortlessly past her shoulders, framing her face with soft, natural waves. The delicate bangs slightly obscure her features, adding an air of mystery to her presence. Her skin tone is pale and soft, reminiscent of porcelain, enhancing her delicate and serene aura. Her unique light eyes seem to hold a quiet intelligence, as though they’ve observed the world with curiosity and care. Miya always chooses light, muted and pastel colors for her outfits, keeping it smart-casual. U will never see have wearing dark colors.
her personality and uniqueness:
She radiates a calm energy, as if her mere presence could soothe the most chaotic of surroundings. Around her friends Miya is the type of person who listens more than she speaks, always offering a compassionate ear to those in need. She has an innate ability to sense the emotions of others and provide comfort without being overbearing. She likes to call herself Quietly Strong! May appear reversed but she possesses an inner strength that reveals itself in times of need. Her resolve is steadfast, and she stands firm in her values, even if she doesn't loudly proclaim them. She adores reading, often disappearing into the worlds of her favorite novels. Her love for stories drives her to explore new ideas and perspectives. What makes her truly special is the balance she strikes between gentleness and resilience. Miya might not always seek the spotlight, but in times of need, her strength reveals itself in quiet yet profound ways. She is the friend who stands by your side in the storm, offering her calm presence as an anchor. Through her compassion, intellect, and steadfast nature, Miya leaves a lasting impression on everyone fortunate enough to know her.
Her goals:
Miya’s future is guided by a heartfelt aspiration: she dreams of becoming a professor. Her love for learning and her compassionate nature make this path feel like a calling. To Miya, teaching isn’t just about sharing knowledge - it’s about inspiring curiosity, fostering growth, and helping her students discover their own potential. She wants to be the kind of teacher who not only imparts lessons from textbooks but also nurtures the emotional well-being of her students, creating a safe and supportive space where they feel seen and valued. She envisions her future classroom as a warm and welcoming space, filled with books, creative projects, and meaningful conversations. Whether she’s helping a struggling student find their footing or celebrating the small victories of her class, Miya’s quiet strength and unwavering resolve will make her a mentor her students can rely on. Beyond teaching, Miya dreams of continuing to grow as a learner herself. She hopes to travel and experience different cultures, bringing those experiences back to enrich her teaching. She also plans to keep writing and exploring her creativity, finding new ways to inspire her students and herself.
outlook on students
Miya strongly believes every student has potential, regardless of their background or challenges. They view their role as more than just delivering lessons—it's about mentoring students to find their strengths and grow as individuals. Pushes students to reach their full potential by setting high expectations but provides the tools and support to meet those expectations. Miya want to create a safe and welcoming classroom environment where everyone feels valued and heard. She sees mistakes not as failures but as stepping stones to growth. She wants her students to understand that learning is a journey, one that requires patience and resilience. She hopes to instill in them a love of discovery, showing them that curiosity and effort are far more important than perfection. For Miya, teaching is a partnership. She values the ideas and perspectives her students bring into the classroom and sees learning as a two-way street. She hopes to inspire them with her own passion for knowledge while also learning from their unique insights.
outlook on co-workers
She values teamwork and believes that a school functions best when staff work together. She would love to share ideas and learning from others’ experiences. Appreciates the different teaching styles and perspectives each co-worker brings, believing that it creates a richer learning environment for students. Miya is very friendly and approachable, she is more then happy to make friends, have a coffee together and talk about various topics that do not include school, but also Miya maintain professional boundaries and avoid unnecessary drama in the workplace. Miya's outlook on co-workers is shaped by a deep respect for the diverse skills, perspectives, and personalities that each individual brings to the table. She understand that everyone has their own strengths, working styles, and experiences, and I find value in these differences as they contribute to the richness of the team dynamic. Miya approach co-workers with a mindset of openness and inclusivity, recognizing that each person plays a crucial role in the larger picture. Whether through formal collaborations or casual interactions, she always look for opportunities to learn from her colleagues and share knowledge in return. She believe that a supportive and communicative environment fosters creativity and innovation, and it’s essential to build relationships based on trust and mutual respect.
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.
Miya always had a deep fascination with the human mind and behavior, which led her to pursue a degree in psychology. Growing up in a small town, she was always the go-to person for her friends when they needed someone to talk to or guidance through tough situations. She found herself naturally drawn to helping others understand themselves better and navigate their emotions. After finishing her degree, Miya initially worked in counseling but soon realized her true passion was teaching. She wanted to not only help individuals one-on-one but to inspire and guide groups of students. Motivated by a desire to make a broader impact, she transitioned into academia. Miya became a professor to instill the same love for psychology in her students that she had found in herself, fostering an environment of respect and open-minded learning. Her own journey taught her the importance of self-discovery, empathy, and support, which she carries into every class she teaches.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
1 - PERSONAL DATA
Full Name: Miyako 'Miya' Kagami
Title (Mr, Mrs, Miss): Mrs.
Given Name(s):Miyako
Preferred Name: Miyako
Age: 27
Gender & pronouns: Female, she/her
Religious Denomination: Not religious
Marital Status: married
Nationality: japanese
Current Location: Karakura
SECTION 2: Academic Details
Teaching Experience (# of years): 3 years as biology teacher in Junior and Senior High School at Otsuka, University of Tsukuba
Working Experience (# of years): 2 years as Lab Assistent and 3 years as teacher
Academic Degree: Doctorate Degree in Psychology
Year of Graduation: University of Tokyo 2019
Major(s): Psychology
Minors: Biology
Native Languages: Japanese
Other Languages: Russian
Preferred Teaching Subject: Psychology
Extra
Additional notes about your application (if any):
Last edited:
