About Me
What's your Minecraft Username?: sharkchompr
What's your Discord username?: sharkchomper
What's your Time Zone?: EST
Provide any link(s) to previous applications:
What are your current roles on the server?:
Grade 12: Valentine C. Dubois, Koji Suzuki, Otis W-Tachibana, Kamari Lovelace
Grade 11: Hyun-Joon Myung
Grade 10: Seo-Ah Aeun
Bird: Conelius
Why are Teachers so important to SchoolRP?:
Teachers play a pivotal role in SchoolRP due to the theme of students learning in a school setting; they are essential for creating a realistic environment. Teachers resemble real-life educators, teaching students and guiding the roleplay into a genuine learning atmosphere. Without any type of teacher, the concept of learning within a school setting becomes difficult. Therefore, teachers play a critical role in SchoolRP by teaching lessons and enhancing the authenticity of a school environment! As students spend most of their time engaged in learning, they inevitably interact with teachers, whether in a formal setting like classes or during disciplinary actions for rule violations.
Do you acknowledge that if you are inactive you may lose your role?: Yes
Do you agree to undergo teacher training if your application is successful?: Yes
In-Character Section
What's your character's full name?: Valentine Cèline Dubois
What is your character's nationality?: She is half French and half German!
What is your preferred subject to teach?: English
Describe your character:
Valentine C. Dubois is a short woman, standing at a steady 5’3. She was proportionate and pudgy; her figure was Rubenesque. Her demeanor was one of kindness and graciousness. Freckles littered her face, trickling down onto her collarbone.
Her hair was neatly combed, a deep brunette. Her hair was kept short, just above shoulder-length, framing her face perfectly. Layered, her hair was always tucked back behind her ears. Occasionally, her hair would have an accessory to complement her outfit.
Her eyes were a striking sage green, which exuded warmth and gentleness. The color was one of calmness and forest-like. Her gaze was able to shift from a playful look to one that had a mesmerizing intensity. Her eyes were very expressive, allowing her to showcase her thoughts to the world around her. They were captivating, standing out against the fairness of her skin; their round design lending a foreign, almost lissome-like quality to her delicate face.
The woman was soft-hearted and compassionate, with an innate nurturing nature that extended to those younger than herself. Valentine was always willing to lend an ear to anyone who needed a little bit of undivided attention and those who sought her counsel. Her nature was one of an empath, shining within her companionship with others. Regardless of her nature being one of gentleness and sympathy, she has a vigorous backbone and isn’t afraid to stand up for her assurances, especially when protecting those in need.
What is your character's outlook on students and co-workers?:
Valentine’s outlook on students would typically be described as caring and compassionate. She would be keenly interested in any students’ education and well-being. She is always willing to lend an aiding hand whenever it is achievable. On the other hand, she would be very precise when necessary and would not hesitate to reprimand her students if they offend the school’s rules or misbehave in her classroom. Her approach stems from a yearning to understand that all her students flourish academically and individually.
Her outlook towards her colleagues would be one of collaboration and respect. She would always appreciate the efforts and contributions of her fellow staff members and would likely be supportive and encouraging to her colleagues. She would value a healthy and supportive workplace environment and do her best to contribute to a favorable and effective atmosphere for all her fellow employees. In short, her outlook on coworkers would likely be one of kindness and support, focusing on building positive relationships within the workplace.
What is your character's motivation for teaching?:
Her motivation for teaching is deeply rooted in her love for working with children. She finds blissfulness and accomplishment in seeing young minds develop and comprehend, taking dignity in shaping flowering lives and preparing them for what is to come. This deep-rooted enthusiasm fueled her commitment to teaching, and she consistently endeavored to provide a nurturing, stimulating, and supportive learning atmosphere for her scholars. Her devotion to teaching was matched only by her desire to cultivate favorable relationships with her pupils. Valentine wants the best for her students as she wants to watch them blossom as they absorb new wisdom.
Whilst her love for working with children was undoubtedly a massive factor and motivation for her, various emotions fueled her hunger to educate. One of these accounts is her admiration for implementing and intending to educate. She feels a deep pleasure and jubilation from attesting to her students' evolution and comprehension. Furthermore, she finds teaching to be an arduously innovative pursuit, which allows her to tap into her imagination and originality to develop alternate and gifted ways of guiding and discovering. Ultimately, she is inspired by positively influencing the planet by instructing future generations.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
"Oh dear, are you struggling with my class? What seems to be the issue, kiddo?" The student explains what they are struggling with. "Oh, that? Here, let me explain it in simpler terms, so that you can understand what I mean! If you have any questions, please don't hesitate to ask me!" Valentine explains the previous lesson meticulously, making sure her pupil understands what she is explaining. "Let's see, do you understand the lesson now?" In this scenario, the student is still confused and asks Valentine to explain it further. "Thank you for telling me! Here, let us try this," Valentine pulls out a notebook of her own, writing down all the information in the lesson. She writes everything down, spaced out and color coded. She makes sure her student understands and takes her time explaining to them.
If a student has difficulty understanding the course content, Valentine would first try to pinpoint the origin of the bewilderment. She would ask the student to illustrate what they found challenging, and would meticulously listen to their explanation. Once she understood the student's main issue, she would adapt and conform her teaching technique to help and mimic the student's learning style. This could involve, but is not limited to; supplying additional explanations, breaking down all of the facts or notes from the prior day's class, and even going out of her way to offer the student visual aids and illustrations to help them grasp the material more effectively. Furthermore, she would provide additional resources for the student to use outside of her class–such as online tutorials or extra readings on the lesson. She would also work with the specific student one-on-one, spending extra time reviewing concepts and answering any questions they would have. She would also be open to tutoring or extra help outside her class hours. If necessary, she would watch for any signs of frustration or fear from the student. Valentine would do everything in her power possible to alleviate their stress and make the learning experience a fun and positive one.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
I'll use Koji Suzuki as an example!
Valentine notices a student being disruptive in her class, she doesn't tolerate this kind of behavior. "Mr. Suzuki, are we going to have to speak after class? If you don't want that, then I suggest we sit in our seats and play the quiet game, as your other peers are trying to learn!" Valentine would give Koji a gentle, but condescending grin. Moments later, Koji Suzuki is still disrupting her class. Valentine took note of this behavior: Specifically what he was doing, and the words he was mumbling. "Mr. Suzuki, I warned you the first time. See me after class, and I'll see if you will get detention or a worse consequence."
In the next class she hosts, Koji Suzuki is still there; He is still misbehaving. "Mr. Suzuki, we have had this conversation before. Unfortunately, I will be getting the principal involved." Valentine alerts her fellow higher-ups, as she is going to be having a meeting with them. She was going to discuss suspension for the student, as that had been his third warning.
Valentine would implement intense and concrete measures to address the students’ behavior. Some examples of this behavior include: The student being disruptive during class time, talking out of their hand being raised, and even joking with their classmates. She would start by speaking to the student coincidentally after her class, expressing her disdain and concern, explaining to the student that what they did was disrespectful. She would also outline the consequences of continuing to disrupt her class; Examples would be threatening them with detention or other disciplinary actions. Overall, Valentine would create a system to reward positive behavior. Such rewards would consist of providing extra credit, rewarding different stickers, or even taking her students on field trips!
If this student continued to misbehave in her class, despite the various warnings, Valentine would take authoritative action to address the situation. She would involve the school's administration, whom she would inform of her student's disorganized behavior and request their assistance in finding a resolution to this problem. Likewise, she could necessitate the student to move their seat by her desk, distancing the student away from plausible distractions, and have other participating students monitor them to assure they stay immersed and do not disrespect her class. Overall, Valentine would be focused on finding a peaceful solution that keeps the classroom environment productive and respectful.
Provide at least 2 interactive class ideas related to your preferred subject:
Music Learning Entrance:
Valentine will play a different song for each class she hosts as her students enter. This gives her students a sense of her being human just like them. She will play a different song, making sure they laugh along.
Valentine is playing a part of a song! Maybe she likes to have the students guess! "Welcome in my students!! How are we today!?"
Poetry Anatomy:
Valentine will take poetry from all over the world and have her students look through it. She will have them break down the meaning, make them find where each stanza starts, and see if there are any AB-CD patterns in said poem
"Alright class, today's’ lesson is all about poetry and how we can dissect it." Valentine pulls out a poem written by ——! She makes sure each student knows the poem. "Today we are talking about ——!! Firstly, does anyone know this author or recognize the poem name?” She waits for an answer, if there is none she tells them where they may recognize it from. “Now, can anyone tell me any pattern you see? Or how about where each stanza starts and ends."
Free Write:
Once a week, Valentine would allow students to explain to her which time period or era they would like to live in. This would give her ideas of what to teach, how to interact with her classes, and even get to know her students better.
Valentine would seem relaxed! This would simulate a free write day. She would hand out papers for them to write in! "Free write! I don't mind what you write about as long as it is school-appropriate. Today's prompts could consist of -----!!"
Story Time:
Every so often, if the class is well-behaved enough, Valentine will pull out an old story book, reading childhood folk tales to her students. She will have them sit in a circle, just reading them fairy tales. She does this to give her students a bit of a break, as she knows how stressful life can get.
"Carpet time, my dears, it is story time!" Valentine is waiting for her students to gather around her in a circle shape! "Story time! I took your suggestions from last time. . .And today we are reading --!!"
A Story of Mystery!
In this particular activity, students would work in small groups of 5 or 6 to solve a mystery-related scavenger hunt, which correlates to a book, author, or story taught in class. Each group is given its own set of clues, documents, and resources related to the mystery, and they all must work together to solve the mystery of the English event. Valentine would encourage each group to make inferences, form hypotheses, and use critical thinking skills. The group that solved the mystery first won something, such as a sticker or a ‘no homework pass’, at the end of the event.
"Get into groups of 5 or 6! I have an activity for you guys today. The winning group will receive a sticker, or even a no-homework pass!" After the groups were formed. . . "One person from each group come and pick up your clues!" After each group has received their clues. . . 'Alright! 3, 2, 1. . . GO! And solve that mystery!"
Timeline Creation:
Dividing the class into groups, Valentine would assign each group a different period of enlightenment to focus on: Such as when past authors were alive, or when old stories were published. She would provide each group with various resources and accoutrements, as she would have them work together to create a timeline of events that occurred within their assigned time period. At the end of the activity, she would have each group present their timeline to her and discuss what events were most significant and why.
After the groups were formed, Valentine would explain the timeline creation. She would give each of the groups a period of time from XXXX-XXXX. She would explain how to do it. "Once you've finished with your timeline, bring your stuff up to me! I need to read what your creative minds have written!"
Story Writing:
Valentine would ask her students if they wanted to rewrite an old story, how would it go? She would ask them about each major character, how the student would change the plotline, or even character affiliations. She would allow her students to kill off characters if necessary for their plot.
"OKAY STUDENTS!! I will be handing you a book. Rewrite an old story of your choice! Make different plot decisions, character affiliations! Add different original characters in! Do what you like!" She would give her students a warm grin, giving them creative liberty!
Have you read and understand the Teacher Application Guidance thread? Yes
What's your Minecraft Username?: sharkchompr
What's your Discord username?: sharkchomper
What's your Time Zone?: EST
Provide any link(s) to previous applications:
What are your current roles on the server?:
Grade 12: Valentine C. Dubois, Koji Suzuki, Otis W-Tachibana, Kamari Lovelace
Grade 11: Hyun-Joon Myung
Grade 10: Seo-Ah Aeun
Bird: Conelius
Why are Teachers so important to SchoolRP?:
Teachers play a pivotal role in SchoolRP due to the theme of students learning in a school setting; they are essential for creating a realistic environment. Teachers resemble real-life educators, teaching students and guiding the roleplay into a genuine learning atmosphere. Without any type of teacher, the concept of learning within a school setting becomes difficult. Therefore, teachers play a critical role in SchoolRP by teaching lessons and enhancing the authenticity of a school environment! As students spend most of their time engaged in learning, they inevitably interact with teachers, whether in a formal setting like classes or during disciplinary actions for rule violations.
Do you acknowledge that if you are inactive you may lose your role?: Yes
Do you agree to undergo teacher training if your application is successful?: Yes
In-Character Section
What's your character's full name?: Valentine Cèline Dubois
What is your character's nationality?: She is half French and half German!
What is your preferred subject to teach?: English
Describe your character:
Valentine C. Dubois is a short woman, standing at a steady 5’3. She was proportionate and pudgy; her figure was Rubenesque. Her demeanor was one of kindness and graciousness. Freckles littered her face, trickling down onto her collarbone.
Her hair was neatly combed, a deep brunette. Her hair was kept short, just above shoulder-length, framing her face perfectly. Layered, her hair was always tucked back behind her ears. Occasionally, her hair would have an accessory to complement her outfit.
Her eyes were a striking sage green, which exuded warmth and gentleness. The color was one of calmness and forest-like. Her gaze was able to shift from a playful look to one that had a mesmerizing intensity. Her eyes were very expressive, allowing her to showcase her thoughts to the world around her. They were captivating, standing out against the fairness of her skin; their round design lending a foreign, almost lissome-like quality to her delicate face.
The woman was soft-hearted and compassionate, with an innate nurturing nature that extended to those younger than herself. Valentine was always willing to lend an ear to anyone who needed a little bit of undivided attention and those who sought her counsel. Her nature was one of an empath, shining within her companionship with others. Regardless of her nature being one of gentleness and sympathy, she has a vigorous backbone and isn’t afraid to stand up for her assurances, especially when protecting those in need.
What is your character's outlook on students and co-workers?:
Valentine’s outlook on students would typically be described as caring and compassionate. She would be keenly interested in any students’ education and well-being. She is always willing to lend an aiding hand whenever it is achievable. On the other hand, she would be very precise when necessary and would not hesitate to reprimand her students if they offend the school’s rules or misbehave in her classroom. Her approach stems from a yearning to understand that all her students flourish academically and individually.
Her outlook towards her colleagues would be one of collaboration and respect. She would always appreciate the efforts and contributions of her fellow staff members and would likely be supportive and encouraging to her colleagues. She would value a healthy and supportive workplace environment and do her best to contribute to a favorable and effective atmosphere for all her fellow employees. In short, her outlook on coworkers would likely be one of kindness and support, focusing on building positive relationships within the workplace.
What is your character's motivation for teaching?:
Her motivation for teaching is deeply rooted in her love for working with children. She finds blissfulness and accomplishment in seeing young minds develop and comprehend, taking dignity in shaping flowering lives and preparing them for what is to come. This deep-rooted enthusiasm fueled her commitment to teaching, and she consistently endeavored to provide a nurturing, stimulating, and supportive learning atmosphere for her scholars. Her devotion to teaching was matched only by her desire to cultivate favorable relationships with her pupils. Valentine wants the best for her students as she wants to watch them blossom as they absorb new wisdom.
Whilst her love for working with children was undoubtedly a massive factor and motivation for her, various emotions fueled her hunger to educate. One of these accounts is her admiration for implementing and intending to educate. She feels a deep pleasure and jubilation from attesting to her students' evolution and comprehension. Furthermore, she finds teaching to be an arduously innovative pursuit, which allows her to tap into her imagination and originality to develop alternate and gifted ways of guiding and discovering. Ultimately, she is inspired by positively influencing the planet by instructing future generations.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
"Oh dear, are you struggling with my class? What seems to be the issue, kiddo?" The student explains what they are struggling with. "Oh, that? Here, let me explain it in simpler terms, so that you can understand what I mean! If you have any questions, please don't hesitate to ask me!" Valentine explains the previous lesson meticulously, making sure her pupil understands what she is explaining. "Let's see, do you understand the lesson now?" In this scenario, the student is still confused and asks Valentine to explain it further. "Thank you for telling me! Here, let us try this," Valentine pulls out a notebook of her own, writing down all the information in the lesson. She writes everything down, spaced out and color coded. She makes sure her student understands and takes her time explaining to them.
If a student has difficulty understanding the course content, Valentine would first try to pinpoint the origin of the bewilderment. She would ask the student to illustrate what they found challenging, and would meticulously listen to their explanation. Once she understood the student's main issue, she would adapt and conform her teaching technique to help and mimic the student's learning style. This could involve, but is not limited to; supplying additional explanations, breaking down all of the facts or notes from the prior day's class, and even going out of her way to offer the student visual aids and illustrations to help them grasp the material more effectively. Furthermore, she would provide additional resources for the student to use outside of her class–such as online tutorials or extra readings on the lesson. She would also work with the specific student one-on-one, spending extra time reviewing concepts and answering any questions they would have. She would also be open to tutoring or extra help outside her class hours. If necessary, she would watch for any signs of frustration or fear from the student. Valentine would do everything in her power possible to alleviate their stress and make the learning experience a fun and positive one.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
I'll use Koji Suzuki as an example!
Valentine notices a student being disruptive in her class, she doesn't tolerate this kind of behavior. "Mr. Suzuki, are we going to have to speak after class? If you don't want that, then I suggest we sit in our seats and play the quiet game, as your other peers are trying to learn!" Valentine would give Koji a gentle, but condescending grin. Moments later, Koji Suzuki is still disrupting her class. Valentine took note of this behavior: Specifically what he was doing, and the words he was mumbling. "Mr. Suzuki, I warned you the first time. See me after class, and I'll see if you will get detention or a worse consequence."
In the next class she hosts, Koji Suzuki is still there; He is still misbehaving. "Mr. Suzuki, we have had this conversation before. Unfortunately, I will be getting the principal involved." Valentine alerts her fellow higher-ups, as she is going to be having a meeting with them. She was going to discuss suspension for the student, as that had been his third warning.
Valentine would implement intense and concrete measures to address the students’ behavior. Some examples of this behavior include: The student being disruptive during class time, talking out of their hand being raised, and even joking with their classmates. She would start by speaking to the student coincidentally after her class, expressing her disdain and concern, explaining to the student that what they did was disrespectful. She would also outline the consequences of continuing to disrupt her class; Examples would be threatening them with detention or other disciplinary actions. Overall, Valentine would create a system to reward positive behavior. Such rewards would consist of providing extra credit, rewarding different stickers, or even taking her students on field trips!
If this student continued to misbehave in her class, despite the various warnings, Valentine would take authoritative action to address the situation. She would involve the school's administration, whom she would inform of her student's disorganized behavior and request their assistance in finding a resolution to this problem. Likewise, she could necessitate the student to move their seat by her desk, distancing the student away from plausible distractions, and have other participating students monitor them to assure they stay immersed and do not disrespect her class. Overall, Valentine would be focused on finding a peaceful solution that keeps the classroom environment productive and respectful.
Provide at least 2 interactive class ideas related to your preferred subject:
Music Learning Entrance:
Valentine will play a different song for each class she hosts as her students enter. This gives her students a sense of her being human just like them. She will play a different song, making sure they laugh along.
Valentine is playing a part of a song! Maybe she likes to have the students guess! "Welcome in my students!! How are we today!?"
Poetry Anatomy:
Valentine will take poetry from all over the world and have her students look through it. She will have them break down the meaning, make them find where each stanza starts, and see if there are any AB-CD patterns in said poem
"Alright class, today's’ lesson is all about poetry and how we can dissect it." Valentine pulls out a poem written by ——! She makes sure each student knows the poem. "Today we are talking about ——!! Firstly, does anyone know this author or recognize the poem name?” She waits for an answer, if there is none she tells them where they may recognize it from. “Now, can anyone tell me any pattern you see? Or how about where each stanza starts and ends."
Free Write:
Once a week, Valentine would allow students to explain to her which time period or era they would like to live in. This would give her ideas of what to teach, how to interact with her classes, and even get to know her students better.
Valentine would seem relaxed! This would simulate a free write day. She would hand out papers for them to write in! "Free write! I don't mind what you write about as long as it is school-appropriate. Today's prompts could consist of -----!!"
Story Time:
Every so often, if the class is well-behaved enough, Valentine will pull out an old story book, reading childhood folk tales to her students. She will have them sit in a circle, just reading them fairy tales. She does this to give her students a bit of a break, as she knows how stressful life can get.
"Carpet time, my dears, it is story time!" Valentine is waiting for her students to gather around her in a circle shape! "Story time! I took your suggestions from last time. . .And today we are reading --!!"
A Story of Mystery!
In this particular activity, students would work in small groups of 5 or 6 to solve a mystery-related scavenger hunt, which correlates to a book, author, or story taught in class. Each group is given its own set of clues, documents, and resources related to the mystery, and they all must work together to solve the mystery of the English event. Valentine would encourage each group to make inferences, form hypotheses, and use critical thinking skills. The group that solved the mystery first won something, such as a sticker or a ‘no homework pass’, at the end of the event.
"Get into groups of 5 or 6! I have an activity for you guys today. The winning group will receive a sticker, or even a no-homework pass!" After the groups were formed. . . "One person from each group come and pick up your clues!" After each group has received their clues. . . 'Alright! 3, 2, 1. . . GO! And solve that mystery!"
Timeline Creation:
Dividing the class into groups, Valentine would assign each group a different period of enlightenment to focus on: Such as when past authors were alive, or when old stories were published. She would provide each group with various resources and accoutrements, as she would have them work together to create a timeline of events that occurred within their assigned time period. At the end of the activity, she would have each group present their timeline to her and discuss what events were most significant and why.
After the groups were formed, Valentine would explain the timeline creation. She would give each of the groups a period of time from XXXX-XXXX. She would explain how to do it. "Once you've finished with your timeline, bring your stuff up to me! I need to read what your creative minds have written!"
Story Writing:
Valentine would ask her students if they wanted to rewrite an old story, how would it go? She would ask them about each major character, how the student would change the plotline, or even character affiliations. She would allow her students to kill off characters if necessary for their plot.
"OKAY STUDENTS!! I will be handing you a book. Rewrite an old story of your choice! Make different plot decisions, character affiliations! Add different original characters in! Do what you like!" She would give her students a warm grin, giving them creative liberty!
Have you read and understand the Teacher Application Guidance thread? Yes
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