OOC SECTION
What is your Minecraft username?:
Halimede (alt, account being applied for); celexaprozac (main)
What is your time zone?:
Pacific Standard/Daylight Time -8/-7GMT
What is your Discord username?
celexaprozac
Link all previous applications you made on the server (chronological order):
https://schoolrp.net/threads/celexaprozacs-language-application.81692/ DENIED
https://schoolrp.net/threads/celexaprozacs-language-application.82064/ ACCEPTED
https://schoolrp.net/threads/halimedes-language-application.83006/ ACCEPTED
https://schoolrp.net/threads/celexaprozacs-language-application.83035/ ACCEPTED
Describe your activity on SchoolRP:
I average 12-16 hours of activity daily with virtually zero exceptions, most often between 8am to 2am PST (3pm UTC to 9am UTC).
I joined on 14 February 2025 and this is my playtime as of editing on 23 May 2025
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
I regularly engage in a multitude of RP styles, predominantly detailRP, combatRP (p2l and rolling), and various other RP subtypes ranging from cooking to cleaning to first aid volunteering in the nurse's office. I also regularly engage with faction members for varied RP scenarios from as mentioned before, volunteering in the nurse’s office on one of my characters to regularly interacting with KPD and Faculty members in generally professional ways. I don’t do roleplay outside of SRP, but I am a narrative/character writer by hobby, so one could say that RP is considered being in my element.
What are your current roles on SchoolRP?
[College-B]
[Grade-12][Journalist]
[Grade-9]
[Fish]
What is the subject you want to teach?:
Horticulture
TRIVIA SECTION
What is your motivation for becoming a professor?:
I want to work on building my reputation within the server and community while contributing to its ever evolving and developing state simultaneously. I feel that my inherent passion for teaching and educating others, regardless of their demeanour, would enable me to have a unique opportunity in this position. I make a point out of RPing with every faction I can to see how various players and factions tend to RP as a means of studying for myself on how to become a more enjoyable person to RP with. I believe that a teaching position within faculty is the perfect place to start due to the large variety of roles the school offers, no other faction has as much professional diversity and I look forward to the unique interactions it offers. To clarify about the professional diversity I mentioned, I am referring to the large amount of varied roles employed at the school. Those roles being that of administration, educators, teachers, professors, and tutors alike, as well as the medical, culinary, and groundskeeping staff. I look forward to these roleplay interactions as well as the new territory of having a character over the age of 20 and the family dynamics I'll be able to RP out with her. I have decided to start my own family to help build a sense of duty and responsibility for this character, who would serve as the de facto matriarch.
Work out two interactive classes you will host if accepted:
First class
My first class idea I would host would be one taking the students to the plant nursery, which is also a very underused RP location in my opinion. It is small, but it has a lot of potential, especially for a horticulture class. We would be discussing the importance of proper plant maintenance and how maintenance in artificial and natural environments is a requirement for cohabitation. This one includes detailed acts inspired by the setting.
An example of a series of events for said class would be as follows;
gestures up towards the plants hanging from the ceiling, looking up at them as she addresses the class, “You see these plants up here? If we didn’t maintain them, they’d grow across the surface of the ceiling, spreading and clinging to every imperfection in the pillars and on the glass. Which is great for them, it's what they were born to do." She turns her head back down, looking and gesturing between the plants in the soil and in pots on the ground. “But if they are allowed to grow like that unchecked, they will suffocate and starve the other plants below them of the crucial sunlight that they need.”
“This is a crucial point not only for our plants but for ourselves, just as we mustn’t let the ivy block out the sun, we equally shouldn’t allow for our lives to become so cluttered, or we suffocate all the same,” she says, raising large tree trimming shears to the ceiling, cutting away at some of the overgrowth.
Second class
My second class concept would be one discussing the importance of pollinators and their habitats, as well as the role of native plants in supporting biodiversity. Throughout the class, students would explore different micro biomes and environments that exist on campus and discuss how different pollinators benefit from different types of plants and which ones are more or less harmful and sustainable. Towards the end of the class, students would group up and come up with a small list of plants or types of plants for a hypothetical pollinator garden with an explicit focus on biodiversity, native species, and environmental sustainability, such as soil type and quality, temperature, humidity, and other parameters. They will be tasked with explaining why each plant is crucial to the garden and what inspired their choices. This should be done during the fourth period, after one or two lecture classes during the daytime where the sun is shining and the pollinators are out and hard at work, so the students may see firsthand exactly what they are learning about outside of a textbook.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
The ideal execution and goal of this field trip would be;
It'd look something like the students being told about the basics of respect and the standard of decorum for the shrine and its grounds on the way there. Upon arrival there would an informational bit towards the entrance about the care for the gardens, possibly a demonstration if anyone would be able or willing to do so. At the end, an open Q&A about shrine life and its overlaps with horticulture, as well as just general questions about the shrine and the other aspects of the internship, since not everything the shrine does is gardening. Іn a perfect world, I'd be able to ask someone to drive the bus from campus to the shopping district forest entrance.
This field trip would help to build stronger relations between Lya, her students, and the shrine itself. This rapport would benefit aspiring students by furthering their connection with those working at the shrine and the shrine itself, which she believes to be critical to their development. Having an enhanced understanding and pre-existing relationship with the shrine allows for closer personal connections to it beyond that of the inherent spirituality that most others connect to it with. Moreover, it would exemplify the connection between the spiritual and natural world, emphasising the importance of the delicate precision that comes with horticulture which is shown off by the meticulous level of detail in the scenery on display at the shrine.
OOC Field Trip Commentary
So I discussed this in private messages with a shrine worker at great length, asking about questions and details about the course of the trip, with a total length more than most basic high school essays. The full list of questions and my half of the conversation can be accessed here for convenience.
I'd really like the field trip to be a thing coordinated thoroughly oocly, as in I get x amount of students who will attend and can actively carry slower students with a bus driver to bring us there faster due to the limited time. I particularly am a fan of this seeing as class populations on random days are low, and I feel that extra coordination and effort, which I am experienced with managing on large timescales, would be best for the most enjoyable class experience.
SCENARIO SECTION
I only detailed two sections because the other two are too dynamic of a situation to realistically detail out all the possible scenarios for
I only detailed two sections because the other two are too dynamic of a situation to realistically detail out all the possible scenarios for
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
While surrounding isn’t an inherently violent act, it still gives a psychological advantage to those surrounding, as well as brings a factor of intimidation and fear to the victim. While typically used in fighting scenarios, it has other uses, of which Lya would immediately get to work to determine the nature of. Lya approaches the students cautiously "Step aside" she says, looking to create a sight line to the surrounded student. She looks the student up and down for any side of physical trauma, gesturing for the student to do a small turn to each side "Are you alright?" She asks, while taking mental note of the actions and appearances of the students who were surrounding the student. "Are they threatening you, or are you in any danger?"
In the scenario the student did report being threatened: Lya pulls out her radio, asking "Could I get a caretaker to review some footage at my current location?" she turns to address any non-involved students "Please disperse now. If you are involved directly, you are to stay put or it is immediate detention." while she waits for the CCTV to be confirmed, she pulls out her detention slips and starts to fill them out but not handing them out yet, though upon receiving confirmation she hands each of the students a slip, pushing it into their hands if she has to.
In the scenario the student did not report being threatened: "Please stay away from each other for the remainder of the day, unless the student allows for it." she pauses, allowing for the student to respond. "I will be informing all faculty to keep eyes on all of you, and if any of you are seen harassing this student throughout the remainder of the day, you will immediately be receiving detention." she calmly yet firmly asserts to them in the circumstance that the student doesn't allow for it.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
The first step would be determining the validity of the questions, and answering them based on this assessment as even stupid questions sometimes have validity or so Lya believes. Lya would instruct the students to remain quiet unless they had serious questions. If further disruptions are to be made, she would threaten an SLT report for non-compliance within detention, and follow through on it following any further disruptions.
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?
"Please turn off the music and put away your phones, its disruptive and disrespectful to my students and my class." she politely asks, not a hint of anger in her words. As the students continue to disrupt the class, she asks again, with that same air of patience "I have already asked you once to please stop disrespecting my classroom and my students, please turn off the phones and if you are going to talk, do it quietly amongst yourselves, other students are here to learn. Please do bear in mind Rule 8 of this school, do not disrespect faculty or I will be forced to remove you from my classroom" she cautions them, unwilling to remove the students from her class unless absolutely necessary. Following their refusal to comply further, Lya removes the students from her class, with a disappointed tone as she says "Please return only when you've learned how to respect the educations of yourselves and others."
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?
Lya's first move is to immediately assess the situation, number of students fighting and disperse those watching. Her first action after this is to immediately radio for assistance and ask for the nurse to be on standby for any injured students, while asking for additional support to help manage any students who may flee. Following the call for assistance, she would order the students watching to disperse and command those fighting to stop under immediate threat of detention as actively harming another student removes any of her professional restrictions against immediately threatening detention. Following furthered offensive actions she would threaten an SLT report and immediately radio for them if available.
While surrounding isn’t an inherently violent act, it still gives a psychological advantage to those surrounding, as well as brings a factor of intimidation and fear to the victim. While typically used in fighting scenarios, it has other uses, of which Lya would immediately get to work to determine the nature of. Lya approaches the students cautiously "Step aside" she says, looking to create a sight line to the surrounded student. She looks the student up and down for any side of physical trauma, gesturing for the student to do a small turn to each side "Are you alright?" She asks, while taking mental note of the actions and appearances of the students who were surrounding the student. "Are they threatening you, or are you in any danger?"
In the scenario the student did report being threatened: Lya pulls out her radio, asking "Could I get a caretaker to review some footage at my current location?" she turns to address any non-involved students "Please disperse now. If you are involved directly, you are to stay put or it is immediate detention." while she waits for the CCTV to be confirmed, she pulls out her detention slips and starts to fill them out but not handing them out yet, though upon receiving confirmation she hands each of the students a slip, pushing it into their hands if she has to.
In the scenario the student did not report being threatened: "Please stay away from each other for the remainder of the day, unless the student allows for it." she pauses, allowing for the student to respond. "I will be informing all faculty to keep eyes on all of you, and if any of you are seen harassing this student throughout the remainder of the day, you will immediately be receiving detention." she calmly yet firmly asserts to them in the circumstance that the student doesn't allow for it.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
The first step would be determining the validity of the questions, and answering them based on this assessment as even stupid questions sometimes have validity or so Lya believes. Lya would instruct the students to remain quiet unless they had serious questions. If further disruptions are to be made, she would threaten an SLT report for non-compliance within detention, and follow through on it following any further disruptions.
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?
"Please turn off the music and put away your phones, its disruptive and disrespectful to my students and my class." she politely asks, not a hint of anger in her words. As the students continue to disrupt the class, she asks again, with that same air of patience "I have already asked you once to please stop disrespecting my classroom and my students, please turn off the phones and if you are going to talk, do it quietly amongst yourselves, other students are here to learn. Please do bear in mind Rule 8 of this school, do not disrespect faculty or I will be forced to remove you from my classroom" she cautions them, unwilling to remove the students from her class unless absolutely necessary. Following their refusal to comply further, Lya removes the students from her class, with a disappointed tone as she says "Please return only when you've learned how to respect the educations of yourselves and others."
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?
Lya's first move is to immediately assess the situation, number of students fighting and disperse those watching. Her first action after this is to immediately radio for assistance and ask for the nurse to be on standby for any injured students, while asking for additional support to help manage any students who may flee. Following the call for assistance, she would order the students watching to disperse and command those fighting to stop under immediate threat of detention as actively harming another student removes any of her professional restrictions against immediately threatening detention. Following furthered offensive actions she would threaten an SLT report and immediately radio for them if available.
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?
Lya is heavily based on this character from Stargate SG-1 in terms of appearance and aesthetic. While she retains her first name and aesthetics, she remains firmly as an OC of mine. Her outlook on her students is similar to her outlook on life as a whole, not the concept but life with relevance to living things, wherein she believes all of it has inherent value and worth, even those most would regard as not worth saving. That being said, her patience is limited, meaning she doesn’t allow for the careless nature of others to deprive those who wish to learn or be better people. Personal growth is as important to her as the growth of the plants she tends to and cares for, and she is more than happy to do everything she can to facilitate that growth in her students, educational, spiritual, and personal growth alike, they all matter to her. She often encourages her students, even the most depressed and downtrodden, to strive for new heights and to give everything they can without taking from themselves in their work, mindful of the struggles life in Karakura brings.
She has high expectations of her fellow educators, though recognises that many struggle to meet them for reasons she can empathise with. She doesn't hold this against them however, as she exhibits an exceptional understanding of circumstances and experiences withering away at their spirits. However this leaves her slightly distrustful of the overall intentions of other teaching staff in a vacuum, outside of active and ongoing situations, as she believes that they should hold themselves to her level of understanding when it comes to disciplinary action. She understands well the educator’s spirit and what it takes to get where she is, as an educator, and respects the lengths they’ve gone to foster learning and the pursuit of knowledge in the minds of Karakura’s youth.
Her plan for the future beyond a couple years is vague. Lya is very much a free spirit drifting upon the winds of change and life, allowing for the world to take her where it will. Though she often hopes that wherever she winds up involves lots of greenery and open space, as well as a small personal shrine. Her sisters, whom she attempts to provide for, may not adhere as strongly to her faith as she does, but she finds the connection she maintains with her ancestral roots to be integral to feeling balanced in her life, as without her ancestors, she wouldn’t be in the position she is now. Even with her parents deceased, she is eternally grateful for the life she has been given and the roads, both metaphorical and literal, that she has been given the opportunity to travel.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life, but recommended.
Following the passing of the Lenue family’s parents, being the oldest at 16, she had to step up and take care of her sisters. Despite her home country of Finland being number one in education worldwide, she still felt the need to go above and beyond for the sake of her sisters, with varying degrees of success…
She regularly would set aside time after school hours for Lyssa, Láilá, and Inari to teach them about where her side of the family came from, the islands of Sakhalin and Hokkaido. With their familial roots originally tracing back to the Sakhalin Ainu and before that being the Hokkaido Ainu, moreover she taught them about their ancestors and the genetic mutations that occurred thousands of years ago that allowed for the families unique eye colours, demonstrating a unique personal connection and understanding to how genetics and inheritance of certain traits works.
This enhanced understanding of mutations from personal experience allows her to have a personal connection to this critical understanding of selective plant breeding within horticulture, the importance of which was best exemplified by none other than Darwin himself. Lya taught her sisters everything she could learn about their culture, including the Ainu language, which is shockingly similar to Finnish and allowed for them to be able to gain as much fluency as available literature allowed for.
In educating her sisters and the research it took to teach them everything they know, she fell in love with the concept of teaching, lesson planning, finding new and unique ways to teach her sisters new concepts. Regardless of the gratefulness of her siblings, she learned quickly that she was born with an educator’s spirit and was destined to teach, throughout her last year of secondary school she volunteered after hours with whatever teachers would have her as a class assistant, a TA, or just a general class assistant, even helping with janitorial work. Lya began doing whatever she could to contribute to the classroom environment out of nothing more than passion for the educational system and increasing its effectiveness.
Come time for university, she immediately began overloading herself as a TA for her horticulture, organic chemistry, and biology classes in particular. It was very stressful, but she understood this going in, she knew that she would have to learn how to handle deadlines, massive workloads, issues with students, grading, filing, and the many issues that come with the territory of becoming an educator to someone outside of her immediate family. Building a professional rapport with most of her professors helped earn her favours, particularly when it came to caring for her younger sisters. Due to this connection and her generally well loved status among her professors, her sisters would be supervised by a rotating cast of university staff in the break rooms as they respected but also appreciated the enormous amounts of workloads that Lya helped to offset with her volunteer work.
She would go on to complete her Bachelors of Sciences in Professional Horticulture from HAMK graduating Summa cum Laude, or at least the closest equivalent that the university offers at 21. From there on she continued on with her studies at a similar breakneck pace, earning her Master's at 24. Throughout her master's program, though, she resigned from some of her assistant positions and extracurriculars to focus on her studies and her family further, and throughout this intensely stressful time in her life, she began to actively practice Minzoku Shinto as a method of coping with the stresses of life. Her dedication to doing what she could to seek out guidance to keep her life on track for the sake of her family allowed her to gain a whole new appreciation for the comforts of spiritualistic practices. This new understanding is part of why she seeks to collaborate with the Shrine and, more specifically, promote their internship program when it is recruiting. In doing so, she hopes to inspire her students to make the important connections that helped to keep her sane during the hardest parts of her studies. Most importantly, above all else, she has learned that what students need most when things get a bit too rough is a guiding hand and an understanding voice, and with this understanding, what she knew all along was only reconfirmed once again: she was destined to educate.
IN-CHARACTER SECTION
1 - PERSONAL DATA
Full Name:
Lya Lenue
Title (Mr, Mrs, Miss):
Miss
Given Name(s):
None
Preferred Name:
Not specified, would respond to plant lady if addressed as such.
Age:
28
Gender & pronouns:
Cis-woman, she/they
Religious Denomination:
Minzoku Shinto
Marital Status:
TBD
Nationality:
Finn by birthright, Sakhalin/Hokkaido Ainu descended
Current Location:
TBD
SECTION 2: Academic Details
Teaching Experience (# of years):
This is my first year teaching my own classes!
Working Experience (# of years):
In a formal educational environment? 0.
Academic Degree:
Master's Degree in Management in Sustainable Business from HAMK
Bachelor of Science in Professional Horticulture from HAMK
Program details are hyperlinked in the program name! The website is in Finnish though, as it is a real Finnish university.
Year of Graduation:
2015(HS) 2019(BS) 2022(MS)
Major(s):
Horticulture, Sustainable Business
Minors:
Biology
Native Languages:
Finnish
Other Languages:
Japanese, Ainu
CEFR-B1 qualification in Samí (Inari dialect), but not fluent.
Preferred Teaching Subject:
Horticulture
Additional Preparations:
I have developed droves of previously nonexistent family lore, backdated the family 6 generations, watched hours of content on Shinto and researched Minzoku (folk) Shinto and the other sects of Shintoism. The family lore details were done to help me figure out my character, track her developmental course and to give myself frames of reference on how Lya might interact in different new scenarios, since she now has a lot more references for previous ones. I've organised and actively recruited for this family as well to give myself an increased sense of responsibility when I play her, seeing as Lya would be the head of said family.
While the application asks only for two interactive class ideas I've also gone ahead and planned out at least the basics for another 6 classes that I can readily develop into full classes. I have taken this exceptionally seriously and intend to perform above expectations set by this application if accepted.
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