Lill1th_
Level 1
About Me
What's your Minecraft Username?: Lill1th_
What's your Discord username?: lill1th_
What's your Time Zone?: Est
Provide any link(s) to previous applications:
What are your current roles on the server?:
Ezequiel Maru (Grade-12) [APPLYING WITH]
Primrose S. Blackthorn (Grade-12)
Xenia Z. Nimuina-Jung (Grade-12)
Aria Satsuki (Grade-12)
Mya M. Zindel (Grade-12)
Lazuli (Bee)
Phillippe (Fox)
Why are Teachers so important to SchoolRP?:
Teachers keep SchoolRP alive. They’re not just background characters — they shape the experience for everyone else. Without them, the “school” part of SchoolRP would fall apart.They Create a Realistic School Environment by Host actual classes, Follow lesson plans or themed topics, and they give students something to look forward to beyond just hanging out. They also Encourage Character Development by guiding students through academic growth and offering mentorship, rivalries, or emotional bonds ICly. They Keep the Community Active by Running interactive lessons that break up idle roleplay, Encouraging participation through quizzes, games, and role-specific content, and giving both new and old players something to get involved in.
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?: My name is Ezequiel Maru
What is your character's nationality?: I come from a Spanish-Korean family
What is your preferred subject to teach?: Physical Education
Describe your character:
As the second oldest in a Spanish-Korean family, I was raised in a household that balanced facelessness and curiosity. My parents ensured that we learned how to work hard, but also pointed to the importance of asking questions and staying curious about the world.. I’ve always looked up to my older sister, Sarang Maru who is a teacher at Karakura high, and watching the way she cared for her students really stuck with me. When we moved to Karakura, I was quickly introduced to the challenges many people here face. From language barriers that make everyday life harder, to the growing presence of gangs, I saw how important it was to have someone to look out for you. That experience made me more protective—not just of my own family, but of the friends I made here too.I wanted to be someone reliable, so eventually I became a teacher. And not just because of my sister, but because I remember being a student in need of support but unsure how to get it. I do my best to emulate the type of teacher I wish I had when I was their age, firm yet forgiving. I want my students to feel they are not alone, and that someone truly cares about them and their success. Teaching is my opportunity to guide them, just as I was guided, and it means so much to me.
What is your character's outlook on students and co-workers?:
My role as an educator is to be pragmatic and patient. Everybody learns differently, especially in Physical Education—a subject so many people have a tough time with due to lack of exercise. Moreover, I want them to learn the material and gain confidence in themselves. I want to meet them where they are at and make sure they know I am their support.
I also believe it is important to connect with my students outside of my lesson plans. I have observed that building trust goes a long way; for them to feel comfortable asking questions—admitting they are lost. Similarly, I want to keep things structured and consistent so they know what to expect from me. In addition to my students, I value mutual respect when working with my co-workers and being able to collaborate when necessary. I am simply a quiet observer and find myself learning from other employees. I'm not afraid to ask for help or advice when necessary. I am also emotionally reserved. However, I focus on my students and the work that needs to be done. I genuinely care about teaching. I will always try to bring that care into the classroom each day.
What is your character's motivation for teaching?:
My biggest influence when it came to becoming a teacher was my older sister. I watched her empower and help students and I feel like that left an impression on me. I didn't just want to make the same kind of impact in the classroom, but I wanted to be someone that could connect with them physically and personally. That's why I chose Physical Education. I have had sports or physical activity as a large part of my life and it has especially helped me during tough times; a time when I clearly needed an outlet, routine, and connection to anything outside of myself to cope. It is now my goal to provide those same experiences to kids. As a P.E Teacher - my work is not only to administer drills and games, but to promote confidence, teamwork, and healthy mindset. I strive to provide a welcoming environment whether for students that are at or outside of their fitness/ability levels. I want kids to leave having either learned or tried something that may help them learn to move themselves better or even just learn something they enjoyed doing in an active way. Most importantly, I want kids to walk away feeling empowered and stronger (physically or mentally). I try my best to learn and better how I teach regardless if that be finding a new activity, or figuring how to relate to different versions of kids. What makes it worthwhile for me, is when I watch kids grow, push themselves, and discover what they are able to achieve while just doing something that may have seemed so small in the bigger picture. I see P.E as an opportunity to teach lessons of life through movement, and that is what keeps me engaged in what I do.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Ezequiel spotted a student standing still strategically along the sidelines, very stiff in their shoulders and movement just a bit off. He jogged over, squatted down next to the student, and kept his voice low so the rest of the class wouldn’t notice and become distracted. “Hey,” he whispered, “you okay?” The student looked, and the frustration was evident. “I don’t know... I just can’t get this drill.” Ezequiel nodded minimally as he watched the drill they were struggling with—just quick cuts, quick turns with an agility ladder placed on the sideline. “Yeah, that can be disorienting, especially in the beginning. Can I ask, you got something you’re into outside of school?” The student blinked, almost as if surprised by the question. “Um... I like skateboarding?” Ezequiel smiled brightly. “That’s perfect! Think of it this way—when you're on the board and you're gonna make a quick turn and you have to keep your balance, you shift your weight, right? Same approach! You have to stay loose and let your body figure it out.”
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Ezequiel has a three strike system. To explain this to anyone who asks, he uses baseball as a reference. You get three tries to do what you’re meant to do otherwise you’re out. In other words, you get three chances to stop the behavior warranting the warning otherwise you’ll be kicked from the class without hesitation. This is useful as it gives his students a chance to correct their behaviors and pay attention to the lesson rather than continue disrupting.
In the situation described, Ezequiel would give the student their first warning, being sure that it’s understood that this is warning one of three. If the behavior continues, another warning will be given, this time with a more stern tone to possibly show the urgency for the student to stop the behavior. Finally, if the behavior still continues, the student will be given one last warning, meaning if he still continues to disrupt the class and disobey Ezequiel, he would be kicked from class.
Provide at least 2 interactive class ideas related to your preferred subject:
The morning air was cool but not cold, just the kind of weather Ezequiel liked for outdoor class. He stood near the edge of the field with a clipboard in hand, watching as his students trickled in—some stretching, some joking around, others still rubbing sleep from their eyes. “Alright, everyone, bring it in,” he called, waving them over with a small smile. “We’ve got something a little different planned today.” Once the students had gathered in a loose circle around him, he held up the clipboard and tapped it lightly. “I’m calling this the Survivor Circuit. Don’t let the name scare you—it’s just a mix of fun challenges that’ll get you moving, thinking, and working together. No pressure to be perfect, just give it your best.” Some of the students perked up with interest, while others looked unsure. Ezequiel caught that and added with a grin, “Promise—nobody’s getting left behind or called out. This is all about effort, not competition.” He clapped his hands once. “Let’s get warmed up.” He led them into two laps around the field, then into a quick series of stretches—walking lunges, arm circles, jumping jacks. As they moved, he walked around casually, checking in. “Keep breathing through it, Mariah,” he said gently to one student who looked winded. “You’re doing fine.” Once they were ready, he explained the circuit. “You’ll be in small teams. Each team goes through a course with six stations. Think of it like an obstacle course but designed to hit different parts of your fitness.” He started pointing to the stations, laid out in cones and simple equipment. “First up: quick-feet ladder hops. Second: cone shuffle—sideways, sharp turns, stay light. Then bear crawl—yeah, it’ll get your arms and core working. After that, you’ve got a medicine ball toss with your partner. Then the balance beam—slow and steady. And finally, the towel carry—two of you holding a ball on a towel, walking it across the field without dropping it.” A few laughs and groans followed. He smirked. “Oh, and I’ll be throwing in some ‘Challenge Cards’ while you’re at it—maybe you’ll have to stay silent for a round, or maybe one of you wears a blindfold. Keep your heads up and help each other out.” Someone raised their hand. “Coach, what if we totally fail the challenge?” Ezequiel chuckled. “Then you fail as a team and learn as a team. That’s the point.” As the teams lined up and the circuit began, Ezequiel stayed active—cheering people on, offering little tips, kneeling down beside the quieter students to encourage them one-on-one. When it was all done, he blew the whistle and waved them into a circle again. “Take a second to catch your breath,” he said. “Then I want you to think—what pushed you today? What surprised you? What felt impossible but wasn’t?” The students stretched quietly, some chatting with teammates, some just smiling to themselves. “Nice job today,” Ezequiel added, looking around at them all. “Seriously. You showed up, you moved, and you didn’t quit. That’s all I ask.” He gave them a nod. “Grab water. You’ve earned it.”
The gym was quiet. No basketballs bouncing, no students sprinting across the floor. Just a circle of mannequins laid out on mats, and a group of teens walking in with curious looks and half-zipped hoodies. Ezequiel stood by the bleachers, arms crossed, yet his expression was calm and inviting. As the last student entered, he clapped his hands once. “Alright, everyone, come on in. We’re doing something different today. No dodgeball, no laps! I promise.” That earned a couple of smirks and relieved sighs. “Today,” he continued, “we’re learning CPR. Yeah, I know it sounds intense. But I want you to really hear this: you don’t have to be a doctor to save someone’s life. You just need to be present and know what to do.” He gave them a second to let that settle, then motioned to the mannequin beside him. “This is where we start. Let’s say someone collapses right in front of you. What's the first thing you do?” One student slowly raised their hand. “Uh... call 911?” “Exactly,” Ezequiel nodded. “Check the scene. Call for help. And then, if they’re not breathing you start chest compressions.” He knelt beside the mannequin, resting his hands in the center of its chest. “You want your arms straight, fingers laced, and make sure you’re pushing hard. Like two inches deep. You’ll hear pops sometimes. That’s real. It’s okay. Saving their life comes first.” A few students winced, but Ezequiel kept his tone steady, grounded. “Thirty compressions, then two rescue breaths if you’re trained and comfortable doing them. But if not? Hands-only CPR is still effective. Better to do something than nothing.” He paused, looking around at the group. “Ever hear of the song Stayin’ Alive? That’s your beat about 100 to 120 compressions a minute. Yes, you can hum it. Yes, it helps. That got a few chuckles and nervous smiles. “Alright, pair up,” he said. “Grab a mannequin. I’ll walk around and help.” As the students got into position, some hesitated, unsure of their technique. Ezequiel knelt beside them one by one, offering calm corrections. “Yes, just like that, Hiroto. Keep your shoulders above your hands, use your body weight.” “Don’t overthink it, Mia. It’s not about being perfect, it's about stepping up when it matters.” One student looked up and asked quietly, “What if we freeze in the moment?” Ezequiel didn’t hesitate. “Then breathe and remind yourself you’ve done this before. Once you’re ready, start. Even if it’s messy you’re giving that person a chance they wouldn’t have otherwise.” After a while, the room felt different. Focused. Serious, but not heavy. He let them finish a few final practice rounds before gathering them back into a circle. “Listen, I know this isn’t the usual class. But it might be one of the most important ones. And you showed up. You took it seriously. That matters.” He glanced around at his students, some wiping sweat from their brows, others sitting cross-legged on the mats, catching their breath. “If you ever find yourself in that situation, which I hope you don’t, you’ll remember this. You’ll remember that you can do something.” He gave them a small, proud smile. “Alright. Go sit down and rest for the rest of the class. You guys earned it.”
Have you read and understand the Teacher Application Guidance thread? Yes
What's your Minecraft Username?: Lill1th_
What's your Discord username?: lill1th_
What's your Time Zone?: Est
Provide any link(s) to previous applications:
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schoolrp.net
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schoolrp.net
Loading…
schoolrp.net
What are your current roles on the server?:
Ezequiel Maru (Grade-12) [APPLYING WITH]
Primrose S. Blackthorn (Grade-12)
Xenia Z. Nimuina-Jung (Grade-12)
Aria Satsuki (Grade-12)
Mya M. Zindel (Grade-12)
Lazuli (Bee)
Phillippe (Fox)
Why are Teachers so important to SchoolRP?:
Teachers keep SchoolRP alive. They’re not just background characters — they shape the experience for everyone else. Without them, the “school” part of SchoolRP would fall apart.They Create a Realistic School Environment by Host actual classes, Follow lesson plans or themed topics, and they give students something to look forward to beyond just hanging out. They also Encourage Character Development by guiding students through academic growth and offering mentorship, rivalries, or emotional bonds ICly. They Keep the Community Active by Running interactive lessons that break up idle roleplay, Encouraging participation through quizzes, games, and role-specific content, and giving both new and old players something to get involved in.
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?: My name is Ezequiel Maru
What is your character's nationality?: I come from a Spanish-Korean family
What is your preferred subject to teach?: Physical Education
Describe your character:
As the second oldest in a Spanish-Korean family, I was raised in a household that balanced facelessness and curiosity. My parents ensured that we learned how to work hard, but also pointed to the importance of asking questions and staying curious about the world.. I’ve always looked up to my older sister, Sarang Maru who is a teacher at Karakura high, and watching the way she cared for her students really stuck with me. When we moved to Karakura, I was quickly introduced to the challenges many people here face. From language barriers that make everyday life harder, to the growing presence of gangs, I saw how important it was to have someone to look out for you. That experience made me more protective—not just of my own family, but of the friends I made here too.I wanted to be someone reliable, so eventually I became a teacher. And not just because of my sister, but because I remember being a student in need of support but unsure how to get it. I do my best to emulate the type of teacher I wish I had when I was their age, firm yet forgiving. I want my students to feel they are not alone, and that someone truly cares about them and their success. Teaching is my opportunity to guide them, just as I was guided, and it means so much to me.
What is your character's outlook on students and co-workers?:
My role as an educator is to be pragmatic and patient. Everybody learns differently, especially in Physical Education—a subject so many people have a tough time with due to lack of exercise. Moreover, I want them to learn the material and gain confidence in themselves. I want to meet them where they are at and make sure they know I am their support.
I also believe it is important to connect with my students outside of my lesson plans. I have observed that building trust goes a long way; for them to feel comfortable asking questions—admitting they are lost. Similarly, I want to keep things structured and consistent so they know what to expect from me. In addition to my students, I value mutual respect when working with my co-workers and being able to collaborate when necessary. I am simply a quiet observer and find myself learning from other employees. I'm not afraid to ask for help or advice when necessary. I am also emotionally reserved. However, I focus on my students and the work that needs to be done. I genuinely care about teaching. I will always try to bring that care into the classroom each day.
What is your character's motivation for teaching?:
My biggest influence when it came to becoming a teacher was my older sister. I watched her empower and help students and I feel like that left an impression on me. I didn't just want to make the same kind of impact in the classroom, but I wanted to be someone that could connect with them physically and personally. That's why I chose Physical Education. I have had sports or physical activity as a large part of my life and it has especially helped me during tough times; a time when I clearly needed an outlet, routine, and connection to anything outside of myself to cope. It is now my goal to provide those same experiences to kids. As a P.E Teacher - my work is not only to administer drills and games, but to promote confidence, teamwork, and healthy mindset. I strive to provide a welcoming environment whether for students that are at or outside of their fitness/ability levels. I want kids to leave having either learned or tried something that may help them learn to move themselves better or even just learn something they enjoyed doing in an active way. Most importantly, I want kids to walk away feeling empowered and stronger (physically or mentally). I try my best to learn and better how I teach regardless if that be finding a new activity, or figuring how to relate to different versions of kids. What makes it worthwhile for me, is when I watch kids grow, push themselves, and discover what they are able to achieve while just doing something that may have seemed so small in the bigger picture. I see P.E as an opportunity to teach lessons of life through movement, and that is what keeps me engaged in what I do.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Ezequiel spotted a student standing still strategically along the sidelines, very stiff in their shoulders and movement just a bit off. He jogged over, squatted down next to the student, and kept his voice low so the rest of the class wouldn’t notice and become distracted. “Hey,” he whispered, “you okay?” The student looked, and the frustration was evident. “I don’t know... I just can’t get this drill.” Ezequiel nodded minimally as he watched the drill they were struggling with—just quick cuts, quick turns with an agility ladder placed on the sideline. “Yeah, that can be disorienting, especially in the beginning. Can I ask, you got something you’re into outside of school?” The student blinked, almost as if surprised by the question. “Um... I like skateboarding?” Ezequiel smiled brightly. “That’s perfect! Think of it this way—when you're on the board and you're gonna make a quick turn and you have to keep your balance, you shift your weight, right? Same approach! You have to stay loose and let your body figure it out.”
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Ezequiel has a three strike system. To explain this to anyone who asks, he uses baseball as a reference. You get three tries to do what you’re meant to do otherwise you’re out. In other words, you get three chances to stop the behavior warranting the warning otherwise you’ll be kicked from the class without hesitation. This is useful as it gives his students a chance to correct their behaviors and pay attention to the lesson rather than continue disrupting.
In the situation described, Ezequiel would give the student their first warning, being sure that it’s understood that this is warning one of three. If the behavior continues, another warning will be given, this time with a more stern tone to possibly show the urgency for the student to stop the behavior. Finally, if the behavior still continues, the student will be given one last warning, meaning if he still continues to disrupt the class and disobey Ezequiel, he would be kicked from class.
Provide at least 2 interactive class ideas related to your preferred subject:
The morning air was cool but not cold, just the kind of weather Ezequiel liked for outdoor class. He stood near the edge of the field with a clipboard in hand, watching as his students trickled in—some stretching, some joking around, others still rubbing sleep from their eyes. “Alright, everyone, bring it in,” he called, waving them over with a small smile. “We’ve got something a little different planned today.” Once the students had gathered in a loose circle around him, he held up the clipboard and tapped it lightly. “I’m calling this the Survivor Circuit. Don’t let the name scare you—it’s just a mix of fun challenges that’ll get you moving, thinking, and working together. No pressure to be perfect, just give it your best.” Some of the students perked up with interest, while others looked unsure. Ezequiel caught that and added with a grin, “Promise—nobody’s getting left behind or called out. This is all about effort, not competition.” He clapped his hands once. “Let’s get warmed up.” He led them into two laps around the field, then into a quick series of stretches—walking lunges, arm circles, jumping jacks. As they moved, he walked around casually, checking in. “Keep breathing through it, Mariah,” he said gently to one student who looked winded. “You’re doing fine.” Once they were ready, he explained the circuit. “You’ll be in small teams. Each team goes through a course with six stations. Think of it like an obstacle course but designed to hit different parts of your fitness.” He started pointing to the stations, laid out in cones and simple equipment. “First up: quick-feet ladder hops. Second: cone shuffle—sideways, sharp turns, stay light. Then bear crawl—yeah, it’ll get your arms and core working. After that, you’ve got a medicine ball toss with your partner. Then the balance beam—slow and steady. And finally, the towel carry—two of you holding a ball on a towel, walking it across the field without dropping it.” A few laughs and groans followed. He smirked. “Oh, and I’ll be throwing in some ‘Challenge Cards’ while you’re at it—maybe you’ll have to stay silent for a round, or maybe one of you wears a blindfold. Keep your heads up and help each other out.” Someone raised their hand. “Coach, what if we totally fail the challenge?” Ezequiel chuckled. “Then you fail as a team and learn as a team. That’s the point.” As the teams lined up and the circuit began, Ezequiel stayed active—cheering people on, offering little tips, kneeling down beside the quieter students to encourage them one-on-one. When it was all done, he blew the whistle and waved them into a circle again. “Take a second to catch your breath,” he said. “Then I want you to think—what pushed you today? What surprised you? What felt impossible but wasn’t?” The students stretched quietly, some chatting with teammates, some just smiling to themselves. “Nice job today,” Ezequiel added, looking around at them all. “Seriously. You showed up, you moved, and you didn’t quit. That’s all I ask.” He gave them a nod. “Grab water. You’ve earned it.”
The gym was quiet. No basketballs bouncing, no students sprinting across the floor. Just a circle of mannequins laid out on mats, and a group of teens walking in with curious looks and half-zipped hoodies. Ezequiel stood by the bleachers, arms crossed, yet his expression was calm and inviting. As the last student entered, he clapped his hands once. “Alright, everyone, come on in. We’re doing something different today. No dodgeball, no laps! I promise.” That earned a couple of smirks and relieved sighs. “Today,” he continued, “we’re learning CPR. Yeah, I know it sounds intense. But I want you to really hear this: you don’t have to be a doctor to save someone’s life. You just need to be present and know what to do.” He gave them a second to let that settle, then motioned to the mannequin beside him. “This is where we start. Let’s say someone collapses right in front of you. What's the first thing you do?” One student slowly raised their hand. “Uh... call 911?” “Exactly,” Ezequiel nodded. “Check the scene. Call for help. And then, if they’re not breathing you start chest compressions.” He knelt beside the mannequin, resting his hands in the center of its chest. “You want your arms straight, fingers laced, and make sure you’re pushing hard. Like two inches deep. You’ll hear pops sometimes. That’s real. It’s okay. Saving their life comes first.” A few students winced, but Ezequiel kept his tone steady, grounded. “Thirty compressions, then two rescue breaths if you’re trained and comfortable doing them. But if not? Hands-only CPR is still effective. Better to do something than nothing.” He paused, looking around at the group. “Ever hear of the song Stayin’ Alive? That’s your beat about 100 to 120 compressions a minute. Yes, you can hum it. Yes, it helps. That got a few chuckles and nervous smiles. “Alright, pair up,” he said. “Grab a mannequin. I’ll walk around and help.” As the students got into position, some hesitated, unsure of their technique. Ezequiel knelt beside them one by one, offering calm corrections. “Yes, just like that, Hiroto. Keep your shoulders above your hands, use your body weight.” “Don’t overthink it, Mia. It’s not about being perfect, it's about stepping up when it matters.” One student looked up and asked quietly, “What if we freeze in the moment?” Ezequiel didn’t hesitate. “Then breathe and remind yourself you’ve done this before. Once you’re ready, start. Even if it’s messy you’re giving that person a chance they wouldn’t have otherwise.” After a while, the room felt different. Focused. Serious, but not heavy. He let them finish a few final practice rounds before gathering them back into a circle. “Listen, I know this isn’t the usual class. But it might be one of the most important ones. And you showed up. You took it seriously. That matters.” He glanced around at his students, some wiping sweat from their brows, others sitting cross-legged on the mats, catching their breath. “If you ever find yourself in that situation, which I hope you don’t, you’ll remember this. You’ll remember that you can do something.” He gave them a small, proud smile. “Alright. Go sit down and rest for the rest of the class. You guys earned it.”
Have you read and understand the Teacher Application Guidance thread? Yes
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