About Me
What's your Minecraft Username?:
melvsglock
What's your Discord username?:
@carseatfrenchfries
What's your Time Zone?:
MST/MDT (UTC -7)
Provide any link(s) to previous applications:
mmelv | https://schoolrp.net/threads/mmelvs-language-application.69532/ | [ACCEPTED]
mmelv | https://schoolrp.net/threads/mmelvs-language-application.67600/ | [ACCEPTED]
melvsglock | https://schoolrp.net/threads/tougenrenkas-language-application.67640/ | [ACCEPTED]
melvsglock | https://schoolrp.net/threads/melvsglocks-language-application.75848/ | [ACCEPTED]
What are your current roles on the server?:
mmelv:
[Grade-12]
[Cat]
melvsglock: (Applying)
[Grade-12]
melvilleure:
[Grade-12]
mformenace:
[Grade-12]
[Grade-7]
[Bird]
carseatfrenchfry:
[Grade-12]
[Grade-7]
Why are Teachers so important to SchoolRP?:
Teachers are important to the server due to the fact that many new-and-old players alike spend most of their time on school grounds. A good majority of the playerbase are highschoolers and/or college students, and are not allowed outside the school's perimeter. Oftentimes, I see players linger around or AFK during the dedicated school hours. Teachers are there to provide fun and engaging roleplay oppurtunities, and to get the players involved with eachother. New players join the server and have expectations of a function school system with teachers actively hosting classes and bringing forth content that others can work off of, include in their own characters' histories, and bring up as periodic minor events. It's the same way with old/returning players. They expect roleplay oppurtunities, and when that expectation is not met, they either stand around for hours, or log off the server.
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?:
Irene Chibami
What is your character's nationality?:
Japanese-Egyptian
What is your preferred subject to teach?:
Design Technology (Culinary)
Describe your character:
Irene Chibami is, more often than not, an approachable presence. Irene stands at 5'6, with ash-blonde, wavy hair that stops just at her waist. She has an enigmatic smile, and while to some it may prove to be a bit unsettling, she often likes to believe that unwavering smile of hers makes her out to be someone people feel comfortable around - even if she tends to be quiet at first.
She very seldom turns down other people's joy. If anything, she encourages it, often joining in when the mood carries a cheerful air. Irene does not take any level of negativity straight to heart, especially brushing it off if it's directed at her. She is among the type who are open to new experiences, and is unafraid to try something new, no matter how absurd an idea seems. This applies especially with food. While she has a deep love for cooking and baking, and swears a good meal or dessert can brighten anyone’s day, there are times an 'idea' and 'experiment' she sees through may not make the best tasting dish. Yikes.
What is your character's outlook on students and co-workers?:
Irene sees both students and co-workers with a sense of respect, and optimism. She believes every student has potential and approaches each one with empathy, and a genuine desire to understand their individual paths, perspective, and values. Including the small-to-large scale decisions within their lives. Students are growing people who tend to take outside influence and withhold it in their identities. She sees that as a responsibility for any adult to nurture confidence.
When it comes to co-workers, Irene values collaboration. To her, a mutually-supportive faculty is crucial to a foundation for a positive atmosphere. An atmosphere that has many students come-and-go on a semi-daily basis. She’s always willing to lend a helping hand, or just listen when that method of support is preferred. She isn't one to dismiss another, nor treat anyone poorly. And, should any conflict arise, she makes it a point - a goal, even - to mend relations, and clarify any misunderstandings or disagreements.
What is your character's motivation for teaching?:
Irene used to consider herself an observer. A wanderer. And, for a long time, a stranger in every place she stood.
In the years that followed her uproot to Japan, Irene chose to stay. She worked small jobs in libraries, clinics, public offices, always in places where she could watch, help, and learn. Though, no place was a true 'calling' to her. It was because of the fact that those who frequented those places had already discovered who they wanted to be in life. There was no real major growth from a person who seemingly had it all figured out. And, she felt as if she couldn't provide much assistance to them. Various faces seemed to come and go, with few returning.
Irene wants to help people grow. To be able to be someone's spark towards a brighter future. She doesn't seek visibility, nor praise. She feels as if she could make a difference as a teacher. As long as she is able to be a positive influence - no matter how small - she is content. Her motivation for teaching is from a desire to be a reliable, and supportive figure for the young. Students have to navigate themselves through some of the most formative years of their youth, and neglect can only serve to push one down a path of regret. She understands the importance of stability and guidance during this phase of a person's life, and had honestly wished she had a similar pillar in her adolescence. She believes there to be a bigger importance in being a constant figure students can depend on as they grow, learn, and navigate themselves through their life. She hopes to offer the kind of direction that helps shape kind-hearted people.
Roleplay Scenarios
A student in class is struggling to understand the content, what would your character do?:
Whether she was the first to notice a student struggling, or if they directly tell her that they are unable to understand the content, she would approach with a question to further see the extent of the confusion. A one-on-one check in, offering reassurance to ease any doubt or frustration that may have rooted.
In the culinary arts, most - if not, all - learning should be hands-on, engaging, and fun, so she would likely guide the student through a closer, visual/practical demonstration, breaking down the steps and possibly rewording her original instructions to be easier to grasp. If Irene was the reason a student feels embarrassed, or disheartened, that would contradict the welcoming atmosphere and values she's trying to uphold. Mistakes are part of the learning process, they should be considered and looked at as such while corrected in a constructive way.
A student is continuously being disruptive in class, talking out of turn, and making jokes with classmates. What would your character do?:
Should a student continuously be disruptive during a class period with her, Irene would not react in a harsh manner, nor embarrass the student. Such reactions from who is seen as a ‘figure of authority’ typically fosters a resentment within the student in the long-run. Instead, she would give a calm look to signal that the behavior isn’t appropriate.
If that student continued on with their disruptions, she would opt to speak to that student, privately. This would be in hopes of better understanding the reason for their brazen behavior. Students can act out for any numerous of reasons. Whether it be a need for attention, frustration, or simply not feeling interested in the current subject, there is always a ‘why’ to a person’s actions. She would attempt to connect with the aforementioned student on a personal level to find the cause. Irene would even try to encourage them to make use of their energy in a more constructive, and progressive way, like assisting with a demo or helping classmates.
Provide at least 2 interactive class ideas related to your preferred subject:
1.
The class is split into several small teams consisting of 2-3 students. After the grouping, each team that was formed is assigned a list of ingredients that are associated with a specific country (i.e Korea, Nepal, Italy, or Mexico).
Each list holds has one unexpected ingredient at the very bottom (i.e like matcha in a savory dish, or spice in a dessert). This is to encourage creative thinking. Every team must research a dish from the assigned country and somehow incorporate the mystery item into the dish. Irene, during this challenge, would float between groups. Her role here would be to offer tips, taste test, and - of course - encouragement.
At the end of the challenge, students present their dishes to the class. And, she will always insists they eat together, since shared meals build connection.
From this activity students can expect to learn to respect and explore global dishes in a hands-on way. Broadening their palettes in a fun, respectful way can encite them to learn more about the rest of the world. With the surprise ingredients, they’re also challenged to think outside the box.
2.
Irene hosts a monthly (or even bi-monthly) 'stress-bake' class.
During this 'stress-bake' day, her students are given a list of bake recipes (i.e cookies, cinnamon rolls, mochi) that they are allowed to choose from. If students have their own recipes they would like to make, they are allowed to. While they prep their stations and eventually bake, they’re encouraged to share stories, music, or even ideas.
Irene may sometimes start the class with a small demo of one of her own family/childhood recipes. While she wants to teach students how to feed themselves at home, she also wants to teach her students that it's okay to relax and set aside some time for themselves. At the end, they decorate, taste, and take their creations with them - either home, or to another class.
From this activity students should be able to understand that making an effort to hold onto a healthy outlet for stress can improve their mental health. Baking also teaches focus, patience, and a satisfactory reward for taking things step-by-step, a sort of metaphor for most things in life, even if it the example was just a simple recipe.
Have you read and understand the Teacher Application Guidance thread?
Yes
Last edited:
