Out-Of-Character Information
What is your Minecraft username?:
NotDuur11
Do you have Discord (If so, what is your discord username?):
notduur_
How old are you? (Optional):
I would prefer not to disclose this information in a public forum.
What is your time zone?:
CDT
Describe your activity on the server:
While my activity on this server is not as frequent as that of some users, I am always present weekdays from roughly 4:20 PM to 10:00 PM, and I am typically present all day on weekends. When I am here, I attempt to remain active and engaged, rather than sitting at spawn like some will.
I actively wander around the city, searching for opportunities to interact with other players. This typically leads to detailed roleplay scenarios that take hours. Not only are they fun for me, but they also provide a strong sense of community and compel me to return onto the server regularly. I really enjoy helping to establish the roleplay environment and enjoy the intense interactions that come from it.
Do you acknowledge that if you are inactive you will be demoted?:
I am fully aware that maintaining consistent activity is essential, and that extended inactivity could lead to a demotion.
School Employee Role you are applying for?:
I am submitting my application for the position of Librarian.
In as much detail as possible, describe the employee role you are applying for:
A School Librarian is a colleague in the learning and teaching process and reinforces a culture of reading, maximising academic success, and shaping students' minds. The job involves use of school library resources, working with staff to assist the curriculum, and developing pupils' skills to become independent and critical learners. The School Librarian is also an information specialist and teacher providing students with relevant and quality information and enabling them to achieve information literacy skills for learning.
Library Programs and Activities: The librarian organizes such as reading programs, author visits, book fairs, and other similar activities in the expectation to enable student use and utilization of library resources.
Teacher Librarian Collaboration: The librarian will work with teachers to offer sources for classroom project topics, research topic areas, or focus curriculum. This can involve developing book lists that are relevant to the theme or the coordination of student learning of sources to fulfill assignments.
Replacement and Updating: The librarian assesses the needs of students and faculty to determine which materials need replacing or updating. For example, older science textbooks may need to be replaced with newer editions that reflect current research or technology.
What experience, in general, do you have in roleplay?:
I have been a regular roleplayer here for a few months now, after which I have acquired enough experience and knowledge on immersive storytelling and character development. Over time, I have tried to master my roleplaying and to maximize interaction with other community members. I am content with my skill at involving other players in meaningful ways, always seeking opportunities to enhance my roleplay through responding to various situations and collaborating with others to create more advanced and interesting experiences. My commitment to personal development as a roleplayer has helped me become more sensitive to the community standards, and I continue to seek opportunities to positively contribute to others' overall experience
Why do you want to join the School Employee faction?:
I've become more interested in being more involved with the faction, particularly after seeing the dynamics of the server. I walk through the server and see many AFK players, which sometimes leads to boredom and inactivity. This has made me want to become more active and contributory to the community, where I can provide something valuable to others and be of use. I am excited about taking on more responsibility by being a point of contact for new players, getting to know them, responding to questions, and acclimating them to the mechanics and lore of the world. I think that this lets me be making a positive contribution to the new members' experience as a whole while remaining engaged and invested in the ongoing well-being of the server
Link(s) to any previous applications and appeals on the server:
N/A
What are your current role(s) on the server? (If you're college, specify your degree level):
[Grade 9]
────────────
Situations
/*Do not mention use of FearRP*/
During a work-shift a student starts cursing at you for being pathetic, how does your character react?:
Tomokari, as laid-back and casual as he was, sat at his desk, his half-lidded eyes in a state of suppressed relaxation. He had been reading for a while, but as the student disrupted the peacefulness, he shut his book slowly and looked up, his face still calm. "Excuse me?" he said, his voice soft but with a touch of firmness.
He stopped, ensuring the student knew he had his attention, before speaking once more. "I'm all for a relaxed atmosphere, but I don't tolerate disrespect." His voice was level, but there was undeniable command beneath his tone. "So I suggest you cut it out."
If the student didn't stop, Tomokari would raise an eyebrow, his expression softening a little as he tried to make sense of the scene. "Something going on here?" he asked, his voice gentle, trying to get a read on the student's emotions and motivations. "I'm happy to listen if you want to talk.".
But if the student continued to act up, despite his calm exterior, Tomokari would let out a discreet sigh, his expression a bit sterner. "If you don't quit this, I'm going to have to send you to detention. Let's not have that, okay?"
You notice two students are physically fighting in the hallway, – multiple punches have been thrown – how does your character react?:
The instant Tomokari spots the two students actually fighting in the hallway, his laissez-faire demeanor becomes more focused and alert. His eyes are fully open now, no longer slit, as he acts quickly, aware that he can't waste any time. He rushes straight into the hallway, his footsteps steady and resolute, his voice cutting through the din.
"Enough!" exclaims Tomokari, his tone stern and commanding, yet even so burdened with the knowledge of one who knows how to complete a thing without further incident.
In a sudden motion, he wedges himself between the students, using his own body to push them physically apart, his hands firmly shoving them. His eyes lock onto theirs, showing a serious, unusual facet that's obviously meant to stop the violence dead in its tracks. "This stops here. You two need to calm down."
His voice holds no room for argument, yet he doesn’t shout. Instead, he speaks with an authority that demands attention, giving both students a clear, unyielding look. “I’m not letting this go any further,” he says. “You’re both coming with me, and we’ll talk about this in a way that doesn’t involve fists.”
If either student tries to take another swing or act out, Tomokari’s expression hardens, his posture even more commanding. “Don’t make me repeat myself,” he says, stepping closer, but without showing any anger—just an unshakable calm that makes it clear the fight is over.
Another school employee is clearly acting inappropriately, doing something very dangerous on the job, how does your character react?:
Tomokari recognizes the dangerous move at once, his laid-back demeanor vanished as his eyes narrow with concern. He does not delay. Quietly but in a matter-of-fact voice, he approaches the worker, his voice steady but taut, "Hey, that is not safe. You have to stop."
Without raising his voice, he makes it clear that what he has there is serious, his posture firm enough to end the attention-seeking antics of the employee. "I understand that things do get busy, but that's a definite safety hazard. You can't be doing that." His posture is open, but there is intensity in his glance that tells the employee that he does not tolerate risky behavior.
If the employee hesitates or attempts to dismiss it, Tomokari steps closer, his tone unwavering. “I’m not asking. That needs to stop, now.” He would then ensure the situation is corrected immediately, guiding the employee away from whatever danger they were involved in, offering a calm but firm reminder of the importance of maintaining a safe environment for everyone.
Next, Tomokari would report the matter to the proper authorities or management, so that the incident is dealt with properly. His course of action is always to keep calm and composed, but where safety is threatened, he is aware that quick action is warranted.
When in the employee break room, how does your character act?
In the employee break room, Tomokari still has his relaxed demeanor. He ambles in with a casual gait, hands in his pockets or loosely at his sides, half-closing his eyes as always. He might glance around indifferently to see who's there, exchange a friendly nod or gentle "Hey" with whoever is present.
Tomokari does not enjoy dominating the conversation and will sit back and listen, though he'll engage in light conversation if he's in the mood. If a topic is brought up, he'll contribute, generally with a casual, laid-back opinion. He does not do small talk, but he does listen intently and will offer advice or input when the situation calls for it.
He's the type of person who will make himself a coffee or tea, there, slowly, maybe reading or simply thinking in his own little corner in the room. He is friendly but never the type of person who will get too chatty—preferring quiet moments over loud conversation.
If somebody needs some counsel or guidance, Tomokari is ready to listen, always offering his advice in a composed and understanding manner, never rushing to respond but more than eager to offer a listening ear.
Provide us with at least three detailed /me's of your character whilst on your chosen role:
/me winds his way along the aisles of the library, running his fingers across the tops of the books as he makes his way. Standing in front of a shelf, his eyes take in the title names for one of the newer books to be read. Halting for only a moment, he removes one from the shelf, flips the pages quickly over, and goes over to an adjacent table. He sits, opens the book, and begins to read, looking up sporadically to mark the tranquility of atmosphere surrounding him.
/me stands behind the library desk, casually organizing a few books that were recently returned. He hums quietly to himself as he arranges them in the proper order, occasionally glancing over to ensure the area remains peaceful. As a student approaches, he gives them a warm, relaxed smile, ready to offer assistance if needed, before returning to his task with a quiet sigh.
/me stands next to a table, quietly sorting out a few papers scattered around. He freezes, noticing an open book and quietly closes it and puts it back on the shelf. He walks over to the window, glancing for a moment as light pours in. He stays there for a moment in thought, then returns to his desk, sitting and mindlessly flipping through a new book with a quiet sense of satisfaction, his eyes drifting between the pages and the peaceful library around him.
────────────
In-Character Section
(Pretend your character is filling this out, not you)
Full Name (First & Last only):
Tomokari Minato.
Title (Mr, Mrs, Miss):
Mr.
Preferred Name:
Mr.Minato
Age (Minimum is 25):
27
Gender:
Male
Academic Degree:
Masters.
Major(s):
Master of Library Science/
Minors:
Philosophy.
Nationality:
Asian American
Known Languages:
English
Backstory
Tomokari was raised in a quiet town where time passed more slowly, and the world beyond seemed distant. Early on, he escaped into books—escaping reality within their pages, lost in words and learning. His parents, who were teachers themselves, encouraged his love of learning, often challenging him to read different types of books and topics. Though, Tomokari was never attracted to the limelight or huge crowds of individuals. Instead, he would love secluded areas, especially libraries, where the world would drift far off.
Following the university with a degree in literature, Tomokari spent several years drifting, learning different cultures, individuals, and stories. He went to remote villages, large cities, and far-flung parts of the world, where he would find the local libraries and sit there, learning new things. This is when he began to realize his desire to help others to bring the world together through learning and books.
Tomokari found a school where he was appointed librarian. His easy-going and good-natured personality allowed him to be a pleasant individual to the students and faculty, but a person who never needed, nor ever asked for, adoration or publicity. His love of books and great regard for their potential to transport and enlighten others made him a gem to the school. His students would also come to see him, not just for books but also for advice, counsel, or a place where they could sit and think quietly.
Years have gone by, and Tomokari is now a quiet but reliable presence in the school community. He is the one whom students turn to when they need a calming presence or someone to listen. His neat desk, ever immaculately arranged, is a sanctuary for anyone requiring an immediate escape from the cacophony of the world. Despite his soft-spoken, sometimes aloof exterior, those who truly understand him are aware that beneath his level-keel exterior lies a very empathetic man more beset than he lets on.
Besides working, Tomokari spends his days on slow walks in the quiet streets around town, once in a while at cafes, and sometimes passing through new bookshops. He has a select few friends whom he keeps very close, yet though he might not exactly spark talks, as an introverted individual, he proves to be an excellent friend. His life is simple yet contains many elements that bring him joy—books, learning, and being able to impact others with a kind heart.
Tomokari is neither the change nor the adventure man but likes his known world with stability and peace. But whenever there comes a new challenge--whether helping a student with a difficult problem or solving a school problem--he meets it with the same calm determination with which he gets rid of all the problems of life.
Motivation for Joining KHS (Character perspective):
I've never believed learning might be a private matter that can occur, untensed by immense moments or intense sounds. My sanctuary was the library—a sanctuary where things were allowed to flow at a slow rate, where the world did seem a tad more under wraps and peaceful. But having attended all these years and watched the students struggle to focus through the chaos of the external world, I realized I could do something more.
KHS does have a good support system, but I do see the chaos that unravels between classes. Children lose themselves in the rush, in the hurry, and forget there's a spot for them to catch their breath, to reflect. I've spent so many years dispensing advice sotto voce or nudging them to a spot to study in quiet, and I want to build that space more intentionally.
Arriving at KHS is not about balancing books or sifting through papers. It's about sharing that small piece of peace I've come to love with others. I want to be a student that students can look at and feel like they can come to when the world gets too loud. When they need a quiet space to figure out what they're going through, or even just a place to catch their breath, I want them to feel that there is someone in this school who understands that need.
I may not be the most vocal person in the room, but my being in the library can be the calm, the place where students can find a little clarity. If I can help even one student through this space with some peac[FONT=Bitter, sans-serif]e of[/FONT] mind, then I'll know I'm doing what I was born to do. So, joining KHS isn't just a job—it's a chance to give students that quiet space all the time whenever they need it most.
Why should you be accepted over the other applicants?:
I believe that I have a different set of eyes for the position, an eye that has been trained in patience, sympathy, and actual passion for the service that a library offers to a school. As opposed to where other candidates might be excited about highlighting the technological aspect of the work, I realize that a librarian is actually more than someone who jams books or stuff around. A librarian is a silent anchor, one who provides direction in silence, one who establishes an environment in which the student can develop at his or her own pace.
I've worked years learning how to listen—sorry, learning to listen not to words, but to the spaces between words. I appreciate the importance of offering students a still, peaceful space to be in when perhaps they need an interval's relief from a packed world. With students, I've learned sometimes the thing that students need most is not information—but a spot where they can sit and think and reflect and renew. I give that to them.
It is what sets me apart from the other applicants that I can craft a one-to-one relationship with students, even if it's through the silence of a moment. I do not push. I do not dictate. I become accessible to those who will listen, hear, or need someone who understands that a moment of silence is as precious as time itself. I don't see myself being the center of attention; I feel I am a behind-the-scenes helper of students so they can find their own path, and in doing so, I feel I can offer something that the others do not.
Also, I have an innate skill at organizing resources so they are readily accessible and easy to navigate—a strategy that keeps the library in flow but is still an open space for those who need it. I approach every issue with a clean head and intent, which allows me to attack tasks and arguments with a clear head and in a positive manner.
Lastly, I believe my calm attitude and my commitment to helping students achieve peace and comprehension in their own lives is the solution to this position. I am not here to execute a job; I am here to make certain that the library is a place where students will be heard and cared for no matter what type of struggle they are facing. And that makes me different.
────────────
Extra
N/A
Additional notes about your application:
N/A
What is your Minecraft username?:
NotDuur11
Do you have Discord (If so, what is your discord username?):
notduur_
How old are you? (Optional):
I would prefer not to disclose this information in a public forum.
What is your time zone?:
CDT
Describe your activity on the server:
While my activity on this server is not as frequent as that of some users, I am always present weekdays from roughly 4:20 PM to 10:00 PM, and I am typically present all day on weekends. When I am here, I attempt to remain active and engaged, rather than sitting at spawn like some will.
I actively wander around the city, searching for opportunities to interact with other players. This typically leads to detailed roleplay scenarios that take hours. Not only are they fun for me, but they also provide a strong sense of community and compel me to return onto the server regularly. I really enjoy helping to establish the roleplay environment and enjoy the intense interactions that come from it.
Do you acknowledge that if you are inactive you will be demoted?:
I am fully aware that maintaining consistent activity is essential, and that extended inactivity could lead to a demotion.
School Employee Role you are applying for?:
I am submitting my application for the position of Librarian.
In as much detail as possible, describe the employee role you are applying for:
A School Librarian is a colleague in the learning and teaching process and reinforces a culture of reading, maximising academic success, and shaping students' minds. The job involves use of school library resources, working with staff to assist the curriculum, and developing pupils' skills to become independent and critical learners. The School Librarian is also an information specialist and teacher providing students with relevant and quality information and enabling them to achieve information literacy skills for learning.
Library Programs and Activities: The librarian organizes such as reading programs, author visits, book fairs, and other similar activities in the expectation to enable student use and utilization of library resources.
Teacher Librarian Collaboration: The librarian will work with teachers to offer sources for classroom project topics, research topic areas, or focus curriculum. This can involve developing book lists that are relevant to the theme or the coordination of student learning of sources to fulfill assignments.
Replacement and Updating: The librarian assesses the needs of students and faculty to determine which materials need replacing or updating. For example, older science textbooks may need to be replaced with newer editions that reflect current research or technology.
What experience, in general, do you have in roleplay?:
I have been a regular roleplayer here for a few months now, after which I have acquired enough experience and knowledge on immersive storytelling and character development. Over time, I have tried to master my roleplaying and to maximize interaction with other community members. I am content with my skill at involving other players in meaningful ways, always seeking opportunities to enhance my roleplay through responding to various situations and collaborating with others to create more advanced and interesting experiences. My commitment to personal development as a roleplayer has helped me become more sensitive to the community standards, and I continue to seek opportunities to positively contribute to others' overall experience
Why do you want to join the School Employee faction?:
I've become more interested in being more involved with the faction, particularly after seeing the dynamics of the server. I walk through the server and see many AFK players, which sometimes leads to boredom and inactivity. This has made me want to become more active and contributory to the community, where I can provide something valuable to others and be of use. I am excited about taking on more responsibility by being a point of contact for new players, getting to know them, responding to questions, and acclimating them to the mechanics and lore of the world. I think that this lets me be making a positive contribution to the new members' experience as a whole while remaining engaged and invested in the ongoing well-being of the server
Link(s) to any previous applications and appeals on the server:
N/A
What are your current role(s) on the server? (If you're college, specify your degree level):
[Grade 9]
────────────
Situations
/*Do not mention use of FearRP*/
During a work-shift a student starts cursing at you for being pathetic, how does your character react?:
Tomokari, as laid-back and casual as he was, sat at his desk, his half-lidded eyes in a state of suppressed relaxation. He had been reading for a while, but as the student disrupted the peacefulness, he shut his book slowly and looked up, his face still calm. "Excuse me?" he said, his voice soft but with a touch of firmness.
He stopped, ensuring the student knew he had his attention, before speaking once more. "I'm all for a relaxed atmosphere, but I don't tolerate disrespect." His voice was level, but there was undeniable command beneath his tone. "So I suggest you cut it out."
If the student didn't stop, Tomokari would raise an eyebrow, his expression softening a little as he tried to make sense of the scene. "Something going on here?" he asked, his voice gentle, trying to get a read on the student's emotions and motivations. "I'm happy to listen if you want to talk.".
But if the student continued to act up, despite his calm exterior, Tomokari would let out a discreet sigh, his expression a bit sterner. "If you don't quit this, I'm going to have to send you to detention. Let's not have that, okay?"
You notice two students are physically fighting in the hallway, – multiple punches have been thrown – how does your character react?:
The instant Tomokari spots the two students actually fighting in the hallway, his laissez-faire demeanor becomes more focused and alert. His eyes are fully open now, no longer slit, as he acts quickly, aware that he can't waste any time. He rushes straight into the hallway, his footsteps steady and resolute, his voice cutting through the din.
"Enough!" exclaims Tomokari, his tone stern and commanding, yet even so burdened with the knowledge of one who knows how to complete a thing without further incident.
In a sudden motion, he wedges himself between the students, using his own body to push them physically apart, his hands firmly shoving them. His eyes lock onto theirs, showing a serious, unusual facet that's obviously meant to stop the violence dead in its tracks. "This stops here. You two need to calm down."
His voice holds no room for argument, yet he doesn’t shout. Instead, he speaks with an authority that demands attention, giving both students a clear, unyielding look. “I’m not letting this go any further,” he says. “You’re both coming with me, and we’ll talk about this in a way that doesn’t involve fists.”
If either student tries to take another swing or act out, Tomokari’s expression hardens, his posture even more commanding. “Don’t make me repeat myself,” he says, stepping closer, but without showing any anger—just an unshakable calm that makes it clear the fight is over.
Another school employee is clearly acting inappropriately, doing something very dangerous on the job, how does your character react?:
Tomokari recognizes the dangerous move at once, his laid-back demeanor vanished as his eyes narrow with concern. He does not delay. Quietly but in a matter-of-fact voice, he approaches the worker, his voice steady but taut, "Hey, that is not safe. You have to stop."
Without raising his voice, he makes it clear that what he has there is serious, his posture firm enough to end the attention-seeking antics of the employee. "I understand that things do get busy, but that's a definite safety hazard. You can't be doing that." His posture is open, but there is intensity in his glance that tells the employee that he does not tolerate risky behavior.
If the employee hesitates or attempts to dismiss it, Tomokari steps closer, his tone unwavering. “I’m not asking. That needs to stop, now.” He would then ensure the situation is corrected immediately, guiding the employee away from whatever danger they were involved in, offering a calm but firm reminder of the importance of maintaining a safe environment for everyone.
Next, Tomokari would report the matter to the proper authorities or management, so that the incident is dealt with properly. His course of action is always to keep calm and composed, but where safety is threatened, he is aware that quick action is warranted.
When in the employee break room, how does your character act?
In the employee break room, Tomokari still has his relaxed demeanor. He ambles in with a casual gait, hands in his pockets or loosely at his sides, half-closing his eyes as always. He might glance around indifferently to see who's there, exchange a friendly nod or gentle "Hey" with whoever is present.
Tomokari does not enjoy dominating the conversation and will sit back and listen, though he'll engage in light conversation if he's in the mood. If a topic is brought up, he'll contribute, generally with a casual, laid-back opinion. He does not do small talk, but he does listen intently and will offer advice or input when the situation calls for it.
He's the type of person who will make himself a coffee or tea, there, slowly, maybe reading or simply thinking in his own little corner in the room. He is friendly but never the type of person who will get too chatty—preferring quiet moments over loud conversation.
If somebody needs some counsel or guidance, Tomokari is ready to listen, always offering his advice in a composed and understanding manner, never rushing to respond but more than eager to offer a listening ear.
Provide us with at least three detailed /me's of your character whilst on your chosen role:
/me winds his way along the aisles of the library, running his fingers across the tops of the books as he makes his way. Standing in front of a shelf, his eyes take in the title names for one of the newer books to be read. Halting for only a moment, he removes one from the shelf, flips the pages quickly over, and goes over to an adjacent table. He sits, opens the book, and begins to read, looking up sporadically to mark the tranquility of atmosphere surrounding him.
/me stands behind the library desk, casually organizing a few books that were recently returned. He hums quietly to himself as he arranges them in the proper order, occasionally glancing over to ensure the area remains peaceful. As a student approaches, he gives them a warm, relaxed smile, ready to offer assistance if needed, before returning to his task with a quiet sigh.
/me stands next to a table, quietly sorting out a few papers scattered around. He freezes, noticing an open book and quietly closes it and puts it back on the shelf. He walks over to the window, glancing for a moment as light pours in. He stays there for a moment in thought, then returns to his desk, sitting and mindlessly flipping through a new book with a quiet sense of satisfaction, his eyes drifting between the pages and the peaceful library around him.
────────────
In-Character Section
(Pretend your character is filling this out, not you)
Full Name (First & Last only):
Tomokari Minato.
Title (Mr, Mrs, Miss):
Mr.
Preferred Name:
Mr.Minato
Age (Minimum is 25):
27
Gender:
Male
Academic Degree:
Masters.
Major(s):
Master of Library Science/
Minors:
Philosophy.
Nationality:
Asian American
Known Languages:
English
Backstory
Tomokari was raised in a quiet town where time passed more slowly, and the world beyond seemed distant. Early on, he escaped into books—escaping reality within their pages, lost in words and learning. His parents, who were teachers themselves, encouraged his love of learning, often challenging him to read different types of books and topics. Though, Tomokari was never attracted to the limelight or huge crowds of individuals. Instead, he would love secluded areas, especially libraries, where the world would drift far off.
Following the university with a degree in literature, Tomokari spent several years drifting, learning different cultures, individuals, and stories. He went to remote villages, large cities, and far-flung parts of the world, where he would find the local libraries and sit there, learning new things. This is when he began to realize his desire to help others to bring the world together through learning and books.
Tomokari found a school where he was appointed librarian. His easy-going and good-natured personality allowed him to be a pleasant individual to the students and faculty, but a person who never needed, nor ever asked for, adoration or publicity. His love of books and great regard for their potential to transport and enlighten others made him a gem to the school. His students would also come to see him, not just for books but also for advice, counsel, or a place where they could sit and think quietly.
Years have gone by, and Tomokari is now a quiet but reliable presence in the school community. He is the one whom students turn to when they need a calming presence or someone to listen. His neat desk, ever immaculately arranged, is a sanctuary for anyone requiring an immediate escape from the cacophony of the world. Despite his soft-spoken, sometimes aloof exterior, those who truly understand him are aware that beneath his level-keel exterior lies a very empathetic man more beset than he lets on.
Besides working, Tomokari spends his days on slow walks in the quiet streets around town, once in a while at cafes, and sometimes passing through new bookshops. He has a select few friends whom he keeps very close, yet though he might not exactly spark talks, as an introverted individual, he proves to be an excellent friend. His life is simple yet contains many elements that bring him joy—books, learning, and being able to impact others with a kind heart.
Tomokari is neither the change nor the adventure man but likes his known world with stability and peace. But whenever there comes a new challenge--whether helping a student with a difficult problem or solving a school problem--he meets it with the same calm determination with which he gets rid of all the problems of life.
Motivation for Joining KHS (Character perspective):
I've never believed learning might be a private matter that can occur, untensed by immense moments or intense sounds. My sanctuary was the library—a sanctuary where things were allowed to flow at a slow rate, where the world did seem a tad more under wraps and peaceful. But having attended all these years and watched the students struggle to focus through the chaos of the external world, I realized I could do something more.
KHS does have a good support system, but I do see the chaos that unravels between classes. Children lose themselves in the rush, in the hurry, and forget there's a spot for them to catch their breath, to reflect. I've spent so many years dispensing advice sotto voce or nudging them to a spot to study in quiet, and I want to build that space more intentionally.
Arriving at KHS is not about balancing books or sifting through papers. It's about sharing that small piece of peace I've come to love with others. I want to be a student that students can look at and feel like they can come to when the world gets too loud. When they need a quiet space to figure out what they're going through, or even just a place to catch their breath, I want them to feel that there is someone in this school who understands that need.
I may not be the most vocal person in the room, but my being in the library can be the calm, the place where students can find a little clarity. If I can help even one student through this space with some peac[FONT=Bitter, sans-serif]e of[/FONT] mind, then I'll know I'm doing what I was born to do. So, joining KHS isn't just a job—it's a chance to give students that quiet space all the time whenever they need it most.
Why should you be accepted over the other applicants?:
I believe that I have a different set of eyes for the position, an eye that has been trained in patience, sympathy, and actual passion for the service that a library offers to a school. As opposed to where other candidates might be excited about highlighting the technological aspect of the work, I realize that a librarian is actually more than someone who jams books or stuff around. A librarian is a silent anchor, one who provides direction in silence, one who establishes an environment in which the student can develop at his or her own pace.
I've worked years learning how to listen—sorry, learning to listen not to words, but to the spaces between words. I appreciate the importance of offering students a still, peaceful space to be in when perhaps they need an interval's relief from a packed world. With students, I've learned sometimes the thing that students need most is not information—but a spot where they can sit and think and reflect and renew. I give that to them.
It is what sets me apart from the other applicants that I can craft a one-to-one relationship with students, even if it's through the silence of a moment. I do not push. I do not dictate. I become accessible to those who will listen, hear, or need someone who understands that a moment of silence is as precious as time itself. I don't see myself being the center of attention; I feel I am a behind-the-scenes helper of students so they can find their own path, and in doing so, I feel I can offer something that the others do not.
Also, I have an innate skill at organizing resources so they are readily accessible and easy to navigate—a strategy that keeps the library in flow but is still an open space for those who need it. I approach every issue with a clean head and intent, which allows me to attack tasks and arguments with a clear head and in a positive manner.
Lastly, I believe my calm attitude and my commitment to helping students achieve peace and comprehension in their own lives is the solution to this position. I am not here to execute a job; I am here to make certain that the library is a place where students will be heard and cared for no matter what type of struggle they are facing. And that makes me different.
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