qloxie
Level 2
OOC SECTION
What is your Minecraft username?:
qloxie
What is your time zone?:
EDT
What is your discord username?
qloxie005
Link all previous applications you made on the server:
Dutch Lang Application | SchoolRP | Minecraft Roleplay Server ACCEPTED
French Lang Application | SchoolRP | Minecraft Roleplay Server ACCEPTED
Authorization Lang Application | SchoolRP | Minecraft Roleplay Server ACCEPTED
JSL Lang Application | SchoolRP | Minecraft Roleplay Server ACCEPTED
Describe your activity on SchoolRP:
Well it all depends because I am a student still actively in highschool but when I am active I do play 2-5 hours a day and on the weekends that increases depending on what rp situations I become involved in! This also includes events such as holidays. SRP isn’t just a game to me, but a community in some instances a stress reliever or a second home.. I’ve made friendships, and increased my connections span across every situation from faculty and government, to sports, normal SRP events, and family roleplay. In my personal instances, I have a decent presence in roleplay that involves international-themed and educational RP. As one of the few consistently active, multilingual roleplayers. This will all make sense once the backstory / lore of my character is explained, later.
My daily activities include running and developing lore between a mother figure character that is a maiden, guiding new players, especially those from international backgrounds and helping cross cultural dialogue ICly. I normally help both new and veteran players in understanding school/faculty protocols, standards of RP manners, and methods for deepening their character lore. Over time, I’ve engaged in, and organized, bilingual and even trilingual classes/events, often involving Dutch, French, and JSL, in some of my roleplay, to add more realism and unique intensity to my character’s background. Not only am I somewhat known for my character’s pink hair and unique background, but my creativity in lore has bettered both the academic and “slice of life” sectors of roleplay in some scenarios I have been a part of.. I am not saying I am all around known in SRP but I am saying as far as the SchoolRP aspect many know my character for some of these characteristics listed about Deborah.. Whether it is as Deborah Garcia, or any prior character even though I have only ever played her, I fully dedicate myself to creating a safe, inventive, and highly interactive environment, determined to uphold SRP’s standards and push them further when being a role like this in SRP.
Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
9 AM - 10 PM | 9 AM - 4 PM This day May not be on as a whole it all depends on what I'm doing on this day but nine times out of 10 I'll be on 9 PM - 11 PM | 9 AM - 10 PM | 9 AM - 4 PM - Same thing as Tuesday 9 PM - 11 PM | 12 AM - 10 PM | 11 AM - 10 PM | 1 PM - 8 PM Depends because I tend to be very inactive on this day but if I am not inactive this is the time I'd be on |
^ ALL THE TIMES LISTED ABOVE ARE THE TIMES I AM CURRENTLY ACTIVE AS IT IS SUMMER WHEN SUMMER IS OVER THIS MAY VARY / CHANGE ^
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
My background in roleplay is very limited.. I have only done things like DND, some roblox roleplay, and I have done voice acting minecraft roleplay.. My time in SRP began more from the outside. I joined SRP and was met with a different set of diversity in roleplay with that being, educational role play alongside shrine staff, faculties, government officials, and athletes. I’ve also developed various sorts of gameplay.. Unlike other roleplay platforms I;ve played on, SRP has set me apart from them as there is like a sort of “free roam” when you join and you can be anything and roleplay how you want, of course not inappropriately but I'm sure you get the jist.. We don’t see one major interaction between human beings once a day, it's multiple times a day... Excluding all this stuff behind the scenes you can find me visiting places like GTA RP and World of Warcraft RP Guilds out there beyond the gates of SRP. There I have held positions ranging from loremaster to community event creator. Perhaps my most significant role however, has been an officer on several First Mediation and Mentoring symbolically focused guilds. As I haven't stated, I am similar to the character I play being raised in a place full of cultural elements and multilingual aspects to life. Remember the days when you didn't have to practice? Yeah, they are no more. I am also an avid actor in real life. I remember when I was set to be in drama class, it eventually led to the point and I became the lead of different scenarios in plays.. All these experiences, in and out of SchoolRP, have given me a passion and engagement approach to roleplay.
What are your current roles on SchoolRP:
Deborah Garcia - Grade 12
What is the subject you want to teach?:
Economics
TRIVIA SECTION
What is your motivation for becoming a professor?:
I want to build a classroom that is more than just four walls, sheets and books, a place where every voice has power, where every language can tell its story, and all backgrounds shape the future. My journey has always been personal, cultural, or academic. As someone who was raised on Dutch literature, art and heritage only later experienced life in modern Japan and then discovered economics as a global language for business around the world.. I consider the barriers students fear of culture, money and identity to beat goals. Even though they look like obstacles at first glance, my reasons for becoming a professor at Karakura College are totally linked to my belief in transformation. This transformation is not about changing or adding to a subject, but also transforming the students themselves. I don’t want to just pass on knowledge. I want to pass on a state of mind: “To take that inspiration and use it as a tool for change, whether close at home in your community, or beyond. I have experienced first hand the difficulty of trying to fit in and the powerful influence of a single understanding teacher.” - Nahla Osiris
Economics isn't a numbers game, at least to me.. It is about explaining the world and challenging us to build a better one, it has been great and personal. With my variety of languages I know in the real world and hands on experience, students from diverse backgrounds can understand, I’m getting economics across and in a format everyone can enjoy ICly. This is what I envision for my classroom: “A place where even the most apprehensive voices by hand signs, or voice, are welcome to lay down roots and dream. I’m ready to repay the debt I owe, in terms of both cross-cultural academics and curing my own journey. This time, I’d like to help the next generation stand up and take their place, and make Karakura not merely a college but also a family.” - Deborah Garcia
Work out two interactive classes you will host if accepted:
1. "Lunchroom Nations: Economics in Everyday Life" Interactive, real world economics for all! Students will be assigned random “countries” with unique resources, “currencies,” and “policies” in a simulated cafeteria marketplace, of course this is inside of Karakura College / High School lunchroom. Over the class, they must barter, trade, and solve sudden world events (resource shortages, inflation, sanctions, etc.) engineered by me. I will guide them through negotiations (including using JSL and French for extra challenges, ONLY if there are students in the room who knows these languages), record data, and hold surprise “press conferences.” At the end, there’s a breakdown where students ****yze how small decisions led to major (and sometimes hilarious) economic outcomes. Prizes for creative/devious deal makers!
Objective: Show how global economics mirrors their daily actions and relationships, promoting critical thinking, communication skills, and cultural spirits.
2. "Economics Through Art and Story: Its Cost" Economics Through Story and Art, students learn how to draw or represent infographics or if they can't get that far then at least use voice over interpretations of sign language. One can come up with many different types of creative outputs for giving information. Students are expected to get out across the four corners of this course. The final class session will be intense, as each student shares only part of his or her research to tell personal stories related to object ownership. At the board a classmate might be telling your side.
Objective: Study opportunity costs and human interest aspects of economics, through these topics, to broaden both your understanding and soft skills.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
“From Market to Meaning: Karakura Community Economics Walk” We’ll leave the school and explore the shopping district of Karakura, focusing on small businesses run by immigrants, traditional craftspeople, and multinational chains. Each student will receive a research “passport” with prompts in Dutch, French, and Japanese (plus JSL video for Deaf/HOH students), and challenges to interview merchants, observe supply chain logistics, and note price formations or inequality.
The focus will be on introduction: pairing students with varying language skills together (signers, French speakers, etc.) so nobody is left out. Afterward, students will present findings via their preferred format, discussion, skit, visual, or sign.
Twist: At the end of the field trip, students are surprised with a “stimulus” (donations or grants!) and work together to create a mini simulated business, donating all profits to a local cause of their choice. (This is more of an event then field trip but if I was to do a field trip it would be this and the class would make a small business but make it a pretend business to sell cookies or something from a culinary class so its a double collab of teachers for the field trip.)
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Deborah would remain calm, she would approach without judgment keeping her radio out just in case if higher assistance is needed before, getting between the students, and asking them to “take a breath, step back, and listen,” addressing them first in Japanese, then in Dutch or French if she heard familiar accents. She would stress respect and safety in every language she speaks, including sign language if applicable.
If it becomes clear that bullying is occurring, she would make radio contact with other staff for backup, then send out control of hostility by offering a listening ear to each side and assigning a healthful justice task instead of default punishment. She might have them work together on a group presentation about teamwork across differences, monitored for respectful conduct. Only if escalation continued would she issue official warnings/detention, but always via a process that upholds, dignity and learning of every party.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Deborah is keen on curiosity but prefers a concentrated atmosphere. She would first remind the student of the importance of respect softly but firmly, perhaps even to the extent that she allowed the students a chance to write their "unwanted" questions on paper and then be told after detention what they were all about. If the misconduct continues, she would promptly pull the student aside to point out how his or her behavior disrupts others’ learning, while, wherever possible, using the right language for their motives (e.g. Dutch, French, Japanese or JSL). If the disruption continues, she will use fair and broadened levels of consequences: “At first a word of caution, then contact high faculty if necessary. All this while consistently keeping in mind the motivations that support it.”
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?
Deborah has a lot of experience in this area, having conducted people with various backgrounds and cultures. Now if a student misbehaved? She'd stop the lesson. Without embroidery and without a show of anger, she would make brief mention that the current class was being interrupted. This would seem like a void of spite, she would ask the cheerleaders to put their phones away and respect the common approach we are embarking on for all classes across eight provinces. Perhaps with just a touch of humor in Dutch or French. If they refused, she would approach them privately and request their gadgets. Her tone is firm but not unfriendly that they will be returned to them after class. If still they were not obedient, the next step would be to penalize the top group members as well. She would explain this is not just about punishment but building mutual respect and responsibility together in their education systems. Once again embodying a sense of respect and restoration in the situation, that's the essence of her fashion.
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?
Deborah stands out for her composed conflict persona. She’d intervene vocally, first in Japanese, then quickly switch to Dutch, French, or JSL if she recognized any relevant cultural connections. If the situation continued to escalate, she’d immediately radio for backup from other faculty and attempt to de-escalate the fight by physically (yet safely) positioning herself between students, while encouraging bystanders to step back and provide space.
Upon support arrival and successful separation, Deborah would calmly facilitate a restorative process, making sure both parties communicate the causes, including language barriers or cultural misunderstandings that are too often overlooked. Consequences would be fairly applied, but always as part of a broader conversation about why respect/personal boundaries matter both inside and outside the economic “marketplace” of human relations. Deborah would always try to get around the situation before just simply threatening detention upon students.. That’s kind of a last resort option.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What does 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?
Deborah stands five foot six inches tall, her bright pink hair was short and did not flow on her back like many.. Always a conversation starter in or out of the classroom. Her eyes are a deep, probing pink that corresponded with her hair, and she has an ever changing expression from gentle concern to lively wit. She wears a variety of kimonos to represent the monastery and show great respect like Nahla once showed her.. Everything is soft and comfortable with a touch of Dutch fashion from Deborah, pastel blouses that feature fussy contours and serious embroidery; high collar necks which bring in modern Karakura street wear. Or it might be a simple linen dress from the local Karakura linen tailor, with nice Dutch wooden clogs, even on school festival days, if appropriate she’d be seen wearing clothes that describe her persona and culture. Having visually consumed sign language herself, her hands are expressive, holding students’ hands, waving goodbye with the fingertips, and she frequently welcomes them into class with a smile. Her room is an open, inviting space with colorful collections of books literate in several languages; plants brought from overseas and crafts done in many countries.
It is her adaptability and talent in helping everyone feel as if they belong that set Deborah apart. She is full of energy and patience, thoughtful and profoundly empathetic towards the true stories behind every student's actions. Seeing herself as both guide and fellow traveler, she thinks of college as a place where both teacher and student learn. She takes up the cause for those who have no voice, transfer students slipping behind, the one too afraid to speak out, anyone searching for a home. Just as making crafts involves inspiration, she excels at teaching by making economics a series of real life stories.. Deborah believes that all subjects are doors to self knowledge.
With colleagues, she is a professional and friendly person who likes to get faculty members working together on projects which cross traditional departmental boundaries, often being the first to volunteer for such interdisciplinary endeavors or to help teachers make their course materials more accessible to special needs or international students.
Her dream for Karakura College is to launch the "Global Economics & Multicultural Studies" program that integrates economics, social science, and diverse student voices. She hopes to create an international and Deaf/HOH student mentor network and perhaps someday make peace with her old mentor. Deborah would even like to invite Nahla to co host a seminar on cross cultural learning. In her personal life, she aims to gather around herself a 'family' of friends, ex-students and students and deliver lectures on economics, empathy and language all over the globe. She wants every graduate of her program to feel well equipped, in terms of money, in language facility, and also with spirit, to mark his or her territory in a complex world.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
Born in Rotterdam, the Netherlands, Deborah grew up amidst the stories and songs of her homeland, catholicism, and Dutch as if it were her inhalation air. Her father, a realistic librarian, and her mother, a dedicated educator, ingrained in her a love for poetry. Deborah learned to solve mysteries and balance receipts in one breath. She was the child who spontaneously recited poetry at family gatherings, who on her own organized "language clubs" in school, forever curious about the world beyond her window. At sixteen, her world changed dramatically: her mother was assigned to Karakura High. Transplanted to Japan, Deborah encountered a new world of language, eating, and implied understanding. Trying to compensate for homesickness and self discipline, she learnt Japanese and then French and JSL, learning through the night in five hour bursts. After leaving the monastery, Deborah became friends with an older woman by the name Nahla Osiris, an adult who possessed great serenity and wisdom, from Karakura.
Through her, Deborah learned that silence, humility, and endurance are common virtues to everyone, even more so when a sparring accident left her out of contact with the outside world for a short time. It was during this convalescence that Deborah discovered her love of teaching, helping her international peers master Dutch, French, and JSL, relishing in their success fueling her own. Encouraged by her mother and Nahla, she applied these talents at Karakura University: entering as a law major before falling in love with economics, a subject like language in connecting people, choices and fates with invisible lines that each person leaves her signature on the page. As her reputation for teaching workshops on immigrant finance, economic literacy, and workplace language grew strong, Deborah also began to work as a translator for newcomers in Japan.
A peer mentor and ultimately, candidate for professorship, her mission, to show that economics is not just about money but also about people, their weaknesses, desires and ability to change the world. Multilingual comfort and the conviction that every student matters, when she steps foot in the classroom. Deborah is ready to help each newcomer find his or her voice, place and future. Deborah's dream is to launch a program at Karakura College named "Global Economics and Multicultural Studies." This course combines practical economics, inclusiveness, and relies on the voices of diverse students. She hopes to establish an international peer person support network for international students and deaf and hard of hearing students and one day to adapt with her old teacher, Nahla, inviting her even perhaps to co host a seminar on cross cultural learning. In her private life, she wants to create a family of like minded friends, alumni and students as well as travel around the world giving speeches at “Guinness guest speakers” and come back in one piece for people to invite her. Her vision: for each graduate of her program to feel fully equipped in finance, in language, and in mental outlook to make his or her mark upon a complex world.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
1 - PERSONAL DATA
Full Name:
Deborah Annelies Garcia
Title (Mr, Mrs, Miss):
Miss or Meister (Dutch for Miss, often used by close students)
Given Name(s):
Deborah, but friends (and cheeky students) sometimes call me Dée or Deb. My old mentor calls me “Rozemarijn” (Rosemary) A family name…
Preferred Name:
Deborah or whatever makes you feel most comfortable. I respond to French/Dutch or even signed nicknames.
Age:
32
Gender & pronouns:
Female, she/her (but open to any respectful address)
Religious Denomination:
Not affiliated, but deeply respectful of all beliefs. A practicing meditator and connected to the wisdom of the monastery.
Marital Status:
Single
Nationality:
Dutch (Nederlander; born in Rotterdam, the Netherlands)
Current Location:
I am located in the Shopping District Complex F apartments!
SECTION 2: Academic Details
Teaching Experience (# of years):
5 (including assistant teaching, community workshops, and 2 years as a full-time lecturer in Karakura)
Working Experience (# of years):
3 in international student services, 2 in economic research assistantships, 2 in teaching
Academic Degree:
Master’s Degree in Economics (with honors), BA in World Literature, Language Certification (Dutch/JSL/French/Japanese Fluency)
Year of Graduation:
2020 (Year Bach.), 2023 (Master’s)
Major(s):
Economics, Multicultural Studies
Minors:
Linguistics, Educational Psychology
Native Languages:
Dutch
Other Languages:
Fluent in French, Japanese, JSL (Japanese Sign Language) & English (conversational)
Preferred Teaching Subject:
Economics
(with an interdisciplinary focus on inclusion, cultural perspectives, and real world application)
Extra
Additional notes about your application (if any):
- Just to give more background about my classes just in case.. This is economics though its a class many people are able to take IRL I wouldn't make it complexed.. Of course the class would be spoked complexed in class but for homework it would be the matter of paying attention and it would only mention things about interacting like they we do one of the class ideas I mentioned by going in the four corners and splitting up the class, the homework would evolve around that and it wouldn't include much "complex" it would be simplistic as I do know there are people out there who aren't able to do economics or they are just younger audience.. This probably wasn't needed for me to state but just in case, I just wanted to make it known that my classes won't be complexed and hard like real life.. Its just based on inclusion / engagement of students. (Ex. Which one costs more: 1 apple or 10 apples? Which side of the room had more votes for trades?)
- I'm VERY active until June 16th, I'll be going on a trip out of town for a week with some friends.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
My background in roleplay is very limited.. I have only done things like DND, some roblox roleplay, and I have done voice acting minecraft roleplay.. My time in SRP began more from the outside. I joined SRP and was met with a different set of diversity in roleplay with that being, educational role play alongside shrine staff, faculties, government officials, and athletes. I’ve also developed various sorts of gameplay.. Unlike other roleplay platforms I;ve played on, SRP has set me apart from them as there is like a sort of “free roam” when you join and you can be anything and roleplay how you want, of course not inappropriately but I'm sure you get the jist.. We don’t see one major interaction between human beings once a day, it's multiple times a day... Excluding all this stuff behind the scenes you can find me visiting places like GTA RP and World of Warcraft RP Guilds out there beyond the gates of SRP. There I have held positions ranging from loremaster to community event creator. Perhaps my most significant role however, has been an officer on several First Mediation and Mentoring symbolically focused guilds. As I haven't stated, I am similar to the character I play being raised in a place full of cultural elements and multilingual aspects to life. Remember the days when you didn't have to practice? Yeah, they are no more. I am also an avid actor in real life. I remember when I was set to be in drama class, it eventually led to the point and I became the lead of different scenarios in plays.. All these experiences, in and out of SchoolRP, have given me a passion and engagement approach to roleplay.
What are your current roles on SchoolRP:
Deborah Garcia - Grade 12
What is the subject you want to teach?:
Economics
TRIVIA SECTION
What is your motivation for becoming a professor?:
I want to build a classroom that is more than just four walls, sheets and books, a place where every voice has power, where every language can tell its story, and all backgrounds shape the future. My journey has always been personal, cultural, or academic. As someone who was raised on Dutch literature, art and heritage only later experienced life in modern Japan and then discovered economics as a global language for business around the world.. I consider the barriers students fear of culture, money and identity to beat goals. Even though they look like obstacles at first glance, my reasons for becoming a professor at Karakura College are totally linked to my belief in transformation. This transformation is not about changing or adding to a subject, but also transforming the students themselves. I don’t want to just pass on knowledge. I want to pass on a state of mind: “To take that inspiration and use it as a tool for change, whether close at home in your community, or beyond. I have experienced first hand the difficulty of trying to fit in and the powerful influence of a single understanding teacher.” - Nahla Osiris
Economics isn't a numbers game, at least to me.. It is about explaining the world and challenging us to build a better one, it has been great and personal. With my variety of languages I know in the real world and hands on experience, students from diverse backgrounds can understand, I’m getting economics across and in a format everyone can enjoy ICly. This is what I envision for my classroom: “A place where even the most apprehensive voices by hand signs, or voice, are welcome to lay down roots and dream. I’m ready to repay the debt I owe, in terms of both cross-cultural academics and curing my own journey. This time, I’d like to help the next generation stand up and take their place, and make Karakura not merely a college but also a family.” - Deborah Garcia
Work out two interactive classes you will host if accepted:
1. "Lunchroom Nations: Economics in Everyday Life" Interactive, real world economics for all! Students will be assigned random “countries” with unique resources, “currencies,” and “policies” in a simulated cafeteria marketplace, of course this is inside of Karakura College / High School lunchroom. Over the class, they must barter, trade, and solve sudden world events (resource shortages, inflation, sanctions, etc.) engineered by me. I will guide them through negotiations (including using JSL and French for extra challenges, ONLY if there are students in the room who knows these languages), record data, and hold surprise “press conferences.” At the end, there’s a breakdown where students ****yze how small decisions led to major (and sometimes hilarious) economic outcomes. Prizes for creative/devious deal makers!
Objective: Show how global economics mirrors their daily actions and relationships, promoting critical thinking, communication skills, and cultural spirits.
2. "Economics Through Art and Story: Its Cost" Economics Through Story and Art, students learn how to draw or represent infographics or if they can't get that far then at least use voice over interpretations of sign language. One can come up with many different types of creative outputs for giving information. Students are expected to get out across the four corners of this course. The final class session will be intense, as each student shares only part of his or her research to tell personal stories related to object ownership. At the board a classmate might be telling your side.
Objective: Study opportunity costs and human interest aspects of economics, through these topics, to broaden both your understanding and soft skills.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
“From Market to Meaning: Karakura Community Economics Walk” We’ll leave the school and explore the shopping district of Karakura, focusing on small businesses run by immigrants, traditional craftspeople, and multinational chains. Each student will receive a research “passport” with prompts in Dutch, French, and Japanese (plus JSL video for Deaf/HOH students), and challenges to interview merchants, observe supply chain logistics, and note price formations or inequality.
The focus will be on introduction: pairing students with varying language skills together (signers, French speakers, etc.) so nobody is left out. Afterward, students will present findings via their preferred format, discussion, skit, visual, or sign.
Twist: At the end of the field trip, students are surprised with a “stimulus” (donations or grants!) and work together to create a mini simulated business, donating all profits to a local cause of their choice. (This is more of an event then field trip but if I was to do a field trip it would be this and the class would make a small business but make it a pretend business to sell cookies or something from a culinary class so its a double collab of teachers for the field trip.)
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Deborah would remain calm, she would approach without judgment keeping her radio out just in case if higher assistance is needed before, getting between the students, and asking them to “take a breath, step back, and listen,” addressing them first in Japanese, then in Dutch or French if she heard familiar accents. She would stress respect and safety in every language she speaks, including sign language if applicable.
If it becomes clear that bullying is occurring, she would make radio contact with other staff for backup, then send out control of hostility by offering a listening ear to each side and assigning a healthful justice task instead of default punishment. She might have them work together on a group presentation about teamwork across differences, monitored for respectful conduct. Only if escalation continued would she issue official warnings/detention, but always via a process that upholds, dignity and learning of every party.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Deborah is keen on curiosity but prefers a concentrated atmosphere. She would first remind the student of the importance of respect softly but firmly, perhaps even to the extent that she allowed the students a chance to write their "unwanted" questions on paper and then be told after detention what they were all about. If the misconduct continues, she would promptly pull the student aside to point out how his or her behavior disrupts others’ learning, while, wherever possible, using the right language for their motives (e.g. Dutch, French, Japanese or JSL). If the disruption continues, she will use fair and broadened levels of consequences: “At first a word of caution, then contact high faculty if necessary. All this while consistently keeping in mind the motivations that support it.”
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?
Deborah has a lot of experience in this area, having conducted people with various backgrounds and cultures. Now if a student misbehaved? She'd stop the lesson. Without embroidery and without a show of anger, she would make brief mention that the current class was being interrupted. This would seem like a void of spite, she would ask the cheerleaders to put their phones away and respect the common approach we are embarking on for all classes across eight provinces. Perhaps with just a touch of humor in Dutch or French. If they refused, she would approach them privately and request their gadgets. Her tone is firm but not unfriendly that they will be returned to them after class. If still they were not obedient, the next step would be to penalize the top group members as well. She would explain this is not just about punishment but building mutual respect and responsibility together in their education systems. Once again embodying a sense of respect and restoration in the situation, that's the essence of her fashion.
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?
Deborah stands out for her composed conflict persona. She’d intervene vocally, first in Japanese, then quickly switch to Dutch, French, or JSL if she recognized any relevant cultural connections. If the situation continued to escalate, she’d immediately radio for backup from other faculty and attempt to de-escalate the fight by physically (yet safely) positioning herself between students, while encouraging bystanders to step back and provide space.
Upon support arrival and successful separation, Deborah would calmly facilitate a restorative process, making sure both parties communicate the causes, including language barriers or cultural misunderstandings that are too often overlooked. Consequences would be fairly applied, but always as part of a broader conversation about why respect/personal boundaries matter both inside and outside the economic “marketplace” of human relations. Deborah would always try to get around the situation before just simply threatening detention upon students.. That’s kind of a last resort option.
CHARACTER KNOWLEDGE
Tell us everything you know about the character you will be playing in a few paragraphs. What does 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?
Deborah stands five foot six inches tall, her bright pink hair was short and did not flow on her back like many.. Always a conversation starter in or out of the classroom. Her eyes are a deep, probing pink that corresponded with her hair, and she has an ever changing expression from gentle concern to lively wit. She wears a variety of kimonos to represent the monastery and show great respect like Nahla once showed her.. Everything is soft and comfortable with a touch of Dutch fashion from Deborah, pastel blouses that feature fussy contours and serious embroidery; high collar necks which bring in modern Karakura street wear. Or it might be a simple linen dress from the local Karakura linen tailor, with nice Dutch wooden clogs, even on school festival days, if appropriate she’d be seen wearing clothes that describe her persona and culture. Having visually consumed sign language herself, her hands are expressive, holding students’ hands, waving goodbye with the fingertips, and she frequently welcomes them into class with a smile. Her room is an open, inviting space with colorful collections of books literate in several languages; plants brought from overseas and crafts done in many countries.
It is her adaptability and talent in helping everyone feel as if they belong that set Deborah apart. She is full of energy and patience, thoughtful and profoundly empathetic towards the true stories behind every student's actions. Seeing herself as both guide and fellow traveler, she thinks of college as a place where both teacher and student learn. She takes up the cause for those who have no voice, transfer students slipping behind, the one too afraid to speak out, anyone searching for a home. Just as making crafts involves inspiration, she excels at teaching by making economics a series of real life stories.. Deborah believes that all subjects are doors to self knowledge.
With colleagues, she is a professional and friendly person who likes to get faculty members working together on projects which cross traditional departmental boundaries, often being the first to volunteer for such interdisciplinary endeavors or to help teachers make their course materials more accessible to special needs or international students.
Her dream for Karakura College is to launch the "Global Economics & Multicultural Studies" program that integrates economics, social science, and diverse student voices. She hopes to create an international and Deaf/HOH student mentor network and perhaps someday make peace with her old mentor. Deborah would even like to invite Nahla to co host a seminar on cross cultural learning. In her personal life, she aims to gather around herself a 'family' of friends, ex-students and students and deliver lectures on economics, empathy and language all over the globe. She wants every graduate of her program to feel well equipped, in terms of money, in language facility, and also with spirit, to mark his or her territory in a complex world.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Make sure this is over 100 words.
Born in Rotterdam, the Netherlands, Deborah grew up amidst the stories and songs of her homeland, catholicism, and Dutch as if it were her inhalation air. Her father, a realistic librarian, and her mother, a dedicated educator, ingrained in her a love for poetry. Deborah learned to solve mysteries and balance receipts in one breath. She was the child who spontaneously recited poetry at family gatherings, who on her own organized "language clubs" in school, forever curious about the world beyond her window. At sixteen, her world changed dramatically: her mother was assigned to Karakura High. Transplanted to Japan, Deborah encountered a new world of language, eating, and implied understanding. Trying to compensate for homesickness and self discipline, she learnt Japanese and then French and JSL, learning through the night in five hour bursts. After leaving the monastery, Deborah became friends with an older woman by the name Nahla Osiris, an adult who possessed great serenity and wisdom, from Karakura.
Through her, Deborah learned that silence, humility, and endurance are common virtues to everyone, even more so when a sparring accident left her out of contact with the outside world for a short time. It was during this convalescence that Deborah discovered her love of teaching, helping her international peers master Dutch, French, and JSL, relishing in their success fueling her own. Encouraged by her mother and Nahla, she applied these talents at Karakura University: entering as a law major before falling in love with economics, a subject like language in connecting people, choices and fates with invisible lines that each person leaves her signature on the page. As her reputation for teaching workshops on immigrant finance, economic literacy, and workplace language grew strong, Deborah also began to work as a translator for newcomers in Japan.
A peer mentor and ultimately, candidate for professorship, her mission, to show that economics is not just about money but also about people, their weaknesses, desires and ability to change the world. Multilingual comfort and the conviction that every student matters, when she steps foot in the classroom. Deborah is ready to help each newcomer find his or her voice, place and future. Deborah's dream is to launch a program at Karakura College named "Global Economics and Multicultural Studies." This course combines practical economics, inclusiveness, and relies on the voices of diverse students. She hopes to establish an international peer person support network for international students and deaf and hard of hearing students and one day to adapt with her old teacher, Nahla, inviting her even perhaps to co host a seminar on cross cultural learning. In her private life, she wants to create a family of like minded friends, alumni and students as well as travel around the world giving speeches at “Guinness guest speakers” and come back in one piece for people to invite her. Her vision: for each graduate of her program to feel fully equipped in finance, in language, and in mental outlook to make his or her mark upon a complex world.
IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)
1 - PERSONAL DATA
Full Name:
Deborah Annelies Garcia
Title (Mr, Mrs, Miss):
Miss or Meister (Dutch for Miss, often used by close students)
Given Name(s):
Deborah, but friends (and cheeky students) sometimes call me Dée or Deb. My old mentor calls me “Rozemarijn” (Rosemary) A family name…
Preferred Name:
Deborah or whatever makes you feel most comfortable. I respond to French/Dutch or even signed nicknames.
Age:
32
Gender & pronouns:
Female, she/her (but open to any respectful address)
Religious Denomination:
Not affiliated, but deeply respectful of all beliefs. A practicing meditator and connected to the wisdom of the monastery.
Marital Status:
Single
Nationality:
Dutch (Nederlander; born in Rotterdam, the Netherlands)
Current Location:
I am located in the Shopping District Complex F apartments!
SECTION 2: Academic Details
Teaching Experience (# of years):
5 (including assistant teaching, community workshops, and 2 years as a full-time lecturer in Karakura)
Working Experience (# of years):
3 in international student services, 2 in economic research assistantships, 2 in teaching
Academic Degree:
Master’s Degree in Economics (with honors), BA in World Literature, Language Certification (Dutch/JSL/French/Japanese Fluency)
Year of Graduation:
2020 (Year Bach.), 2023 (Master’s)
Major(s):
Economics, Multicultural Studies
Minors:
Linguistics, Educational Psychology
Native Languages:
Dutch
Other Languages:
Fluent in French, Japanese, JSL (Japanese Sign Language) & English (conversational)
Preferred Teaching Subject:
Economics
(with an interdisciplinary focus on inclusion, cultural perspectives, and real world application)
Extra
Additional notes about your application (if any):
- Just to give more background about my classes just in case.. This is economics though its a class many people are able to take IRL I wouldn't make it complexed.. Of course the class would be spoked complexed in class but for homework it would be the matter of paying attention and it would only mention things about interacting like they we do one of the class ideas I mentioned by going in the four corners and splitting up the class, the homework would evolve around that and it wouldn't include much "complex" it would be simplistic as I do know there are people out there who aren't able to do economics or they are just younger audience.. This probably wasn't needed for me to state but just in case, I just wanted to make it known that my classes won't be complexed and hard like real life.. Its just based on inclusion / engagement of students. (Ex. Which one costs more: 1 apple or 10 apples? Which side of the room had more votes for trades?)
- I'm VERY active until June 16th, I'll be going on a trip out of town for a week with some friends.
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