OOC SECTION
What is your Minecraft username?:
sharkchompr
What is your time zone?:
EST
What is your discord username?
sharkchomper
Link all previous applications you made on the server:
Describe your activity on SchoolRP:
I would say I am as active as much of my free time as I can be. I try to always be online as frequently as possible. I enjoy my time online, as well as the community around it. Another factor that keeps me motivated is playing as my characters! I love being able to play and make decisions as they would. I am normally free in the evenings, as I tend to work during the daytime. My nighttime schedule is normally available from 9 PM to 3:30 AM (EST). I am normally free most of my time when not working, so I could be on during the day, depending on whether I am awake or not working.
Summer Schedule [EST]:
| monday | tuesday | wednesday | thursday | friday | saturday | sunday | |
| 5 am - 12 pm | unavailable | unavailable | unavailable | unavailable | unavailable | unavailable | unavailable |
| 12 pm - 4 pm | possible (before 3) | possible | possible | possible | possible | possible | possible |
| 4 pm - 8 pm | unavailable | possible | possible | possible | possible | unavailable | possible |
| 8 pm - 12 am | open (after 9) | open | open | open | open | open (after 9) | open |
| 12 am - 5 am | open | open | open | open | open | open | open |
Notes: I normally sleep between 5 am and 2 pm, so depending on whether I am up earlier, I can be on SRP. The yellow (possible), is subject to change as I do have a job. Once I figure out my college class schedule, I will also update that table. I normally am open during the nighttime, as this is my major free time, and I tend to stay up later.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
My roleplay experience with SRP has been positive! I have met so many people who roleplay with me, as well as people who enjoy my writing. Being on SRP for around a year, I have formed bonds, joined companies, and so much more. SchoolRP has been better than other networks, as there is a set of rules people have to follow. I have been around for roleplay on Tumblr, Discord, Amino, Roblox, and even Wattpad, to be frank. I have played DnD numerous amounts of times. Roleplay and character creation is far from new to me. I have been roleplaying and writing for multiple years of my life; It has probably been over seven years since I can remember. In every roleplay experience I have had, I try to keep it positive for all parties involved. I try my best to make it as inclusive as possible, as I know I dislike it when there is an unfair advantage via the other party. I try to make sure all people involved are happy and content with what is happening, and I will even go as far as to ask them if they want me to change anything I have written!
All my roleplay experiences have been ones of positivity. Roleplaying with others keeps me going, as it allows me to expand my horizons in working with other authors.
What are your current roles on SchoolRP:
My current roles on SchoolRP range from multiple characters in Grade 12, even going as low as a Grade 8 character. I also have purchased a bird whitelist, so I have a cast of characters.
[Grade-12] Valentine Dubois, Koji Suzuki [main]
[Grade-12] Otis Winter-Tachibana, Kamari Lovelace [secondary]
[Grade-11] Hyun-Joon Myung
[Grade-10] Seo-Ah Aeun
[Grade-8] Luna Itou (alt account)
[Bird] Cornelius 'Redtail'
What is the subject you want to teach?:
Literary ****ysis (Literature)
TRIVIA SECTION
What is your motivation for becoming a professor?:
Ever since I was a child, I have wanted to teach people. I was a high-grade student, with my work going above and beyond. Going through all my years of experience in schools, there has always been one type of class that I have excelled at: English. My love for literature stems from a childhood fixation on imagination and story time. As young as a second grader, I had earned a High-School reading level. I would read multiple books per day, and even talk to my family members about what I had previously read.
As of this upcoming school year, I will be going to school for English and writing in general. I want to do something in my life that involves English. A big motivator for SRP Teaching is applying the knowledge I already know and giving it to others. Ever since I joined SchoolRP, I have always wanted to be a part of the Teaching role. Although originally not knowing how to, or even what to do, I have done research, texted multiple close friends who happen to be a part of the faction, and even had my friends and family tell me I should put myself out there. The biggest motivator would be teaching others what I know, as in my experiences, SRP Teachers have taught me more than my real-life teachers have. Another huge motivator is new roleplay experiences. I want to be more included in the community, as well as make new friends. Becoming a professor would be fantastic, and it would allow me to branch off from what I am used to. This experience would be a jump from what I am used to, but I know it would be good for me.
Work out two interactive classes you will host if accepted:
1. Idea Justification:
I would have my students create any ideas that their minds could conjure up. It would be relevant to the prior lesson that day. I would ask students to give a claim that they could back up that relates to the piece of literature. They would have to use proof on why their claim could be used. Such an example would be using an Edgar Alan Poe poem and asking students if they could think of an idea where it could fit into the plot. There obviously would be different students' ideas and answers. This gives students a chance to express how they can use their context clues to examine possible underlying themes within the activity.
2. One Liner:
I would have my students pick out a few different lines from a literary piece of their choosing. I would have them choose sentences that stood out to them--complicated, funny, powerful, or in any way idiosyncratic. I would instruct my students to examine the grammar of each sentence, focusing especially on questions of syntax, tense, diction, and voice. At this point, they should have developed many observations. I could have my students read out loud one of their chosen lines, asking them to paraphrase, and asking them to keep the meaning but to change the style of how it is said.
Another part of this activity is separating the class into two groups, letting my students develop striking insights into the relationship between literacy and its content. I would have a few students from each group share some of their lines with me. The students being able to hear the words that were said allows my students to begin to realize that a lot does happen at the level of the sentence that was picked out.
3. Hemingway’s Six-Word Story
I would start the class by writing Hemingway’s six-word story on the board and asking the students for their thoughts. The story contains six words, which follow here: 'For sale: baby shoes, never worn.' I would allow my class to brainstorm, allowing them to tell me answers, which I would write down. I would ask the class a bunch of questions about their ideas. "Do you think that Hemingway’s piece is a short story? How short can a story be and still be a story? Can you express a narrative in just six words? Characters? Who is narrating this story? How important are punctuation and syntax to its telling? What differentiates it from a poem?" After this discussion, I would divide my students into two groups, telling them to create their own six-word story. I would give them time before walking around and asking each group to share. I could ask them questions such as "Which elements of the original story did you need to include and why? What does your six-word story leave out? How important is punctuation to your six-word story? Diction? Tone? Is there a narrative arc to your story?" Here, the conversation could lead into a general discussion, or I would allow my students to get into it as much as they liked.My roleplay experience with SRP has been positive! I have met so many people who roleplay with me, as well as people who enjoy my writing. Being on SRP for around a year, I have formed bonds, joined companies, and so much more. SchoolRP has been better than other networks, as there is a set of rules people have to follow. I have been around for roleplay on Tumblr, Discord, Amino, Roblox, and even Wattpad, to be frank. I have played DnD numerous amounts of times. Roleplay and character creation is far from new to me. I have been roleplaying and writing for multiple years of my life; It has probably been over seven years since I can remember. In every roleplay experience I have had, I try to keep it positive for all parties involved. I try my best to make it as inclusive as possible, as I know I dislike it when there is an unfair advantage via the other party. I try to make sure all people involved are happy and content with what is happening, and I will even go as far as to ask them if they want me to change anything I have written!
All my roleplay experiences have been ones of positivity. Roleplaying with others keeps me going, as it allows me to expand my horizons in working with other authors.
What are your current roles on SchoolRP:
My current roles on SchoolRP range from multiple characters in Grade 12, even going as low as a Grade 8 character. I also have purchased a bird whitelist, so I have a cast of characters.
[Grade-12] Valentine Dubois, Koji Suzuki [main]
[Grade-12] Otis Winter-Tachibana, Kamari Lovelace [secondary]
[Grade-11] Hyun-Joon Myung
[Grade-10] Seo-Ah Aeun
[Grade-8] Luna Itou (
[Bird] Cornelius 'Redtail'
What is the subject you want to teach?:
Literary ****ysis (Literature)
TRIVIA SECTION
What is your motivation for becoming a professor?:
Ever since I was a child, I have wanted to teach people. I was a high-grade student, with my work going above and beyond. Going through all my years of experience in schools, there has always been one type of class that I have excelled at: English. My love for literature stems from a childhood fixation on imagination and story time. As young as a second grader, I had earned a High-School reading level. I would read multiple books per day, and even talk to my family members about what I had previously read.
As of this upcoming school year, I will be going to school for English and writing in general. I want to do something in my life that involves English. A big motivator for SRP Teaching is applying the knowledge I already know and giving it to others. Ever since I joined SchoolRP, I have always wanted to be a part of the Teaching role. Although originally not knowing how to, or even what to do, I have done research, texted multiple close friends who happen to be a part of the faction, and even had my friends and family tell me I should put myself out there. The biggest motivator would be teaching others what I know, as in my experiences, SRP Teachers have taught me more than my real-life teachers have. Another huge motivator is new roleplay experiences. I want to be more included in the community, as well as make new friends. Becoming a professor would be fantastic, and it would allow me to branch off from what I am used to. This experience would be a jump from what I am used to, but I know it would be good for me.
Work out two interactive classes you will host if accepted:
1. Idea Justification:
I would have my students create any ideas that their minds could conjure up. It would be relevant to the prior lesson that day. I would ask students to give a claim that they could back up that relates to the piece of literature. They would have to use proof on why their claim could be used. Such an example would be using an Edgar Alan Poe poem and asking students if they could think of an idea where it could fit into the plot. There obviously would be different students' ideas and answers. This gives students a chance to express how they can use their context clues to examine possible underlying themes within the activity.
2. One Liner:
I would have my students pick out a few different lines from a literary piece of their choosing. I would have them choose sentences that stood out to them--complicated, funny, powerful, or in any way idiosyncratic. I would instruct my students to examine the grammar of each sentence, focusing especially on questions of syntax, tense, diction, and voice. At this point, they should have developed many observations. I could have my students read out loud one of their chosen lines, asking them to paraphrase, and asking them to keep the meaning but to change the style of how it is said.
Another part of this activity is separating the class into two groups, letting my students develop striking insights into the relationship between literacy and its content. I would have a few students from each group share some of their lines with me. The students being able to hear the words that were said allows my students to begin to realize that a lot does happen at the level of the sentence that was picked out.
3. Hemingway’s Six-Word Story
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
Library Field Trip:
One field trip I would take students on is to the library. This would provide students with unlimited material for studies. The library has many different vibes of literature, and it would be the perfect place for me to take students. I would host different classes there, asking my students to know the 'Dewey Decimal System' to help them with their work. I would assign work that would house information such as: "Find a historical piece of literature that you are unfamiliar with," another example being "Find the most recent work of literature you can find, and tell me the main plot line of said piece."
Workshop in the Park:
Valentine's park-based writing workshop would allow her students to get inspired and involved. She'd pick a theme or writing prompt tied to their current literature studies before they head to the park. Once there, she'd push her students to dig into their creative side through writing. She'd offer ideas to fire up their imagination and let students share their work and get input from others. The park's quiet natural setting would create a calm space for students to zero in on their writing without getting sidetracked.
SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
Valentine would calmly approach the situation, taking mental notes as to what was happening before her. Her voice had a gentleness to it, as she greeted the group of students. She treats her students as if they were her own children, and she had an empathic nature. She turned her attention to the bobcat, which was being surrounded. She grinned at the student, offering them a sticker which was placed upon their hand. "Now, now, dear, how about you run along and I will talk to this group for you." She waited for the student to walk away from the group, making sure they were out of earshot. She gave her students a disappointed look. "You all get one free pass; however, if this prevails," She pulled out detention slips. "I will not hesitate to give these out. Do we all understand?" She waited until her students agreed with her. She handed each of them a sticker. "This is not how my students act. Please behave, and there will be no further issues." Valentine gave them all a way before walking off to finish her duties.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Valentine would approach the student at their desk. "All questions that you have will be answered after detention.
I will be more than happy to stay after detention to make sure all of your questions are answered." She gave the student a warm grin, walking back to the desk. She marked down the student's name, just in case of persistence from the individual.
Addressing the whole room, her voice was gentle. "Keep this room quiet, as you are here for a reason. This room is meant for reflection, and if there are continued disruptions, I will not hesitate to inform a supervisor. Now, I don't think anyone here would like a suspension, so let us all be quiet." Valentine gave the students a smile, making sure they all understood where she was coming from.
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?
"Now, I may not be as strict as your other professors. However, you did make a conscious decision to come and join my class on this fine day." Valentine walked over to the cheerleaders, looming down over them. A smile graced her face as she looked at all of them. "I would appreciate it if your cell phones were turned off and away. If you need to talk to another student, you can move and talk to them. It does not give you the right to disrupt your fellow pupils. This will be your only warning. I don't want to take your devices away, as I was once in your shoes, but I will if needed." She returned to her desk, continuing to teach her class. Addressing the whole room, her voice was gentle. "Keep this room quiet, as you are here for a reason. This room is meant for reflection, and if there are continued disruptions, I will not hesitate to inform a supervisor. Now, I don't think anyone here would like a suspension, so let us all be quiet." Valentine gave the students a smile, making sure they all understood where she was coming from.
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?
If the problem persisted, Valentine would carefully re-evaluate the situation. "Now, now, my dears. I gave you one warning, but unfortunately, it was not taken seriously." Valentine went back over to the cheerleaders, grasping her palm out in front of them. "Phones, all of you. And you guys are getting moved to the front of my class! I will not hesitate to give you all detention and kick you out of my class. Let's behave before I start getting upset with you, my dears." She returned to the front of her class with a grin, watching the cheerleaders move their seats.
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?
Valentine would quickly asses the situation. She would notice each student, their injuries, and the position they were in. "Break it up, now." Valentine would quickly realize her warning as the authority figure would fail to work. Valentine quickly pulled out her radio, requesting assistance in the area she was in. Valentine would take note of other students around, quickly repositioning herself to be between the fighting and the students. "I need you all to stay behind me, as I do not want anyone else hurt." Although distressed, she waited until her fellow colleagues were there to help separate them. After the fighting had died down, she personally met with each student involved, getting all sides of the story. Once receiving all ends, she informed SLT to check up on each student.
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?
Valentine C. Dubois is a short woman, standing at a steady 5’3. She was proportionate and pudgy; her figure was Rubenesque. Her demeanor was one of kindness and graciousness. Freckles littered her face, trickling down onto her collarbone.
Her hair was neatly combed, a deep brunette. Her hair was kept short, just above shoulder-length, framing her face perfectly. Layered, her hair was always tucked back behind her ears. Occasionally, her hair would have an accessory to complement her outfit.
Her eyes were a striking sage green, which exuded warmth and gentleness. The color was one of calmness and forest-like. Her gaze was able to shift from a playful look to one that had a mesmerizing intensity. Her eyes were very expressive, allowing her to showcase her thoughts to the world around her. They were captivating, standing out against the fairness of her skin; their round design lending a foreign, almost lissome-like quality to her delicate face.
The woman was soft-hearted and compassionate, with an innate nurturing nature that extended to those younger than herself. Valentine was always willing to lend an ear to anyone who needed a little bit of undivided attention and those who sought her counsel. Her nature was one of an empath, shining within her companionship with others. Regardless of her nature being one of gentleness and sympathy, she has a vigorous backbone and isn’t afraid to stand up for her assurances, especially when protecting those in need.
Valentine’s outlook on students would typically be described as caring and compassionate. She would be keenly interested in any students’ education and well-being. She is always willing to lend an aiding hand whenever it is achievable. On the other hand, she would be very precise when necessary and would not hesitate to reprimand her students if they offend the school’s rules or misbehave in her classroom. Her approach stems from a yearning to understand that all her students flourish academically and individually.
Her outlook towards her colleagues would be one of collaboration and respect. She would always appreciate the efforts and contributions of her fellow staff members and would likely be supportive and encouraging to her colleagues. She would value a healthy and supportive workplace environment and do her best to contribute to a favorable and effective atmosphere for all her fellow employees. In short, her outlook on coworkers would likely be one of kindness and support, focusing on building positive relationships within the workplace.
Describe how your character ended up becoming a teacher and their previous life. It is optional to include earlier life but recommended.
Valentine was born on April 5th, raised in Saint-Tropez, France, with her twin brother Vincent. The two of them grew up learning both French and German simultaneously. However, her parents had noticed the fact that she was gifted, excelling at both languages within the first few months of her life. They focused on Valentine's language learning the most, as they had to work extra hard with her younger brother. They knew she was going to become something great in the near future. She was raised differently from her twin. Her parents placed her on a pedestal at a young age, setting standards at the young age of three.
While Valentine was stuck learning--Studying flashcards with terms, speaking fluent sentences, or even trying to differentiate between German and French--Vincent was raised to be a gentleman; He was able to play with his friends, go outside, and roughhouse with neighbors. Although still being young, Valentine was envious of her twin. While she was raised with an education and the knowledge to become the woman she should be, her brother was raised to be carefree, a businessman, and raised to be a 'man.' This was the standard that Valentine had learned at a younger age.
Although going on yearly vacations to Germany, Valentine never really had a break. She always had to put studying before anything else. She wasn't neglected; she was far from it. Her parents were stricter on her because they wanted her to become something successful. Rather, they named her Valentine because they knew the name would be recognized as something great. They pushed their daughter so she could make an image for herself. Her mother was endearing and let her daughter take breaks if she communicated them. Her father would always make sure to check on her multiple times a day. Her early childhood may have been one of a mentor, but it did have magical moments.
The summer of Valentine's seventh birthday, her parents made a decision to send her away to a highly pristine school. Valentine didn't fight, but rather was excited to go on an adventure and further meet people who she believed were like her. Before she was sent off to school, she was gifted a diary from her mother. Although she did find it somewhat pointless, she was taught to never waste a gift that was received. Throughout her career at that school, she wrote in that diary weekly, sometimes even multiple days.
Valentine attended the boarding school from 2004 until 2013, graduating a year earlier than she should have. Despite spending nine years of her education there, she was a prodigy within the school. Her weighted GPA was calculated to be over 105. She made sure to stay above everyone else, making an effort to do extra classes and credit as much as she could. While maintaining this average, Valentine was molded into the perfect role model--The perfect woman.
While managing all of her school work, Valentine made an effort to help her pupils whenever she could. She offered tutoring sessions after school, going out of her way to help her fellow peers. If the student needed more time and information, she would offer them private study sessions within her room. She helped over half of the school's population pass the classes they had to attend. She would always make an effort to provide for others. Within this nine-year time stamp, she realized that she had a talent for helping and teaching others. Valentine had been recognized by the faculty of the academy because she was talented in helping others. She knew that this was going to be her calling--Teaching, to help others understand and learn something. She wanted to teach to help the fellow acquaintances around her succeed in a way that would help everyone in the community.
Although having a slight break from her prior education and university, Valentine had found out shocking news that shook her world upside down. She had gone to multiple doctors, who all gave her the same answer to her issue: She was infertile and that it would be near impossible to have a child in a biological manner. Although upset with the news, she knew she had to push herself forward. She wouldn't allow herself to have a milestone like this get in the way of her hopes and dreams. The teaching dream became a reality overnight, as she subconsciously clung to teaching younger generations. Something within the horrible news she had received sparked her to be the person that people would not forget.
Graduating her primary school a year ahead of everyone else. The flames from her prior years burned brighter as she pushed herself harder each month. Her gifted tendencies shown through like the gleaming sun on a bright summer's morrow. She piled class after class onto herself until she had fourty ECTS [credits] per semester. After her first year of overworking herself down to the bone, she decided to slow her course progress down a bit. She had found herself a teaching assistant job via one of her professors. She quickly acchieved her Associate's within her third semester, wanting to push herself forward for a Master's degree. She was confidently helping her professors, being able to take the class over if the professor truly needed it.
While continuing to stay at her university job with many different professors, she pushed herself to achieve a PhD in English. She took day and nught classes, while balencing a scheduele that allowed her to teach. She quickly was offered a job after offically finishing school three years later. She was profound in her knowlege, as well as an excellent teacher that people were engaged with. The professors that allowed her to assist them noticed that the students asked questions, and had been the most engaged in their classes in quite some time.
Valentine is curently teaching students near her home town in Sant-Tropez, France. She is hoping for an exciting job that allows her to travel to an unknown place.
IN-CHARACTER SECTION
1 - PERSONAL DATA
Full Name:
"My full name is 'Valentine Cèline Dubois'"
Title (Mr, Mrs, Miss):
"Miss or Misses would be fine!"
Given Name(s):
"My given name is Valentine, but I do go by Val!"
Preferred Name:
"My students can refer to me as Miss Dubois, or Miss D. if that is easier for them. My collegues can call me Valentine, or Miss Dubois if we are in front of students."
Age:
"I am currently twenty-eight years old! I was born on April 5th, 1997."
Gender & pronouns:
"I am a cisgender female who uses she/her, but I am alright with any pronouns students want to use for me."
Religious Denomination:
"I am not really religious, but I am accepting of all!"
Marital Status:
"I am not married, nor taken! Therefore, I am single."
Nationality:
"I am half-French and half-German! My mother is from Germany, as my father is from France."
Current Location:
"I am currently located in Saint-Tropez, France, but I am able to move whenever possible."
SECTION 2: Academic Details
Teaching Experience (# of years):
"I have been teaching on my own for four years now."
Working Experience (# of years):
"I have been working with a teachers and professors, teaching all types of children for about eleven years now!"
Academic Degree:
"I have a PhD in English, with a Master's degree in Education."
Year of Graduation:
"I graduated in May of 2018 as one of the top students!"
Major(s):
"I have a double major in Literature Studies and Education!"
Minors:
"My minors consist of Linguistics, Rhetoric, World Literature, and History."
Native Languages:
"I speak fluent German and French, as my mother is a native-born German woman and my father is a native-born Frenchman!"
Other Languages:
"I can also understand Korean fluently!"
Preferred Teaching Subject:
"I would prefer to teach Literature, specifically ****ytics."
Extra
Additional notes about your application (if any): i did use Grammarly for this application, ana-lyze keeps getting censored but there isn't anything i can do about it
Last edited:
