Kayla1511
Level 9

OOC SECTION
What is your Minecraft username?:
[MAIN ACCOUNT] sinarei
[ALTERNATE ACCOUNT] retate
What is your time zone?:
I am currently in CEST | GMT +2
What is your discord username? (eg @muffincats)
My discord username is @sinarei
Link all previous applications you made on the server:
(in order)
[Language] French [Denied]
[Language] French [Accepted]
[Faction] Teacher [REMOVED]
[Language] Spanish [Accepted]
[Language] Italian [Accepted]
[Language] Japanesse [Denied]
[Language] Korean [Denied]
[Language] Chinese [Denied]
[Other] Service Dog [Accepted]
[Other] Height [Accepted]
[Faction] Teacher [REMOVED]
[Faction] Shop [Denied]
[Faction] Judge [Denied]
[Faction] Teacher [Denied]
[Language] Korean [Accepted]
[Faction] Lawyer [Denied]
[Other] Height [Accepted]
[Faction] Business [UNRESPONDED]
Describe your activity on SchoolRP:
SCHOOL SCHEDULE :
MONDAY | UNAVAILABLE | 3 am - 10 pm | AVAILABLE | 10 pm - 3 am |
TUESDAY | UNAVAILABLE | 3 am - 10 pm | AVAILABLE | 10 pm - 3 am |
WEDNESDAY | UNAVAILABLE | 3 am - 10 pm | AVAILABLE | 10 pm - 3 am |
THURSDAY | UNAVAILABLE | 3 am - 10 pm | AVAILABLE | 10 pm - 3 am |
FRIDAY | UNAVAILABLE | 3 am - 8 pm | AVAILABLE | 8 pm - 3 am |
SATURDAY | UNAVAILABLE | 3 am - 8 pm | AVAILABLE | 8 pm - 3 am |
SUNDAY | UNAVAILABLE | 3 am - 10 pm | AVAILABLE | 10 pm - 3 am |
I'm online about 39 hours a week, sometimes more, sometimes less. Depends on my school schedule or if I have any plans with friends or family.
HOLIDAY SCHEDULE :
MONDAY | UNAVAILABLE | 6 am - 6 pm | AVAILABLE | 6 pm - 6 am |
TUESDAY | UNAVAILABLE | 6 am - 6 pm | AVAILABLE | 6 pm - 6 am |
WEDNESDAY | UNAVAILABLE | 6 am - 6 pm | AVAILABLE | 6 pm - 6 am |
THURSDAY | UNAVAILABLE | 6 am - 6 pm | AVAILABLE | 6 pm - 6 am |
FRIDAY | UNAVAILABLE | 6 am - 6 pm | AVAILABLE | 6 pm - 6 am |
SATURDAY | UNAVAILABLE | 6 am - 6 pm | AVAILABLE | 6 pm - 6 am |
SUNDAY | UNAVAILABLE | 6 am - 6 pm | AVAILABLE | 6 pm - 6 am |
For the holidays I will be at my grandma's which is GMT +7. With this schedule I will be online about 87 hours a week, sometimes I will online more and sometimes less, it all depends on my plans, whether I have some with family or friends.
Describe your roleplay experience with SchoolRP and other roleplay networks in general:
GANG RP:
My experience in the world of GangRP or simply CrimeRP has played a massive role in enhancing my roleplay skills. At first, I struggled to adapt to DetailRP. I wasn't sure on where to start, nor was I comfortable actually starting to do activities for my gang. Then I realised that I wanted to climb the ranks in my gang, so I worked and trained everyday on my writing and detailing skills. When I finally found out on where to start, I thought on writing the things that what I would do in general in real life so I stuck to that. Then thanks to that idea I got really good into DetailRP. I also made sure to learn every single Rule in SRP to make sure to not accidentally break any.
Over time, I got good at detailing my actions, all thanks to my quick learning skills and the constructive criticism that had been given to me by my gang. I also started getting positive feedback from others in the GangRP community. I think that DetailRP is a key element in any roleplay, whether its SchoolRP, RomanceRP, FamilyRP or CrimeRP. DetailRP brings a profound level of realism and immersiveness to actions.
SCHOOL RP:
In SchoolRP, I learned how to adapt to a more structured and socially focused environment. This type of roleplay emphasises character development, interactions in a school setting, and realistic communication. It’s where I first began to focus on creating a consistent character personality and backstory. SchoolRP taught me how to stay in character during casual conversations and how to handle situations that don’t always involve action or conflict, but still require engagement and immersion.
It also introduced me to more collaborative roleplay styles, like group interactions, clubs, and classroom settings, which helped me develop patience and communication skills, both IC and OOC. SchoolRP was a great foundation for building the softer, more social side of my roleplay abilities.
ROMANCE RP:
RomanceRP has helped me understand how to portray emotions, build long-term character relationships, and maintain realism in more personal and subtle roleplay scenarios. It taught me the importance of pacing, character chemistry, and respecting boundaries within RP. Through RomanceRP, I’ve improved my ability to write natural conversations and explore emotional depth in my characters without forcing anything. It also reinforced the importance of consent, communication, and keeping things respectful and immersive. Overall, it added another layer of maturity and nuance to how I approach character interaction.
What are your current roles on SchoolRP:
Sinarei :
Elias Jin-Ryuk Mayumi [Grade-12]
Max ‘Maxxy’ [Dog]
Retate :
N/A
What is the subject you want to teach?:
Yumi Kiochi would like to teach economics.

TRIVIA SECTION
What is your motivation for becoming a professor?:
Yumi Kiochi became a professor with the inspiring motivations of teaching students responsibility in handling money, which is a subject they often do not learn until it’s too late. Spending time observing youth culture in Karakura, she noticed students were not only frivolously spending money, but also wasting large amounts of it on worthless things that offered absolutely no value or return. Students were purchasing criminal associated items, such as ballistic face masks and metal bats, for hundreds of thousands of yen. To her, that isn’t merely wasteful expenditure; it’s evidence of a severe lack of financial education and reality awareness that students need.
Yumi believes education and schooling have increasingly become focused on preparing students for tests and creating exam based hothouses. School should be about preparing students for life beyond the classroom. They should be able to tackle critical life challenges such as decision making, budgeting, or finances. Managing funds skillfully includes knowing how to strategically spend, save, budget, and even make investment expenditures to build a strong self-positioned future.
A self made, hard working success story, Yumi is on a mission to become a role model. She intends for her students to understand that financial responsibility brings increased freedom, stability, and opportunities. Her method is not one of shaming or lecturing; rather, it is quite the opposite. She wants to design lessons that are interesting, relevant, and relatable by incorporating knowledge students will use well after their schooling ends.
Yumi does not take on the position of professor lightly. To her, it is more than a name; it is, first and foremost, a duty. She regards professors as the very core of a school’s infrastructure and almost every form of roleplay executed on the campus. Not to forget, the professors determine the direction and the atmosphere in which student character development or authentic growth takes place. Yumi welcomes the opportunities and the seriousness, passion, and genuine resolve to shape naively smart young adults with open arms.
Work out two interactive classes you will host if accepted:
- “Spending Smart: The Classroom Auction”For this lesson, learners will receive a specific amount of “classroom currency” to spend during the lesson. Yumi will conduct a live auction where students can bid on items with different utilities, and some will even have hidden value. Some items in her auction will be practical, while others will be deceptively flashy, like a luxurious watch versus a grocery gift card. After the auction, each item will reveal hidden advantages and disadvantages. Class auctions will frame spending as a decision that requires forethought, understanding impulse control, effective decision making, value recognition, and real-worth acknowledgment. At the end of the session, Yumi will lead a reflective discussion to explore the smart choices, wasteful choices, and how those strategies approximate an actual spending scenario.
- “Life After School: Career Fair”
Yumi will change her lesson to make a mock career fair. Students will choose or be assigned different professions and be asked to craft and deliver a short pitch outlining their job, wage, and required qualification in relation to the profession, from chef, mechanic, doctor, to entrepreneur. Students will now “walk around” the classroom as if they were moving through an exhibition, interacting with classmates on various occupations and their associated earnings. Yumi wraps up class with a comparison of pay scales and job availability versus lifestyle spending, and how each impacts the other. It is intended to encourage pupils to reflect on what they intend doing afterwards – which isn’t just what they wish to pursue, but how they want to finance it.
Work out a field trip (meaning a class outside school grounds) you will host if accepted:
If Yumi’s proposal gets accepted, one of her planned activities is taking students to one of Karakura’s Verified Businesses like a café, restaurant or a clothing store for a field trip so students can learn how businesses work from behind the scenes. In Yumi's opinion, students often get to interact with these businesses as consumers but do not get to see what goes on behind the counter. Students would get the chance to grasp concepts such as taking financial responsibility and managing a business in a practical and enlightening way.
The owner of the business or the manager will kindly guide students through the workings of the business. They will discuss in detail the monthly expenses that the business incurs which includes wages paid to employees, purchase of stock. In addition, they will explain the revenue the business generates on average, how in the profit is calculated after meeting the expenses and financial decisions which are crucial for ensuring the smooth flow of the business.
Aside from the financial perspective, the learners would also be taught other critical components of entrepreneurship. The proprietor may explain how several factors such as setting prices, advertising, customer relations, team management, and productivity come into play. Students would have the opportunity to pose insightful questions during the experience and consider the impact of varied strategic moves on a company’s financial performance.
As a follow up to the trip, Yumi would lead a post-field trip discussion in which students were free to express what they learned, what their preconceived impressions were, and how their perceptions of money or business shifted. This trip is designed to teach students more than economic concepts from a textbook, to alive financial literacy by demonstrating its practicality in real life. Yumi wishes that this experience fosters more thoughtful consideration about spending, saving, and financial planning among the students, and perhaps motivates them to create their own ventures someday.

SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
If Yumi would see a group of college jocks surrounding a high school jock in order to capture her attention, Yumi would first assess the overall situation. She is neither the type to get into scuffles without carefully thinking things through, nor would be the type to sit back silently while bullying was rampant, should it be in a form of a necessary confrontation needing to happen. In case the jocks looked quite unsafe, or maybe even hostile, Yumi would try to Talk to Calm them down and ask as to what is happening calmly.
If there was a melee situation, Yumi would next ask for help in calming the situation down while also paying attention to the situation at hand. To Calm the Situation Down, she may ask passersby to notice what exactly is transpiring, or somehow order a nearby personnel. She would ensure the protective measures for Bobcat Jock while try not to engage in conflict and whining.
The entire time she believes that people should be treated these ways without question and deserves every speck of respect, therefore adds by no means caring for the tornoues unleash town. Therefore her best mean to these ends would be to remain quiet and utilize every mental tool to ensure a clear mind free in rigid calculating moments, making optimal working conditions in those moments the absurd maximally visible.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Had Yumi been supervising the detention and a student kept interrupting the class with irrelevant and silly questions, she would have, at least at first, looked into the matter in a very calm and composed manner. She knows that some students tend to misbehave because they’re bored or looking for attention, so to begin with, she would remind the student in a soft voice to pay attention and tell them that detention is meant for reflection—within which they also complete any tasks that have been set for them. Yumi feels that maintaining respect and order is paramount, and therefore, she would ensure that the student understands why their behavior is not only harmful to themselves but to others as well.
In the case that Yumi had to bear with the same behavior from the student with no changes made, she would get more strict and tell the students that should the behavior continue the way it is, she would have to reporting the issue to the Senior Leadership Team. She would make learners understand that detention, while very serious and discipline-filled, is intended to teach responsibility, and consistent obstructive behavior on the learner side renders that pointless.
Yumi strives to maintain a peaceful and concentrated atmosphere even within the detention environment. By being patient, she gives students leeway; however, her expectations for order and compliance with classroom protocols is unwavering. If required, she will bring in the Senior Leadership Team to reinforce discipline, establish accountability frameworks, and maintain order. With these actions, she seeks tounderstand all student’s basic human needs and behavioral intentions.
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?
During class, if Yumi was teaching a class and a group of cheerleaders started blasting music on their phones and shouting her name for other students to come out of their hiding spots, she would handle the situation promptly and severely.
With Yumi, students are expected to exhibit maturity and civility not only towards their fellow students but towards their educators as well. So, the very first thing Yumi would do is pause the lesson and instruct them very clearly to cease their disruptive antics right away. It is absolutely necessary for her students to understand that in the world of higher education, done is here to learn. Therefore, behaviors such as the foregoing altercation are absolutely inappropriate.
In case the group continued their disturbance after Yumi’s first warning, she would issue them a final verbal warning. She would remind them that they are not in the confines of high school anymore and as students pursuing their college studies, they are expected to meet the standards set for them. Not only do their antics undermine authority, but they directly disrupt other students hoping to focus in peace as well. In the case of no changes being made, even after Yumi’s second issuing of warning, she would default to assigning punishment periods to those participating in the conduct and flag the situation with the Senior Leadership Team.
Yumi keeps the classroom vibe and environment in shambles. All of her students, regardless of academic standing, are expected to uphold a reliable and civilized attitude not only towards their classroom and faculties, but most importantly, their learning environment. Defiance to this expectation will result in an active attempt at restoring positivity, focus, and most importantly, the safety of the, in shambles, classroom of students.
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?
Should Yumi find herself walking around the perimeter of the school and come across students engaging in a fight, she would immediately intervene by stepping in and shouting at them to stop fighting. Her tone would be very clear, using language that was authoritative, reminding all students that fighting is absolutely against school rules and creates a lot of trouble down the line. In case they refuse to cease fighting or things intensify further, Yumi would not think twice about giving out detention then and there, making it abundantly clear that such behavior will not be tolerated.
In case her warnings and her presence were to be ignored, she would dangerously assume the stance that contact with the Senior Leadership Team would become inevitable, making it quite clear that they are trying her immensely while reiterating the limits of her tolerance in the school premises. Assuming the students opted to bolt off indiscriminately and further escalate the fight outside of school premises, Yumi would make a beeline for the front desk. It was important for her to report the incident and command that these students be fetched to the front without delay. In case they chose not to come when told, the SLT will be already told without waiting for long, and oldest disciplinarian in school would be invoked degrated to relished nurse.
Yumi will submit a report to SLT detailing every aspect of the incident for full responsibility and proper action to be taken.

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?
Appearance & Personality
When it comes to ladies in their late twenties, one figure that stands out is Yumi Kiochi. She carries an air of self confidence, as well as a polished presence. She stands at a height of 4'6, which is relatively average, and has a slender yet strong build thanks to her disciplined lifestyle. Like most other Japanese women, she has long blonde hair which is styled in a french braids. As with all women in business hypnotised around their work, Yumi has keen, sharp eyes, and often sports a serious demeanor. Her wardrobe consists of blazers and dresses which she often throws on when getting out of the house, as casual wear does not seem to fit into her vocabulary.
Yumi can be described as disciplined, structured, and a quietly ambitious individual. She speaks the bare minimum, but when she does, it is clear and to the point. Beneath her polished exterior, she actually wants to help others achieve their full potential, and loves mentoring students. For better or worse, she expects her students to behave with maturity, but is not above accepting mistakes,she uses them as opportunities for teaching. Yumi is rational during conflicts, calm when things get heated, and aligned with a long-term vision. Many people misread her quiet demeanor and perceive her to be aloof, but Yumi is very warm-hearted. This side of her compassion is often unnoticed since she shows care more in action than in words.
Beliefs & Relationships
Yumi thinks the purpose of education is not simply to acquire information and knowledge, but to prepare for actual life experiences. This view has shaped her attitude toward learners. She expects them to conduct themselves like adults, particularly in a college setting where freedom is paired with responsibility. Yumi wants her students to engage in self-managing their lives outside the classroom – and she does not make it easy for them. Teaching the principles of money, budgeting, and long-term investment planning excites her. Far too many of her students spend their money on meaningless possessions or self-destructive vices, and she hopes to change that.
With other faculty members, Yumi maintains a respectful and cooperative relationship. As someone who appreciates order and control, she is punctual to meetings and completes her obligations on time and communicates properly. Yumi may not always participate in idle chit chat, though she cares about promoting the organizational climate. Collaboration, not comparison, is her approach to supporting colleagues. She helps whenever help is solicited or whenever her counsel is needed. While measuring oneself against others can be too demanding, Yumi believes there is freedom comes when lofty standards are set, especially when, in her opinion, striving for friendliness and warmth built healthy relations among group members is the key. In her classroom, guidance and consistency are essential in nurturing excellence.
Future Vision & Teaching Approach
Yumi's professorial dream is to develop a self-sustaining student-led program on financial literacy which would incorporate managing mock businesses, budgeting, and entrepreneurship. She aims to go beyond just theory teaching by incorporating practical aspects such as field trips to verified businesses within Karakura. During these field trips, students would interact with the business owners and learn firsthand about the operational costs, revenue management, and the intricacies involved in running a business. In Yumi’s opinion, this kind of preparation will enable students in ways no textbook ever could.
Yumi incorporates interaction into her classroom structure. Classes are not lectures but conversations and as such, group discussions along with practical problem solving and personal reflection is very much encouraged. Yumi wants to go beyond the walls of the classroom and encourage students to apply knowledge in their day to day activities. While supportive, Yumi draws the line at some behavioral boundaries. Disruption will prompt an initial warning but continued misbehavior will lead to detention, and if need be, reporting the incident to the Senior Leadership Team. This is not a disciplinary action but one that speaks to a commitment to ensuring the environment is respected, safe, and free to learn for all.
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.
The experiences and challenges of Yumi’s life is what first piqued her interest in becoming a professor. While she always appreciated the value of education from a young age, it was her late husband's Seo struggle with cancer, and the subsequent business losses that put everything on hold for her, which really sparked the desire for her to teach others. After his diagnosis of stage four lung cancer, Yumi had to shelve her dreams to take care of him. Her life experiences gave her a new sense of appreciation about life’s fragility as well as the importance of having a plan B. What really drove her to take up teaching was the shocking realization that most youngsters in this country do not possess even the basic practical life skills, let alone learn how to navigate complex economic systems. By becoming a professor, Yumi aspires to teach not just the theory, but critical aspects needed to navigate real-life situations. In her opinion, education should equip learners with the knowledge that enables them to thrive in life, not just survive.
For Yumi, being a professor goes beyond just teaching. Her students, in her eyes, must be able to assess the material critically and be fully able to integrate themselves within it, as if it’s second nature. Theory should not simply be an ethereal concept; it needs to be grounded in practical usage, and for Yumi, financial responsibility is deeply entwined with instruction for the youth. Yumi believes that she needs to actively engage with the classroom, enabling her to turn complex topics in business and finance into concepts that students can appreciate. More than a guide eager to offer knowledge, she wishes to be accessible; a devoted mentor willing to hear students’ voices and help them nurture belief in themselves as they prepare steps towards life beyond learning. By unlocking such skill, Yumi envisions being able to instill a heightened sense of self-reliance and responsibility towards the realities of life. To Yumi, it is more than educating – rather, it provides the opportunity to design skills and build on them to offer students a lasting foundation for success, which endures well beyond graduation.
As a Yumi’s students’ personal growths Yumi wishes to make an impact as their role model while also serving as their professor. In one way, she wants to give back to the society by shaping responsible citizens and instilling financial literacy in them. Unlike in traditional teaching, her goals extend towards finding new ways to reach her students such as through new programs or workshops centered on budgeting, investing, or even entrepreneurship. This accomplishment requires energetic strategies which she needs in order to reinvent herself as an educator. She wishes to keep up with the modern teaching practices as well as incorporate new ones to further capture her students’ attention. To Yumi, being a professor means much more than pursuing a goal on undergraduate degree checklist, it represents an opportunity to pay it forward and fulfill her purpose. In this capacity, she wants to remember the good times from her past and try to put into practical use all the sacrifices her family made in order for her to get an education along with the lessons she learned from their struggles as well as assist students in creating good upcoming pathways for themselves. From her students, Yumi wishes to bring out their possibilities and help them recognize the potential they have within themselves, teaching them how to live confidently, wisely, and gracefully.

IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)

SECTION 1: PERSONAL DATA
Full Name:
Yumi waked into the room glancing at the interviewer, she offered him a kind nod and proceeded to say "My full name is Yumi Kiochi." She smiled at the interviewer showing him kindness, then she tucked away a strand of her hair waiting for the next question.
Title (Mr, Mrs, Miss):
She exhaled "I've never really been asked this question, it was simply always obvious. I prefer Mrs. Kiochi" she spoke glancing at her interviewer waiting for the next question
Given Name(s):
She pauses and adjustes her poster. “My given name is simply Yumi.” she explained
Preferred Name:
Leaning into the question, Yumi smiled, “Most people just call me Yumi, but personally, I am addressed as Miss Kiochi.” As she spoke, she lightly tapped her fingers on the table.
Age
She closed her eyes just for a moment to plunge deep in her thoughts "I am 28 years old" she spoke with confidence
Gender & pronouns:
She giggled at the question "I'm a female!" as she clasped her hands together "I go by she/her"
Religious Denomination:
She was ready to admit this to the interviewer, she had never spoken about religion before "I am a proud atheist" she spoke "I was born to believe in a higher power, but not in any particular god"
Marital Status:
A calm expression indicating contentment flashed across her face as she spoke with a slight nod, “Single.. My husband died. I'm focusing on my career and personal development.”
Nationality:
Yumi was proud, smiling and saying, “I am Japanese, and was born in Tokyo before moving here.” When she said this, she gave a small glance outside the window, as if trying to remember her hometown.
Current Location:
She reclined in her chair and proceeded to say, “Currently, I live in Karakura, close to the school where I work.” Her gaze turned, albeit a little bit, as if wanting to show her satisfaction with her environment.

SECTION 2: Academic Details
Teaching Experience (# of years):
Yumi beamed when she said, “I have five years of work experience.” After a moment of settling in, she leaned in slightly, looking engaged. Her reserved demeanor contrasted her warm smile so that I was taken aback when she continued to share with me her journey of becoming a teaching assistant right after finishing her degree. “It was very difficult to explain concepts to students at first,” she said, leaning in a little more, emphasizing the way in which her lessons have become more and more defined since then, frameworks to be interacted with, rather than mere deliveries. Yumi showed me how patience and adaptability have given her invaluable experience for her professional development. As she shifted her gaze upwards, I felt there was a teaching moment at hand as she illustrated for me a committed teacher's responsibility extending far beyond covering material.
Working Experience (# of years):
Yumi inhaled deeply, opening up her chest, and started off slow. She explained, "I was in Business Consulting and Financial Planning for seven years prior to teaching this course." Yumi smiled softly at the memories and added, “I saw first-hand how complex implementing budgets, understanding finance, and running a business can be.” Waving her hand in a rhythmic fashion, as though conducting an orchestra that only she could hear, she said, “This tells me something crucial, I have to bring these lessons into my classroom and also show students how useful the concepts taught can be." With a profound silence, Yumi revealed how passionate she was about the value of practical experience in education by stressing how much of a benefit that integrating rigorous theoretical knowledge could accomplish in a student’s life. She spoke with a confident calm about how those decisions shaped her approach to teaching and how they drove her to support students passionately.
Academic Degree:
“Yumi spoke clearly and sat straight. Yumi said, ‘I earned a Bachelor of Business Administration from Karakura University.’” With a slight glance downward as if reminiscing about her university days, she responded, “My major was finance and management which included subjects like accounting, economics, and organizational leadership.” She lightly touched her notebook’s edge. “I developed a passion for teaching financial literacy because I found the classes on budgeting and investment particularly interesting.” Yumi stated proudly how she obtained additional certification in curriculum development and teaching methods after her formal education. She said that this combination of education and ongoing training enables her to create lessons that integrate theory and practice. She maintained a calm, professional demeanor throughout.
Year of Graduation:
After momentarily fixing her gaze at the wall clock, Yumi said, “I graduated in 2018.” Her gaze became softer, reflecting on this particular memory. “At this stage, I was an educator in waiting – the transition from a student to one was marked by graduation.” She smiled, albeit slightly, her hands resting on the table in front of her. “In my senior year, a rather confirming capstone project about planning finances for small businesses was the undertaking I worked on,” she said with an expression that showed both pride and enduring resolve. The smile faded somewhat as one could sense her passion from an early age to instill the ability to apply useful, practical financial skills into other people’s lives. Yumi leaned back, appearing set and eager for the next question, very animated at having been given the opportunity to reflect on her academic experiences after all.
Major(s):
Yumi had a look of glee when she stated, “My major was Business Administration with a specialization in finance.” Calmly, she raised her hands to underscore central ideas while conveying her message. “This major gave me a deep understanding of how money flows within companies and economies.” She smiled while explaining how she was shaped by learning about corporate finance, risk management, and budgeting. “My favorite part was always the ****ysis of case studies; they put the principles to actual problems.” It was clear how much Yumi cared about her academic focus and how she wanted it to be about much more than just the career paths it offered, for example, financial education.
Minors:
As she grinned gently, Yumi shifted her body ever so slightly, “Although I did not have an official minor, I did have a psychology and education concentration in my electives.” Yumi elaborated further on the importance of the knowledge she possesses by explaining, “These courses helped me understand how people learn and the need to address their individual differences.” With her hands resting peacefully in her lap, she explained how this knowledge makes it possible to foster a welcoming and safe atmosphere within her classroom. “Trying to understand your students’ motivation and how to communicate with them is just as vital as the content,” she added. The holistic approach Yumi takes towards education is reflective of the thoughtfully and sincerely infused elective courses she spoke about in her quiet, yet impactful voice. She carried herself professionally and calmly the entire time.
Native Languages:
After averting her gaze for a moment, Yumi shifted her gaze toward the interviewer while offering a soft smile. “Japanese is my mother tongue,” she said, still maintaining her gentle tone. “I was born and raised in Tokyo, and I was taught how to communicate in a very respectful and detailed manner and it has impacted my personality a great deal,” she explained, with her hands still placed gently on her lap. “Japan" Leading and demonstrating the Japanese language itself allows me to interact greatly with so many of my students and enables me to aid them readily which enhances their education.” Yumi spoke with a pride towards language as an essential tool for education and methods for human communication while also sounding incredibly warm.
Other Languages:
Yumi blinked up before saying, “I received my undergraduate degree in Business Administration in 2018.” Afterwards, she smiled and said, “I completed my capstone project on small businesses and their financials which fueled my desire to instruct on practical finance on another level.” She stopped mid-sentence and said with conviction, “What I want is for students to acquire knowledge that is usable in authentic settings, and not just rote information.” This made it possible for her to draw upon relevant experiences and lessons after earning the degree.
Preferred Teaching Subject:
Yumi's most loved subject to teach is economics, especially financial literacy and economic principles that enable students to be frugal with money. She clarified, "Although my undergraduate degree was Business Administration majoring in finance, I came to know that economics provides the basic knowledge about money and markets functioning in real life." According to Yumi, students need to study economic principles so that they can make sound decisions in their professional and personal lives. She smiled as she continued, "My favorite classroom moments are from teaching students how economic theory is directly relevant to daily decisions, from budgeting to investing." Yumi's goal is to make students view economics not merely as theory but as useful information that can make them prosper and not commit mistakes in money matters. Her aim as a professor is to create courses that strike a balance between academically rigorous content and practical applications, positioning students for success in a growing complex economic market.
Extra
Additional notes about your application (if any):
If Yumi’s proposal gets accepted, one of her planned activities is taking students to one of Karakura’s Verified Businesses like a café, restaurant or a clothing store for a field trip so students can learn how businesses work from behind the scenes. In Yumi's opinion, students often get to interact with these businesses as consumers but do not get to see what goes on behind the counter. Students would get the chance to grasp concepts such as taking financial responsibility and managing a business in a practical and enlightening way.
The owner of the business or the manager will kindly guide students through the workings of the business. They will discuss in detail the monthly expenses that the business incurs which includes wages paid to employees, purchase of stock. In addition, they will explain the revenue the business generates on average, how in the profit is calculated after meeting the expenses and financial decisions which are crucial for ensuring the smooth flow of the business.
Aside from the financial perspective, the learners would also be taught other critical components of entrepreneurship. The proprietor may explain how several factors such as setting prices, advertising, customer relations, team management, and productivity come into play. Students would have the opportunity to pose insightful questions during the experience and consider the impact of varied strategic moves on a company’s financial performance.
As a follow up to the trip, Yumi would lead a post-field trip discussion in which students were free to express what they learned, what their preconceived impressions were, and how their perceptions of money or business shifted. This trip is designed to teach students more than economic concepts from a textbook, to alive financial literacy by demonstrating its practicality in real life. Yumi wishes that this experience fosters more thoughtful consideration about spending, saving, and financial planning among the students, and perhaps motivates them to create their own ventures someday.

SCENARIO SECTION
Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?
If Yumi would see a group of college jocks surrounding a high school jock in order to capture her attention, Yumi would first assess the overall situation. She is neither the type to get into scuffles without carefully thinking things through, nor would be the type to sit back silently while bullying was rampant, should it be in a form of a necessary confrontation needing to happen. In case the jocks looked quite unsafe, or maybe even hostile, Yumi would try to Talk to Calm them down and ask as to what is happening calmly.
If there was a melee situation, Yumi would next ask for help in calming the situation down while also paying attention to the situation at hand. To Calm the Situation Down, she may ask passersby to notice what exactly is transpiring, or somehow order a nearby personnel. She would ensure the protective measures for Bobcat Jock while try not to engage in conflict and whining.
The entire time she believes that people should be treated these ways without question and deserves every speck of respect, therefore adds by no means caring for the tornoues unleash town. Therefore her best mean to these ends would be to remain quiet and utilize every mental tool to ensure a clear mind free in rigid calculating moments, making optimal working conditions in those moments the absurd maximally visible.
Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Had Yumi been supervising the detention and a student kept interrupting the class with irrelevant and silly questions, she would have, at least at first, looked into the matter in a very calm and composed manner. She knows that some students tend to misbehave because they’re bored or looking for attention, so to begin with, she would remind the student in a soft voice to pay attention and tell them that detention is meant for reflection—within which they also complete any tasks that have been set for them. Yumi feels that maintaining respect and order is paramount, and therefore, she would ensure that the student understands why their behavior is not only harmful to themselves but to others as well.
In the case that Yumi had to bear with the same behavior from the student with no changes made, she would get more strict and tell the students that should the behavior continue the way it is, she would have to reporting the issue to the Senior Leadership Team. She would make learners understand that detention, while very serious and discipline-filled, is intended to teach responsibility, and consistent obstructive behavior on the learner side renders that pointless.
Yumi strives to maintain a peaceful and concentrated atmosphere even within the detention environment. By being patient, she gives students leeway; however, her expectations for order and compliance with classroom protocols is unwavering. If required, she will bring in the Senior Leadership Team to reinforce discipline, establish accountability frameworks, and maintain order. With these actions, she seeks tounderstand all student’s basic human needs and behavioral intentions.
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?
During class, if Yumi was teaching a class and a group of cheerleaders started blasting music on their phones and shouting her name for other students to come out of their hiding spots, she would handle the situation promptly and severely.
With Yumi, students are expected to exhibit maturity and civility not only towards their fellow students but towards their educators as well. So, the very first thing Yumi would do is pause the lesson and instruct them very clearly to cease their disruptive antics right away. It is absolutely necessary for her students to understand that in the world of higher education, done is here to learn. Therefore, behaviors such as the foregoing altercation are absolutely inappropriate.
In case the group continued their disturbance after Yumi’s first warning, she would issue them a final verbal warning. She would remind them that they are not in the confines of high school anymore and as students pursuing their college studies, they are expected to meet the standards set for them. Not only do their antics undermine authority, but they directly disrupt other students hoping to focus in peace as well. In the case of no changes being made, even after Yumi’s second issuing of warning, she would default to assigning punishment periods to those participating in the conduct and flag the situation with the Senior Leadership Team.
Yumi keeps the classroom vibe and environment in shambles. All of her students, regardless of academic standing, are expected to uphold a reliable and civilized attitude not only towards their classroom and faculties, but most importantly, their learning environment. Defiance to this expectation will result in an active attempt at restoring positivity, focus, and most importantly, the safety of the, in shambles, classroom of students.
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?
Should Yumi find herself walking around the perimeter of the school and come across students engaging in a fight, she would immediately intervene by stepping in and shouting at them to stop fighting. Her tone would be very clear, using language that was authoritative, reminding all students that fighting is absolutely against school rules and creates a lot of trouble down the line. In case they refuse to cease fighting or things intensify further, Yumi would not think twice about giving out detention then and there, making it abundantly clear that such behavior will not be tolerated.
In case her warnings and her presence were to be ignored, she would dangerously assume the stance that contact with the Senior Leadership Team would become inevitable, making it quite clear that they are trying her immensely while reiterating the limits of her tolerance in the school premises. Assuming the students opted to bolt off indiscriminately and further escalate the fight outside of school premises, Yumi would make a beeline for the front desk. It was important for her to report the incident and command that these students be fetched to the front without delay. In case they chose not to come when told, the SLT will be already told without waiting for long, and oldest disciplinarian in school would be invoked degrated to relished nurse.
Yumi will submit a report to SLT detailing every aspect of the incident for full responsibility and proper action to be taken.

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?
Appearance & Personality
When it comes to ladies in their late twenties, one figure that stands out is Yumi Kiochi. She carries an air of self confidence, as well as a polished presence. She stands at a height of 4'6, which is relatively average, and has a slender yet strong build thanks to her disciplined lifestyle. Like most other Japanese women, she has long blonde hair which is styled in a french braids. As with all women in business hypnotised around their work, Yumi has keen, sharp eyes, and often sports a serious demeanor. Her wardrobe consists of blazers and dresses which she often throws on when getting out of the house, as casual wear does not seem to fit into her vocabulary.
Yumi can be described as disciplined, structured, and a quietly ambitious individual. She speaks the bare minimum, but when she does, it is clear and to the point. Beneath her polished exterior, she actually wants to help others achieve their full potential, and loves mentoring students. For better or worse, she expects her students to behave with maturity, but is not above accepting mistakes,she uses them as opportunities for teaching. Yumi is rational during conflicts, calm when things get heated, and aligned with a long-term vision. Many people misread her quiet demeanor and perceive her to be aloof, but Yumi is very warm-hearted. This side of her compassion is often unnoticed since she shows care more in action than in words.
Beliefs & Relationships
Yumi thinks the purpose of education is not simply to acquire information and knowledge, but to prepare for actual life experiences. This view has shaped her attitude toward learners. She expects them to conduct themselves like adults, particularly in a college setting where freedom is paired with responsibility. Yumi wants her students to engage in self-managing their lives outside the classroom – and she does not make it easy for them. Teaching the principles of money, budgeting, and long-term investment planning excites her. Far too many of her students spend their money on meaningless possessions or self-destructive vices, and she hopes to change that.
With other faculty members, Yumi maintains a respectful and cooperative relationship. As someone who appreciates order and control, she is punctual to meetings and completes her obligations on time and communicates properly. Yumi may not always participate in idle chit chat, though she cares about promoting the organizational climate. Collaboration, not comparison, is her approach to supporting colleagues. She helps whenever help is solicited or whenever her counsel is needed. While measuring oneself against others can be too demanding, Yumi believes there is freedom comes when lofty standards are set, especially when, in her opinion, striving for friendliness and warmth built healthy relations among group members is the key. In her classroom, guidance and consistency are essential in nurturing excellence.
Future Vision & Teaching Approach
Yumi's professorial dream is to develop a self-sustaining student-led program on financial literacy which would incorporate managing mock businesses, budgeting, and entrepreneurship. She aims to go beyond just theory teaching by incorporating practical aspects such as field trips to verified businesses within Karakura. During these field trips, students would interact with the business owners and learn firsthand about the operational costs, revenue management, and the intricacies involved in running a business. In Yumi’s opinion, this kind of preparation will enable students in ways no textbook ever could.
Yumi incorporates interaction into her classroom structure. Classes are not lectures but conversations and as such, group discussions along with practical problem solving and personal reflection is very much encouraged. Yumi wants to go beyond the walls of the classroom and encourage students to apply knowledge in their day to day activities. While supportive, Yumi draws the line at some behavioral boundaries. Disruption will prompt an initial warning but continued misbehavior will lead to detention, and if need be, reporting the incident to the Senior Leadership Team. This is not a disciplinary action but one that speaks to a commitment to ensuring the environment is respected, safe, and free to learn for all.
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.
The experiences and challenges of Yumi’s life is what first piqued her interest in becoming a professor. While she always appreciated the value of education from a young age, it was her late husband's Seo struggle with cancer, and the subsequent business losses that put everything on hold for her, which really sparked the desire for her to teach others. After his diagnosis of stage four lung cancer, Yumi had to shelve her dreams to take care of him. Her life experiences gave her a new sense of appreciation about life’s fragility as well as the importance of having a plan B. What really drove her to take up teaching was the shocking realization that most youngsters in this country do not possess even the basic practical life skills, let alone learn how to navigate complex economic systems. By becoming a professor, Yumi aspires to teach not just the theory, but critical aspects needed to navigate real-life situations. In her opinion, education should equip learners with the knowledge that enables them to thrive in life, not just survive.
For Yumi, being a professor goes beyond just teaching. Her students, in her eyes, must be able to assess the material critically and be fully able to integrate themselves within it, as if it’s second nature. Theory should not simply be an ethereal concept; it needs to be grounded in practical usage, and for Yumi, financial responsibility is deeply entwined with instruction for the youth. Yumi believes that she needs to actively engage with the classroom, enabling her to turn complex topics in business and finance into concepts that students can appreciate. More than a guide eager to offer knowledge, she wishes to be accessible; a devoted mentor willing to hear students’ voices and help them nurture belief in themselves as they prepare steps towards life beyond learning. By unlocking such skill, Yumi envisions being able to instill a heightened sense of self-reliance and responsibility towards the realities of life. To Yumi, it is more than educating – rather, it provides the opportunity to design skills and build on them to offer students a lasting foundation for success, which endures well beyond graduation.
As a Yumi’s students’ personal growths Yumi wishes to make an impact as their role model while also serving as their professor. In one way, she wants to give back to the society by shaping responsible citizens and instilling financial literacy in them. Unlike in traditional teaching, her goals extend towards finding new ways to reach her students such as through new programs or workshops centered on budgeting, investing, or even entrepreneurship. This accomplishment requires energetic strategies which she needs in order to reinvent herself as an educator. She wishes to keep up with the modern teaching practices as well as incorporate new ones to further capture her students’ attention. To Yumi, being a professor means much more than pursuing a goal on undergraduate degree checklist, it represents an opportunity to pay it forward and fulfill her purpose. In this capacity, she wants to remember the good times from her past and try to put into practical use all the sacrifices her family made in order for her to get an education along with the lessons she learned from their struggles as well as assist students in creating good upcoming pathways for themselves. From her students, Yumi wishes to bring out their possibilities and help them recognize the potential they have within themselves, teaching them how to live confidently, wisely, and gracefully.

IN-CHARACTER SECTION
(Pretend your character is filling this out, not you, replace the underscores [ _ ] with your answers)

SECTION 1: PERSONAL DATA
Full Name:
Yumi waked into the room glancing at the interviewer, she offered him a kind nod and proceeded to say "My full name is Yumi Kiochi." She smiled at the interviewer showing him kindness, then she tucked away a strand of her hair waiting for the next question.
Title (Mr, Mrs, Miss):
She exhaled "I've never really been asked this question, it was simply always obvious. I prefer Mrs. Kiochi" she spoke glancing at her interviewer waiting for the next question
Given Name(s):
She pauses and adjustes her poster. “My given name is simply Yumi.” she explained
Preferred Name:
Leaning into the question, Yumi smiled, “Most people just call me Yumi, but personally, I am addressed as Miss Kiochi.” As she spoke, she lightly tapped her fingers on the table.
Age
She closed her eyes just for a moment to plunge deep in her thoughts "I am 28 years old" she spoke with confidence
Gender & pronouns:
She giggled at the question "I'm a female!" as she clasped her hands together "I go by she/her"
Religious Denomination:
She was ready to admit this to the interviewer, she had never spoken about religion before "I am a proud atheist" she spoke "I was born to believe in a higher power, but not in any particular god"
Marital Status:
A calm expression indicating contentment flashed across her face as she spoke with a slight nod, “Single.. My husband died. I'm focusing on my career and personal development.”
Nationality:
Yumi was proud, smiling and saying, “I am Japanese, and was born in Tokyo before moving here.” When she said this, she gave a small glance outside the window, as if trying to remember her hometown.
Current Location:
She reclined in her chair and proceeded to say, “Currently, I live in Karakura, close to the school where I work.” Her gaze turned, albeit a little bit, as if wanting to show her satisfaction with her environment.

SECTION 2: Academic Details
Teaching Experience (# of years):
Yumi beamed when she said, “I have five years of work experience.” After a moment of settling in, she leaned in slightly, looking engaged. Her reserved demeanor contrasted her warm smile so that I was taken aback when she continued to share with me her journey of becoming a teaching assistant right after finishing her degree. “It was very difficult to explain concepts to students at first,” she said, leaning in a little more, emphasizing the way in which her lessons have become more and more defined since then, frameworks to be interacted with, rather than mere deliveries. Yumi showed me how patience and adaptability have given her invaluable experience for her professional development. As she shifted her gaze upwards, I felt there was a teaching moment at hand as she illustrated for me a committed teacher's responsibility extending far beyond covering material.
Working Experience (# of years):
Yumi inhaled deeply, opening up her chest, and started off slow. She explained, "I was in Business Consulting and Financial Planning for seven years prior to teaching this course." Yumi smiled softly at the memories and added, “I saw first-hand how complex implementing budgets, understanding finance, and running a business can be.” Waving her hand in a rhythmic fashion, as though conducting an orchestra that only she could hear, she said, “This tells me something crucial, I have to bring these lessons into my classroom and also show students how useful the concepts taught can be." With a profound silence, Yumi revealed how passionate she was about the value of practical experience in education by stressing how much of a benefit that integrating rigorous theoretical knowledge could accomplish in a student’s life. She spoke with a confident calm about how those decisions shaped her approach to teaching and how they drove her to support students passionately.
Academic Degree:
“Yumi spoke clearly and sat straight. Yumi said, ‘I earned a Bachelor of Business Administration from Karakura University.’” With a slight glance downward as if reminiscing about her university days, she responded, “My major was finance and management which included subjects like accounting, economics, and organizational leadership.” She lightly touched her notebook’s edge. “I developed a passion for teaching financial literacy because I found the classes on budgeting and investment particularly interesting.” Yumi stated proudly how she obtained additional certification in curriculum development and teaching methods after her formal education. She said that this combination of education and ongoing training enables her to create lessons that integrate theory and practice. She maintained a calm, professional demeanor throughout.
Year of Graduation:
After momentarily fixing her gaze at the wall clock, Yumi said, “I graduated in 2018.” Her gaze became softer, reflecting on this particular memory. “At this stage, I was an educator in waiting – the transition from a student to one was marked by graduation.” She smiled, albeit slightly, her hands resting on the table in front of her. “In my senior year, a rather confirming capstone project about planning finances for small businesses was the undertaking I worked on,” she said with an expression that showed both pride and enduring resolve. The smile faded somewhat as one could sense her passion from an early age to instill the ability to apply useful, practical financial skills into other people’s lives. Yumi leaned back, appearing set and eager for the next question, very animated at having been given the opportunity to reflect on her academic experiences after all.
Major(s):
Yumi had a look of glee when she stated, “My major was Business Administration with a specialization in finance.” Calmly, she raised her hands to underscore central ideas while conveying her message. “This major gave me a deep understanding of how money flows within companies and economies.” She smiled while explaining how she was shaped by learning about corporate finance, risk management, and budgeting. “My favorite part was always the ****ysis of case studies; they put the principles to actual problems.” It was clear how much Yumi cared about her academic focus and how she wanted it to be about much more than just the career paths it offered, for example, financial education.
Minors:
As she grinned gently, Yumi shifted her body ever so slightly, “Although I did not have an official minor, I did have a psychology and education concentration in my electives.” Yumi elaborated further on the importance of the knowledge she possesses by explaining, “These courses helped me understand how people learn and the need to address their individual differences.” With her hands resting peacefully in her lap, she explained how this knowledge makes it possible to foster a welcoming and safe atmosphere within her classroom. “Trying to understand your students’ motivation and how to communicate with them is just as vital as the content,” she added. The holistic approach Yumi takes towards education is reflective of the thoughtfully and sincerely infused elective courses she spoke about in her quiet, yet impactful voice. She carried herself professionally and calmly the entire time.
Native Languages:
After averting her gaze for a moment, Yumi shifted her gaze toward the interviewer while offering a soft smile. “Japanese is my mother tongue,” she said, still maintaining her gentle tone. “I was born and raised in Tokyo, and I was taught how to communicate in a very respectful and detailed manner and it has impacted my personality a great deal,” she explained, with her hands still placed gently on her lap. “Japan" Leading and demonstrating the Japanese language itself allows me to interact greatly with so many of my students and enables me to aid them readily which enhances their education.” Yumi spoke with a pride towards language as an essential tool for education and methods for human communication while also sounding incredibly warm.
Other Languages:
Yumi blinked up before saying, “I received my undergraduate degree in Business Administration in 2018.” Afterwards, she smiled and said, “I completed my capstone project on small businesses and their financials which fueled my desire to instruct on practical finance on another level.” She stopped mid-sentence and said with conviction, “What I want is for students to acquire knowledge that is usable in authentic settings, and not just rote information.” This made it possible for her to draw upon relevant experiences and lessons after earning the degree.
Preferred Teaching Subject:
Yumi's most loved subject to teach is economics, especially financial literacy and economic principles that enable students to be frugal with money. She clarified, "Although my undergraduate degree was Business Administration majoring in finance, I came to know that economics provides the basic knowledge about money and markets functioning in real life." According to Yumi, students need to study economic principles so that they can make sound decisions in their professional and personal lives. She smiled as she continued, "My favorite classroom moments are from teaching students how economic theory is directly relevant to daily decisions, from budgeting to investing." Yumi's goal is to make students view economics not merely as theory but as useful information that can make them prosper and not commit mistakes in money matters. Her aim as a professor is to create courses that strike a balance between academically rigorous content and practical applications, positioning students for success in a growing complex economic market.
Extra
Additional notes about your application (if any):
Last edited: