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Accepted strcssed's professor application

strcssedd

Level 10
strcssed
strcssed
Notable+
OOC SECTION



What is your Minecraft username?:
strcssed
distrcssed (Account I am applying with!)

What is your time zone?:
GMT+8 / SGT

What is your discord username? (eg @muffincats)
@strcssed

Link all previous applications you made on the server:
https://schoolrp.net/t/70361/ (Reporter Application, 2024) ACCEPTED
https://schoolrp.net/t/71670/ (Korean Language App, 2024) ACCEPTED
https://schoolrp.net/t/73148/ (Mossi Language App, 2024) ACCEPTED
https://schoolrp.net/t/81577/ (Hawaiian Language App, 2025) DENIED
https://schoolrp.net/t/82138/ (Hawaiian Language App, 2025) ACCEPTED

Describe your activity on SchoolRP:
I can be commonly seen online during these times! However, my schedule is prone to change, if I have work. I would say that I have a high activity level, although I may not be seen during the server’s prime activity hours. I am usually online during other hours of the day, due to my timezone.
DAY
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
TIME (in GMT+8 / SGT)
10am - 4pm, 8pm - 2am
10am - 4pm, 8pm - 2am
10am - 4pm, 8pm - 2am
5am - 8am, 12pm - 4pm, 8pm - 2am
10am - 4pm, 8pm - 2am
5am - 8am, 12pm - 4pm, 8pm - 2am
5am - 8am, 12pm - 4pm, 8pm - 2am


Describe your roleplay experience with SchoolRP and other roleplay networks in general:

I have been with SRP and the general Minecraft Roleplay (MCRP) scene since 2020! I first joined SRP in 2020, leaving shortly after to focus on school. I returned in July 2023, and maintained a steady activity and presence with the server since then. I currently hold a sports team character, which highlights my experience with roleplay, and creating detail-filled actions. I was also with the Reporter faction from March 2024 to December 2024. During that time, I had the opportunity to craft fictional reports for the news station, and interview various personalities through my Reporter character.

What are your current roles on SchoolRP:

I have a College Track Co-captain character that I am mainly active on. Other than that, I have a Grade-12, Adult (The slot I am applying with) and a Bird character.

What is the subject you want to teach?:
Journalism / Mass Communication

TRIVIA SECTION



What is your motivation for becoming a professor?:
I think that the Professor faction is a very hands-on faction that requires a lot of interaction with various stakeholders, from other professors, to the student body and other faculty members. I believe that I have the communication skills it takes to work closely with these stakeholders as a Professor. In addition, I think that having the liberty to craft your own lesson plans can be a very unique way I can interact with students!
I also think that the Professor faction is an intriguing role, as no two Professors’ experiences are going to be the same; each person will have different interactions and experiences. Thus, the mystery of not knowing what may come next interests me in this faction!

Work out two interactive classes you will host if accepted:
  1. Module I - Biases in Media
The first lesson for ‘Biases in Media’ would follow a lecture-tutorial-practical format. For the first section of a lesson, the ‘lecture’, I would introduce the types of biases and fallacies that can be found in consumed media. For example, confirmation bias, and sensationalism bias. I will then explain how these biases work. ie. Confirmation bias happens when consumers process information that aligns with their beliefs, ignoring other information that is inconsistent with their beliefs (Britannica, 2025). I can give them an example to internalise and understand the concept of confirmation bias. Another important portion in the lecture would be to teach students how they can identify fallacies and biases at play, such as through fact-checking, understanding the context of a piece of media, and et cetera. Afterwards, I can introduce different (non-fictional) media outlets, from social media tabloid pages to state-run news outlets.
The second portion of the lesson, the ‘tutorial’, can include an activity where I ask students to identify if certain scenarios, or headlines/articles are biased or unbiased.
For example, I can introduce a scenario, where a friend thinks that ‘vending machines money scams’. One day, a vending machine breaks down on him while he purchased a snack, due to a mechanical fault. The friend then is convinced that because he purchased a snack from a vending machine, it decided to break down and scam his money. In this scenario, I can ask students to identify if the friend’s thinking is flawed due to a bias at play, or if he is truly getting scammed by a vending machine. I can also put in other scenarios with other biases.
Lastly, for the ‘practical’ portion of a lesson, I can ask students to craft an intentionally biased headline or article. By making use of the biases and fallacies they learnt, they are to make an intentionally misleading, and biased piece of information, to serve as a lesson in identifying subjective pieces of media, so as to better curate their content to their audience in future lessons.
  1. Module II - Introductions in Interviews
This module would follow a more practical, hands-on approach, as I believe that interview skills are better learnt with practice and experience, rather than with lectures. For this module, students will be introduced to the process of interviewing, and how crucial it can be in the media. Students will learn about the fundamentals during an interview, from adequate body language to the way questions can be phrased during an interview. A crucial part of the lesson would be to teach students how they can keep their interviewee from feeling uncomfortable, such as through avoiding asking personal, or sensitive questions, as this could lead to the interview causing unnecessary tension, and an unwillingness to answer questions asked.
Afterwards, the students will be able to conduct a mock interview with their peers. They will be given a topic to interview their peers on. Their performance will be measured through how many strategies they used on their interviewees to conduct an effective interview, rather than the answers that their interviewees give them.
The class can be further explored by letting students interview stakeholders outside of the classroom, such as faculty around school, or other non-college students.

Work out a field trip (meaning a class outside school grounds) you will host if accepted:
The field trip would be to the Town Hall, with the purpose of letting students make use of their prior knowledge in gathering information through various methods, such as note-taking, audio recording, and even interviews. Prior to the field trip, students will be presented with a task to gather information regarding the work of the Town Hall, and what the government workers do as part of their respective jobs. Students are trusted to make use of adequate methods and professionalism to gather information, by interacting with the Town Hall workers and finding out about their careers. After the field trip is over, students are expected to turn in a short piece of writing, interview, or relevant media that shows their learning and the information that they had gathered while at the Town Hall. Their performance will be measured on the ground, through monitoring their methods of gathering information, their professionalism as journalists, with a smaller emphasis on the finished product.

SCENARIO SECTION



Your character would encounter a group of college jocks surrounding a bobcat jock, what would your character do?

Jeong-Won Maeng is an easy-going personality. He does not inherently believe in overreacting during an alarming situation, so firstly, he would step in, and calmly ask about the situation at hand, since the last thing he would want is the college jocks thinking that Jeong-Won is confronting them. He would remove the Bobcat jock from the situation, firstly, asking the Spartan jocks about what the situation was, followed by the Bobcat jock. Should the two parties have opposing answers with the latter bringing up any form of confrontation between them, action should be taken. Jeong-Won would warn the Spartan jocks of unbecoming behavior, reminding them that action can, and will be taken should they be spotted engaging in confrontational behavior. Jeong-Won would then remove the Bobcat jock from the situation, and get them to a safer place.

Your character would be supervising detention, one of the students constantly disturbs by asking stupid questions, what would your character do?
Jeong-Won would firstly, warn them of their disruptive behavior. He would then remind them that they are at detention due to their prior negative behavior, and that detention is to punish that negative behavior. He would mention that there is a time and place for every question, and detention is certainly not the appropriate time for that, since it is to enforce punishment on negative behavior. He would also remind them that they are already facing punishment, and any more would result in senior leadership (SLT) taking action. Should the student continue with their disruptive behavior, Jeong-Won would inform the relevant senior leadership member (SLT) of the student’s behavior, and the reason for their detention in the first place.

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?

Jeong-Won would firstly approach the group, and firmly warn them against disruptive behavior. He would inform them that disruptive behavior, not just to their surroundings but to other students present in the class, was unbecoming of them, and that should they continue, they will be removed from the room for other students who want to learn in a conducive environment. One important thing to note, would be that he should not raise his voice at the group, as it might heighten their reaction, and cause them to act out more, the opposite of the desired outcome.
Should the group still remain disruptive to the lesson, Jeong-Won would not hesitate to remove them from the class, since they had already received a verbal warning, and some time to reflect on what they were doing, if they wanted to continue with their disruptive behavior. He believes that college students are sensible enough to make choices for themselves, and if they still choose to continue with disruptive behavior even after reinforcement, they should be asked to leave the classroom, instead of continued warnings, since they may not work on them, as they made a choice to be disruptive. They may not listen to Jeong-Won, as they may believe that they are in the right, and warnings are as good as falling on deaf ears.

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?

If students are in a physical altercation and verbal warnings prove fruitless, there is no purpose in continuing to verbally warn them to stop the fight. In addition, Jeong-Won would not want to have a punch to the face, would he? Thus, he would not physically pull them apart either, although that is the last-choice he could be making. By that point, Jeong-Won would radio in other faculty for help. The best case scenario would be to phone in senior leadership, as they are able to quickly take action, and enforce punishment, rather than a faculty member like Jeong-Won, only able to enforce punishment through verbal warnings, or detention, which may not even be an effective deterrent.

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?

Jeong-Won Maeng is a middle-aged man of average build. The Maeng has jet-black hair, a paler complexion (attributed to the time he has spent indoors), and a tattoo of Korean characters on his arm. He grew up in Busan, South Korea, attending Seoul National University. As such, Jeong-Won is a stranger to the Japanese school system and their methods of learning, although it does not pose as a complete unknown entity, since his daughter, Hayami Maeng, was a student of the school before leaving the city for their hometown. Jeong-Won takes on a lighthearted, easy-going personality, usually known for his funny antics, workaholic attitude, and even his former catchphrase, ‘Stay hydrated!’.
Jeong-Won can be described as a ‘family man’ with the devotion towards his family, from his daughter that he never vowed to disappoint, to his various nieces and nephews that reside in Karakura. His devotion towards family and his workaholic attitude have caused clashes in his personality, although the former reigns, even causing him to dedicate more time towards bonding with his relatives. He shows his love for family and friends through his concern for others, from making soup for them, to shoving water bottles in their arms to ensure that they stay hydrated.

Certainly, Jeong-Won is an eccentric personality, although that can be said about most of the people in the Maeng family. It may be genetic.

Jeong-Won believes in the younger generation, and that they will some day be the driving force of Karakura. As such, he has the belief that he will dedicate himself to honing these young students’ craft in journalism and media, similar to how he was taught and educated when he was a youth himself. The middle-aged Maeng is a welcoming personality, not only to the students, but to his colleagues around him. He can be informally described that he ‘looks like a cinnamon roll, is a cinnamon roll’, with his bright, loving character! Jeong-Won is welcoming to all, should they need a pep talk, or simply, a wave hello, or goodbye.

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.


Before taking on a career in teaching, Jeong-Won worked in the Karakura News Station for over 10 years, solidifying his career in journalism as a reporter for the city’s news outlet. He has gone through the trials as a journalist, from interviewing shrine maidens, to dissecting the efficacy of the city’s public transport. For most of his young adult life, a day was usually spent rushing reports, meeting deadlines, crafting articles, liaising with stakeholders. Not to mention, he juggled his familial obligations too, with a young daughter in tow, without a maternal figure to aid him in his parenting journey. Jeong-Won developed a devotion to his daughter, ensuring that she was always provided for. Thus, he made it a point to work hard, so that he could set himself as his daughter’s role model, and hopefully see her follow in his footsteps.

Eventually, she grew up, and by then, Jeong-Won had over a decade worth of journalism experience in his pocket. He seeked out something else, that was not decimated by the rinse-and-repeat action of deadline chasing, content creation. He set his eyes on teaching, after some inspiration from his nephew, Moriel Maeng, who had graduated college to become a teacher himself. With 10 years of journalistic experience, Jeong-Won felt that he was qualified to teach aspiring journalists like himself when he was in his formative years, thus, becoming a professor in journalism, to educate the new generation of journalists.

IN-CHARACTER SECTION


1 - PERSONAL DATA

Full Name:

‘Hello, I am Jeong-Won Maeng.’

Title (Mr, Mrs, Miss):
‘I am a Mr. Maeng, thank you very much.’

Given Name(s):
‘I am Jeong-Won Maeng, at birth…
… Over 40 years ago.’


Preferred Name:
‘Please, Jeong-Won, if we are being informal. Mr. Maeng, in class, or in formal situations. I am aware my nieces and nephews call me ‘Uncle Maeng’, or simply, Unc’. Please do not call me that, though…’

Age:

‘I am 40 years… Young!’

Gender & pronouns:
‘I am Male, my pronouns are he/him.’

Religious Denomination:

‘I am an atheist.’

Marital Status:
‘I am divorced, I have been, for about… 15 years.’

Nationality:

‘I am born South Korean, and I am still proudly South Korean.’

Current Location:
‘I have been living in Karakura, Japan for around 10 years! Haha…’

SECTION 2: Academic Details

Teaching Experience (# of years):

‘Unfortunately, I do not come from any experience with teaching. So, zero.’

Working Experience (# of years):

‘I have been a reporter with the city’s news station, Karakura News since I was 25, so that would be a good 10 years. Some of the best 10 years I will ever experience.’

Academic Degree:
‘I have a Bachelors in International Relations at Seoul National University. I finished my Bachelors when I was 24, before I came to Karakura for work. I then took a sabbatical a few years ago to get my Masters.’

Year of Graduation:

‘Oh, this is embarrassing. This really shows you my age. I graduated in 1999, when I was 24… Haha.’

Major(s):
‘I majored in International Relations! I also took my Masters in Communication.’

Minors:
‘I have a minor in Journalism.’

Native Languages:
‘My native language is Korean. I was born in a Korean family, raised with Korean, educated with it.’

Other Languages:
‘I picked up Japanese to work here!’

Preferred Teaching Subject:
‘I would love to teach journalism or mass communication, thank you.’
Extra


Additional notes about your application (if any):
nope
 

MuffinCat

Level 105
Administrator
Professor Lead
Authorization Team
MuffinCat
MuffinCat
Omega
Accepted!
Congratulations, please make sure you're in the Karakura Academics discord, and ping me in #help (@muffincats) to receive your role. You can request your role in game by making a ticket. If you are not in the discord please make sure to join https://discord.gg/xQBHzyNE4Y
 

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