This blog post explores how the communication skills and problem-solving abilities gained through mentoring juniors synergize with my goal of majoring in International Trade. It also covers how economic understanding and interpersonal skills become assets in major-specific studies.
Academic Experience and Reflections
“Is Math Grades Absolutely Unchangeable?”
I believed math grades were absolutely unchangeable until I entered high school. Even when I tried hard at math, my grades wouldn’t improve, so I eventually gave up. However, upon entering high school and setting my goal of majoring in International Trade, I realized I couldn’t afford to give up on ‘math’. So, I first sought counseling from my teacher. I explained my academic goal and discussed my concerns about my math grades. My teacher advised me on the level of improvement needed and suggested analyzing my mistakes on past exams to boost my scores. So, I started by reviewing my math test from the mock exam I took in March. I examined which sections and units I got wrong most frequently, and found certain units I consistently struggled with. So, I first identified the weak units and systematically reviewed the fundamental principles for those areas. Honestly, before, I only focused on solving problems without considering the need to solidify my foundation. However, following my teacher’s advice that solving problems requires a solid grasp of the basic principles, I temporarily paused problem-solving and focused on organizing and memorizing the fundamental math principles. Filling in the gaps through my teacher’s advice and analyzing my math scores made math, which had only felt difficult, start to feel interesting. As I grew to enjoy math and memorized the fundamental principles well enough to apply them, the number of mistakes I made decreased significantly.
My mindset towards studying math changed completely, and I realized that the foundation of all studying must start with filling in the gaps to be meaningful. Had I focused solely on solving problems without understanding them, I would still have poor math grades and dislike the subject. However, by striving to identify my weaknesses and filling those gaps through efficient study, my grades improved and I found enjoyment in learning. Though challenging studies will continue, I will persist without giving up, always prioritizing filling my knowledge gaps as the foundation of my learning.
Major School Activities and Reflections
“Economic Newspaper Study Group”
In my first year of high school, aiming for a major in International Trade, I realized it was crucial to understand national economic trends and grasp fundamental economic principles. Believing it was better to start studying when I had a dream rather than waiting for university, I organized an ‘Economic Newspaper Study’ group that met weekly. I gathered with friends who, like me, were interested in trade studies or wanted to study economics, and we discussed the economic newspapers we read daily. We took turns presenting on the week’s economic issues or had time to debate notable economic issues and policies. We also compiled and shared unfamiliar keywords or terms explaining fundamental economic principles that appeared in the newspapers. Up until middle school, economic terms felt foreign, and reading newspapers was burdensome. But as I developed a dream of studying trade, reading newspapers became enjoyable. Moreover, through discussing various issues, I cultivated a stronger dream: ‘I want to become someone who contributes to this economic society and, furthermore, can make an impact globally.’
“Current Affairs Debate and Essay Club Activities”
Beyond my economic newspaper study group, I joined and actively participated in a current affairs debate club. This club discusses current issues ranging from domestic Korean affairs to global topics. I actively engaged in the club, believing it would help me cultivate a broader and deeper perspective on the world and learn how to properly express my opinions. Initially, the term “current affairs debate” itself felt daunting. However, as I shared research findings with friends on specific issues and continued discussions by presenting concrete arguments through pro-con debates, I gradually developed a more multifaceted perspective on social phenomena in Korea and global events. Furthermore, through these debates, I learned to articulate my thoughts coherently and speak with impact. When I first joined the debates, I could barely say a few words. But as I kept participating, I gained the confidence to speak clearly and coherently anywhere.
“Junior Mentoring Activities”
Our school has a senior-junior mentoring program. Rather than just fostering teacher-student relationships, there were various programs designed to encourage interaction among peers or between seniors and juniors. I actively participated in the program where I mentored juniors. Many juniors were eager to learn about the knowledge I gained through activities like the current affairs debate club and economic newspaper study groups, as well as the know-how I used to significantly improve my math grades. They even came to me directly. I listened attentively to their stories. Rather than giving direct answers like “Do this” or “Do that,” I offered suggestions like “Some people try it this way” or “This is how I handled it,” presenting various possibilities. When juniors approached me directly seeking mentoring, it often stemmed from a sense of urgency. Because I fully understood their feelings, I made an effort to explain and answer everything I knew thoroughly.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
“Is the senior always right?”
Through club activities, I spent a lot of time with seniors and juniors. I got along well with them and always acted with courtesy, so many seniors and juniors liked me. However, I often observed seniors teaching juniors under the assumption that ‘because I’m a senior, everything I say is right,’ or telling juniors, ‘You’re a junior, so just do as you’re told.’ I didn’t believe club activities existed solely for the senior-junior relationship, nor did I view that relationship as one of subordination. I believed it was right to build relationships based on trust, while still showing respect to those who had studied more or experienced more. Then one day, a senior who only forced and ordered juniors around called out first-year juniors separately to scold them during a current affairs essay discussion because his opinion didn’t gain agreement. Up until then, I had only indirectly advised about the senior’s behavior or comforted the juniors. However, when one of the first-year juniors raised an objection about this, the issue escalated, and I realized direct intervention was necessary, not just indirect handling. First, I calmed the senior’s agitated state and spoke with them privately. I spoke to him about his past words and actions, and the feelings of the juniors who had been hurt by them, representing the first-year juniors and speaking on behalf of those whose feelings had been hurt by his behavior. I also told him that while I understood his feelings as a senior, we are all individuals with our own values, and I hoped he would respect each person’s opinions. The senior apologized, stating they hadn’t realized the impact of their actions and felt sorry. Subsequently, we facilitated meetings between the senior and juniors. Acting as a mediator, we created time for everyone to discuss their grievances and foster mutual understanding. This resolution eliminated the coercive atmosphere within the club activities, paving the way for more vibrant discussion sessions.
