In this blog post, I will describe how I prepared for a career as an education scholar, drawing on the academic efforts I made during high school, my participation in school activities, and my experiences with empathy and collaboration.

Academic Experiences and Reflections

I made a conscious effort to make the most of my class time. Originally, I had a strong desire to study more through cram schools or private tutoring, but my family’s financial situation made that impossible. Instead of blaming my circumstances or resenting my parents, I decided to be grateful for the environment I was given and do the best I could with what I had. So, I resolved to fully utilize “school,” the only place where I could learn.
Specifically, I prepared thoroughly in advance. High school subjects often covered material that was a significant step up from my previous school, making it difficult to grasp everything in a single class. So, I woke up an hour early every morning to review the day’s material and jot down any parts I didn’t understand or questions I had. During class, I listened intently while keeping track of what I knew and what I didn’t, and as a result, my understanding of the lessons improved noticeably.
Previously, I felt embarrassed to raise my hand and ask questions during class. However, as my consistent preparation and curiosity grew, I naturally developed the habit of asking questions, and the Q&A process with my teachers actually turned class time into something akin to a private tutoring session. Class was no longer just a time for passive listening but became a time for interaction and expanding my understanding.
Through this experience, I realized that if you are grateful for the resources you have and do your best to utilize them, you will definitely see results. Instead of waiting for distant opportunities as I used to, I adopted an attitude of making the most of what I have right now, and the first step in that was actively using my school classes to study.

Major School Activities and Reflections

Throughout high school, I served as class president. My decision was driven by respect and gratitude for the homeroom teachers who guided me. Although my three homeroom teachers had different personalities, they were all dedicated to thinking about and acting on what was best for their students. Wanting to learn more from them, I naturally took on the role of class president.
The most significant lesson I learned while serving as class president was just how crucial the role of an educator is. The teachers’ meticulous care and efforts—which are difficult to perceive from a distance—became clear to me only after working closely with them as class president. The teachers’ ability to guide students through counseling, to be strict when necessary, and to motivate them with praise had the power to transform students’ behavior and lives.
For example, when a teacher offered a small incentive—promising to buy snacks if a student who disliked studying and was rebellious scored over 50 points—that student took an interest in studying for the first time and gradually began to put in the effort. Witnessing that change firsthand made me realize anew just how profound an impact educators have on students’ lives. From that moment on, I truly understood the importance of educators and took on an even greater sense of responsibility in leading my class.
Furthermore, serving as class president was an opportunity to test and refine my leadership skills. During field trips, festivals, and sports days, I experienced the role of leading others by coordinating my classmates’ opinions and ensuring their safety. Through this process, I learned that, above all, a leader must be trustworthy. I realized that a leader builds the trust of the group by taking responsibility without avoiding problems and by honestly admitting when they cannot answer a question and actively seeking a solution. To put this into practice, I made an effort to speak and act appropriately in my daily life and to set an example in both my studies and my behavior.

Examples of Consideration, Sharing, and Cooperation, and My Reflections

The most memorable experience of conflict and resolution was the incident where I lost the class fund on the day of the field trip.

I was the class president and had appointed a treasurer to manage the money. My failure to double-check because I trusted that student ended up causing the problem. Eventually, the treasurer confessed, looking pale, that they had dropped the money on the street.
More than anything, my greatest concern was not the other students’ lunch, but the guilt the treasurer was feeling. Deciding that I needed to comfort a child who felt they had made a mistake in a way that would foster a sense of responsibility, I first consoled that student and then honestly explained the situation to the rest of the class. I told them I would take full responsibility and resolve the issue without making excuses or shifting blame.
Although some students initially resisted, as I stepped forward to offer to pay the extra money and began looking for an affordable restaurant, more students came to understand my sincerity. Seeing me and the class treasurer running around together, many classmates said, “Actually, you’re the one who deserves sympathy,” and offered to help. Eventually, we found a restaurant that offered student discounts, and everyone was able to enjoy a delicious lunch together.
Through this experience, I learned the power of honesty. I realized that an attitude of not avoiding problems but honestly addressing them and working together to solve them can resolve conflicts and actually foster unity.

Efforts and Preparation Related to Motivation and Career Plans

My ultimate goal is to become an educational scholar. I aspire to study education because I believe that properly training educators is one of the most important social tasks. Of course, there are many excellent teachers, but I believe there are clearly structural problems within our education system that need to be addressed. The evaluation system centered on the College Scholastic Ability Test (CSAT) and practices that fail to fully nurture students’ individuality must be improved.
Even if I cannot lead that change immediately, I want to become someone who can make a tangible contribution to the advancement of education. That is why I applied to the Department of Education at Sookmyung Women’s University to major in education. My plan is to build a solid foundation through my undergraduate studies here, then develop my research capabilities by pursuing master’s and doctoral degrees in graduate school, ultimately contributing to the long-term improvement of educational systems and teaching methods.
To prepare for this, I focused most on accumulating “experiences that foster critical thinking.” I believed that rather than simply learning theory, I needed practical experience to understand the educational field and confront its challenges head-on. Therefore, with the principal’s permission, I participated in educational mentoring activities. I consistently worked with elementary students from low-income families, helping them understand what high school is like, assisting with basic academic skills, and encouraging them to think independently.
Through this mentoring, I witnessed firsthand how quickly children absorb new knowledge, which deepened my appreciation for the importance of educators and teaching methods. Additionally, my experience as a class representative, mediating between teachers and students, was invaluable in helping me understand the complex relationships and emotions within the educational setting. These experiences have firmly solidified my motivation to study and research educational science in greater depth.