In this blog post, I will outline my academic experiences and school activities during high school, examples of how I practiced kindness and sharing, as well as my motivation for applying and my career preparation process.

Academic Experiences and Reflections

In high school, I particularly enjoyed the “Speech and Communication” course within the Korean language curriculum. Speech was not just a simple subject; it was a class where I learned how people communicate with one another. Studying this subject with enthusiasm helped me significantly improve my attitude toward learning and my academic abilities. While I could handle grammar and literature relatively well through consistent memorization and analysis, advanced courses focused on communication skills felt overwhelming at first.
I was confident that I could logically understand grammar by memorizing rules and analyzing example sentences, and that I could solve problems in literature by carefully interpreting works. On the other hand, areas that assess expressive and communication skills—such as speaking, reading, and writing—seemed abstract, and I was confused about what exactly to study and how to go about it. Consequently, I initially felt overwhelmed because my learning goals were unclear.
However, my doubts were resolved through the speaking class. I realized that speaking is not simply a subject that teaches the technical skills of speaking well, but rather a subject where one learns how to convey one’s intentions accurately and effectively. Once I clearly understood the purpose of the class, the course material became much clearer, and I deeply realized that developing one’s expressive abilities ultimately leads to a richer linguistic life.
Based on this realization, I changed my approach to solving rhetoric problems. Instead of complex analysis, I focused on how to express myself in real life, which made problem-solving easier. The activities presented in class no longer felt like difficult assignments; instead, they felt like small exercises in considering tone, context, and relationships during conversations with friends.
In particular, I reflected on how I used to express myself bluntly without considering tone, intonation, or context—even when conveying the same message—which often led to misunderstandings. Since then, I have consciously practiced speaking in a gentle manner and using considerate, kind language. This change greatly helped improve my interpersonal relationships both inside and outside the classroom, and it also increased my enjoyment of learning.

Writing about major school activities and reflections

During high school, I was active in a volunteer club affiliated with a local center for children with disabilities. The club was called “School of Building Connections,” and we spent time consistently building relationships with and helping local children with disabilities. I had always been interested in volunteering to help children with disabilities, and since my goal was to work in this field in the future, I participated actively.
Club activities were primarily centered around programs coordinated with the center. The children I met were in the lower grades of elementary school, and most attended separate special education schools while spending a significant amount of time at the center. Although these children faced physical and mental challenges, they were capable of everyday communication and simple activities, so we designed our activities accordingly.
To help us get to know each other, we planned a Secret Santa event. The idea was to secretly look out for the friend assigned to each of us, expressing care through small gifts or gestures. For a month, I also paid close attention to the friend assigned to me without revealing my identity. After the Secret Santa event ended, we held a follow-up activity at the center, such as making inari sushi. We prepared the ingredients ourselves and helped the children cook safely.
While cooking, the children who had difficulty using their bodies would sometimes drop the rice, but we patiently helped them repeatedly and encouraged them to keep trying. As these small successes accumulated, our bond with the children deepened, and it became a joyful experience for both the volunteers and the children.
Our connection lasted for over six months, and we continued our activities even during our sophomore year of high school. Because we had formed a bond, we grew even more attached to one another, and we took special care to look after the friends we were paired with. With the goal of beautifying the area around the center, we planted strawberry seedlings so the children could tend to them themselves and eventually pick and eat the fruit. These activities provided an experience that went beyond daily care, allowing us to cultivate the environment together.
We didn’t limit our activities to the center; we also planned outings. Since many of the children had physical disabilities, we had to consider potential risks, but we carried out a trip to Seoul Grand Park with volunteers assigned to each child to ensure their safety. During our visit to Seoul Grand Park, the children were overjoyed as we toured the zoo and rode relatively safe rides together. At the bicycle park, we also taught them how to ride bicycles.
Through these diverse activities, I felt a great sense of happiness and fulfillment in my club activities. By helping children with disabilities with their difficulties and seeing them enjoy themselves, I truly felt the responsibility and meaning of being their hands and feet. This experience became an important foundation for strengthening my confidence in my future career path.

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

Among the club activities at Inyeon High School, one particularly memorable experience was the camping trip to Hangang Park, which served as our final activity at the end of my sophomore year. To make the day we parted ways with friends—with whom we had built memories and bonds over nearly two years—special, the club members planned a fun and safe camping trip. Since children with disabilities are often accustomed to indoor activities and have few opportunities to experience outdoor sports, we prepared for this camping trip with extra care.
During the preparation process, we divided up the tasks and worked together. I was in charge of setting up the tents and preparing the equipment, while other friends handled the food, budget, and campground reservations. On the day of the event, we prioritized safety by pre-assigning personnel to each tent and assigning volunteers accordingly. Although the parents were initially worried about their children spending the night away from home, they felt reassured and entrusted their children to us when they saw the excited expressions on their faces.
On the first day of the camp, we grilled pork belly and sausages in front of the tents, and at night, we screened an animated movie near the campsite to create an age-appropriate experience for the children. Before bedtime, we helped them wash up and get ready, and inside the tents, we spent the night singing songs accompanied by guitar music under the soft glow of lanterns. We took great care to ensure the children could rest comfortably.
This camping trip was more than just an outdoor activity; it was a time for us to deeply learn how to care for and cooperate with one another. Although there were disagreements during the preparation and execution, we adjusted our roles through dialogue and reached a consensus focused on ensuring safety. As a result, we were able to conclude the activity by creating warm, memorable experiences for both the children and the volunteers.

Efforts and Preparation Related to Motivation for Application and Career Plans

In the future, I aspire to work as a teacher at a local school for children with disabilities to support socially marginalized groups. I believe that social development is not achieved through growth alone; it is crucial to show concern and offer help to those who are marginalized within our communities. This spirit of volunteerism was naturally cultivated in me from a young age by observing my parents. My parents volunteer at a nursing home every week and taught me to “live a life of giving to others,” and that lesson has become deeply ingrained in my outlook on life and my values.
After deciding to major in Special Education, I joined the “Building Connections” school club to prepare for my career path and participated actively. Through these club activities, my once-vague goals gradually became clear, and I confirmed that caring for children with disabilities and showing them love aligns with my aptitudes. By planning and executing various events during our weekly meetings, I learned the patience and sense of responsibility required of an educator.
Whether planning and executing events, making sushi rolls, taking field trips to amusement parks, or participating in activities like Secret Santa, I witnessed the children’s genuine joy, and those moments brought me great fulfillment. I felt that the experience of bringing joy to others while finding happiness myself is a precious privilege that educators can enjoy.
Moving forward, as I grow as a teacher at a school for students with disabilities, I intend to focus particularly on improving the communication skills of children with disabilities. Many children with disabilities find it difficult to express their thoughts due to physical or mental challenges, which can put them at a disadvantage when it comes to securing their rights. Drawing on the principles of communication I learned in my rhetoric course and the practical experience I gained through the club, I will become a teacher who carefully supports students so they can express themselves and protect their rights.