In this blog post, I will summarize what I learned and how I felt, focusing on the process of improving the study habits I developed during high school and my volunteer activities both on and off campus.
Academic Experiences and Reflections
I attended a Christian school during high school and did a lot of Bible study. Bible study often involved taking notes and memorizing content, so I naturally developed a study habit of “memorizing by writing.” However, the volume of material in regular academic subjects was too large to simply copy and memorize like I did with the Bible, and this approach proved particularly limited in English class, where I tried to memorize by transcribing entire passages.
While this method allowed me to get good grades on school exams right away, it caused problems on tests like the CSAT or TOEIC, where I had to tackle passages I had never seen before. I lacked experience in systematically studying sentence structure and grammar, and relying on memorized passages left me flustered when faced with unfamiliar texts. I came to realize that I lacked problem-solving skills.
To change this, I devised and implemented a “21-Day Plan” to correct my flawed study habits. Since 21 days is widely recognized as sufficient time to improve small habits, I used this as my benchmark, setting specific goals and tracking my progress in 2-, 3-, 5-, and 11-day increments.
Taking English unit study as an example, for the first two days, I practiced reading with my eyes only, breaking the habit of writing. I read with my eyes to understand the content and read sentences aloud to familiarize myself with grammatical structures. Over the next three days, I studied the grammar related to the passage separately and explored why that grammar applied. At the same time, I repeatedly practiced sentence analysis to train myself to grasp the meaning just by looking at the sentences.
For the next five days, I summarized the key sentence structures and important grammar points within the passage, avoiding the passage itself as much as possible. During the final 11 days, I solved a set number of problems related to the passage—which I hadn’t looked at for a while—as if they were new material. As a result, I found that my problem-solving skills naturally improved without having to memorize the plot or specific expressions.
Description of Major School Activities and Reflections
My dream is to become a children’s rights activist. While studying abroad in Canada during middle school, I took a class on the human rights of children in developing countries, which made me deeply appreciate the importance of children’s rights. After returning to Korea, I joined a related human rights organization and continued my activities. With the support of that organization, I was able to participate in a club at my high school that provided Korean language education to North Korean refugee children.
Our club was not just a typical school club that operated within the school grounds; it was a group that actively sought out and helped North Korean refugee children in the local community. On the first day of the club, a staff member from the human rights organization came to give us an orientation, and from then on, we regularly visited local children’s centers to pair up with North Korean refugee children and teach them Korean.
One of the North Korean refugee children I met was a child in his early teens named ○○○. When we first met, he was very wary, so it took some time for him to open up. However, as I piqued his interest with entertaining stories and steadily built trust, ○○○ opened up and began participating actively in class. Although he initially felt awkward due to differences in vocabulary and grammar compared to North Korean, he gradually became accustomed to the South Korean language through friendly explanations and repeated practice.
To properly prepare for our lessons, which took place at least once a month, I meticulously researched relevant materials and created lesson plans. Believing that natural language acquisition through field experiences was more effective than theoretical learning alone, I scouted potential field trip locations. I organized groups of about ten people to visit cultural heritage sites such as Gyeongbokgung and Changdeokgung Palaces, where we spent time engaging in everyday conversation.
Through this process, I confirmed that learning through experience and conversation leaves a more lasting impression than simply textbook-based instruction. During my six months of service, I formed deep bonds not only with ○○○ but also with other North Korean refugee children, and I later had the opportunity to speak with their parents. They expressed their gratitude for my frequent care of ○○○ and for teaching him the language. This experience solidified my resolve to continue working in the field of children’s rights.
Writing About Examples of Compassion, Sharing, and Cooperation, and My Reflections
In addition to volunteering for Korean language education, I gained diverse experiences in sharing and cooperation through club activities. The club was operated with support from a human rights organization, and in addition to Korean language education, we planned seasonal sharing festivals where we personally crafted and sent items to children in developing countries.
While the human rights organization provided some support for the kits and materials needed to make the items, we covered the remaining costs out of our own pockets and approached the work with a strong sense of responsibility. The products we created—such as stationery, LED lanterns, notebooks, and pencil cases—were designed to provide practical assistance to the children’s learning environments. For children in areas with poor school facilities, who often have to study in the dark, the lanterns, which provided bright light, were particularly meaningful gifts.
Although it was our first time making lanterns using instructions, we worked together as a team to connect the battery compartment, terminals, and components, and assembled a small light bulb to create a rather decent-looking lantern. The team that made the products collaborated with other teams to package them and write handwritten letters. We used fabric to knit sturdy pencil cases and wove recycled paper to make notebooks, paying close attention to every detail, from the stitching to the binding.
Throughout this entire process, I came to appreciate the importance of collaboration. The items we completed by faithfully fulfilling our respective roles and helping one another became more than just simple gifts; they served as a medium for conveying our hearts. I felt a sense of fulfillment knowing that we could improve the learning environment for children far away, even if only slightly, and I truly realized the impact that consideration and sharing have when they translate into real action.
Efforts and Preparation Related to Motivation for Application and Career Plans
My decision to apply to the Department of Child Studies stems from my childhood interest in children’s rights and my high school activities. My classes while studying in Canada, my involvement with human rights organizations after returning to Korea, and my participation in a club providing Hangul education to North Korean refugee children all reinforced my conviction to work in the field of children’s rights.
Specifically, I joined a human rights organization, ran a club, and have consistently engaged in activities to directly assist children in the field. While designing and implementing Korean language education and cultural experiences, I reflected on teaching methods and enhanced my educational capabilities by exploring various materials to prepare for classes. Additionally, through charity festivals and the process of creating goods, I acquired skills in planning, collaboration, and practical production.
Academically, I developed self-directed learning skills by making a conscious effort to correct my own poor study habits. My experience of changing my study methods and improving my problem-solving skills through the “21-Day Plan” will serve as a foundation for balancing my major studies with fieldwork in the future.
Based on these experiences, I aspire to become a professional who provides education and support in the field of children’s rights. My volunteer work and efforts to improve my studies during high school solidified my career aspirations, and I intend to continue gaining field experience and expanding my knowledge to contribute to the promotion of children’s rights and welfare.
