In this blog post, I’ll summarize the study methods I tried, the extracurricular activities I participated in, and the lessons I learned through collaboration and consideration during my time in high school.
Academic Experiences and Reflections
In a middle school class, I came across a scene in an American textbook where trigonometric functions were explained using a photo of figure skater Kim Yuna. That class convincingly demonstrated the practicality of mathematics by showing how angle measurement is closely tied to everyday life—for example, by explaining that a figure skater must calculate the optimal angle when performing a jump. At that moment, I realized that math wasn’t just abstract knowledge in a textbook but a subject connected to real life, and I felt the need to change the rote memorization study methods I had been using out of habit up until then.
The change began with the introduction of a math research notebook. Until then, I had only used simple notebooks for organizing concepts and formulas, along with an error notebook for transcribing the solutions to problems I had gotten wrong. However, that approach lacked the motivation to make me revisit my notes, and no matter how many notebooks I filled, it didn’t lead to improved grades. So, I decided to stop making meaningless entries and instead create a notebook that captured my truly important thoughts.
In my new math notebook, I wrote down all the thoughts that came to mind while solving problems, the questions I had, and the various solution methods I tried. Rather than simply copying answers, I examined and organized the thought process surrounding each problem from multiple angles. For example, when I encountered an application problem involving number systems, I wrote down the first concept that came to mind, the logical process I had followed when learning about number systems, and even drew diagrams representing the problem using sets. By organizing various solution processes on a single page in this way, I was able to evaluate which method was most efficient and best suited to my way of thinking.
As a result, I discovered that for certain types of problems, the method of drawing sets to solve them worked best for me. When similar problems arose, following the methods I had organized in my study notebook allowed me to solve them more quickly and accurately than before. This process not only improved my grades but also broadened my perspective when facing problems and helped me develop the ability to design my own solutions.
Writing About Major School Activities and Reflections
The school I attended was located on the outskirts of town, far from the city center, so we didn’t receive many newspapers or newsletters from outside, and the school itself didn’t actively publish a student newspaper. I found this situation disappointing, so when I happened to learn about the school’s daily newspaper production club, I joined. However, the club only published a newspaper about once a year as a formality, and it never became a medium that students actively read or participated in.
Wanting to overcome the limitations of the existing club, I proposed recruiting new members to create our own weekly newspaper. In the early stages, operations centered around the small reporting team, but I aimed to create a variety of sections, including current affairs, a advice column, interviews, and school news. For the current affairs section, I needed active students who would investigate local issues and visit sites firsthand; for interviews, I selected students who were skilled at meeting people and drawing out their stories. Thanks to applications from students who enjoyed writing and those who were also involved in other clubs, the project progressed smoothly.
I was primarily responsible for planning the “Concerns & Communication” section, and I even crafted a “concern box” myself to collect students’ stories. Once we placed the box on the bulletin board every week, students began leaving notes ranging from lighthearted anecdotes to serious concerns, and by compiling these submissions, we were able to create a section that resonated with readers. Throughout this process, we strove to go beyond simply conveying information and instead give voice to the students.
There were also many instances where everyone collaborated to complete a single article, without being bound by departmental divisions. For example, when covering a volunteer club that sent shoes to Sri Lanka, the entire staff visited the site together, and when introducing human rights protection activities for North Korean defectors, we not only reported on the story but also participated in the volunteer work ourselves. We also promoted various club activities by producing articles introducing discussion groups and peer counseling departments.
Some of the articles and works we created were even published in book form. The students’ literary works and personal stories that had appeared in the newspaper were compiled into a single volume, which also included a congratulatory message and an interview with the principal—a deeply rewarding experience. Through this experience, I learned not only planning skills, teamwork, and on-site reporting abilities but also the responsibility of conveying students’ stories in a public forum.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
Our school had a “One Student, One Sport” program. Under this system, every student was required to learn one sport and exceed a certain score before graduation. I practiced Taekwondo for 50 minutes every morning and had to earn a certain rank before graduating. Although I could have chosen a different sport, I decided to stick with taekwondo and improve my skills. The process of learning the stances and self-defense techniques was fascinating in itself, and I derived a great sense of accomplishment from the practice and competition required to earn my dan ranks.
Of course, some of my friends considered exercising in the morning a waste of time. Especially for students preparing for college entrance exams, there’s an instinct to take even one more class, so exercise time can feel like an interruption. Some friends even complained that exercising in the morning actually made them more tired for their first class. I decided that building a solid foundation of physical fitness from a long-term perspective—rather than focusing on short-term inconveniences—would be a great help in getting through the exam preparation period.
As I participated with a long-term perspective, the attitudes of those around me gradually changed as well. Even students who were initially reluctant naturally adapted to the exercise over time, and morning training became a habit. As they mastered the basic movements and advanced through the belt ranks, feeling a sense of accomplishment, many began to find Taekwondo itself enjoyable. We practiced by synchronizing our movements with one another, and through that process, a spirit of cooperation and teamwork developed.
We also developed mental resilience through disciplined movement practice. The experience of sweating through practice, competing with peers, and encouraging one another not only helped relieve stress but also fostered perseverance and patience. Ultimately, the “One Student, One Sport” program went beyond simply fulfilling an assignment; it contributed to the balanced development of intellect, character, and physical fitness, and it remains an important part of my school life.
