In this blog post, I’ll summarize my academic efforts, school activities, acts of compassion, motivation for applying, and career preparation process during my time in high school.

Writing About My Academic Experiences and Reflections

When I entered high school, the subject I found most challenging was Korean language. While I enjoyed solving math problems and found joy in learning a new language through English, Korean always felt frustrating. As a result, my Korean grades dropped significantly toward the end of my freshman year, and I felt a sense of urgency—realizing that if I couldn’t get a handle on Korean, it would severely limit my career options since I had chosen the liberal arts track.
Because of this, I decided not to view Korean solely as “studying.” I found a way to enjoy Korean by connecting it to my dream of starting a business. I began reading one article or book by an entrepreneur every day, approaching the text as if I were creating and solving my own problems. For example, I analyzed the text by asking myself questions such as, “What is the main theme of this article? How is the argument structured? What is the core message the author is trying to convey?”
Reading this way helped me develop the habit of thinking linguistically about the Korean language, and I naturally became interested in it. My Korean scores gradually began to rise, and I also benefited from studying detailed grammar and vocabulary. Ultimately, I overcame my insecurity about Korean and achieved tangible results in the form of improved grades.
Through this experience, I learned one important fact. People who enjoy studying actually perform better. I realized that even subjects I used to dislike can be learned with enjoyment if I change my approach and connect them to my interests, and this had a significant impact on my overall attitude toward learning.

Major School Activities and Reflections

The most meaningful activity I participated in during high school was the broadcasting club. The club was divided into an announcer group and a producer group responsible for reporting and scriptwriting. As the lead producer for two years, I oversaw all aspects of production and reporting. Finding interview subjects and planning broadcasts required keen observation and strong communication skills.
The first question I asked myself was, “Who is doing truly meaningful work within the school?” I sought out and interviewed people whom many students overlooked—the cleaning lady who arrived early every morning to clean, the security guard who maintained the instruments in the music room, the vice principal who watered the playground, and the teacher who quietly gathered counseling materials—and shared their stories. Through this process, I realized that people are more than just their outward appearances, and that discovering their hidden efforts is important.
This activity sparked my interest in becoming someone who “discovers the talents of others” and, furthermore, inspired me to pursue a career as a creative, people-centered leader. The friendships and trust I built with the people I interviewed on the show have also become a great asset to me.
Second, my role involved selecting and reporting on external news topics that students absolutely needed to know about. I focused particularly on the theme of “challenge,” conducting in-depth coverage of people taking on challenges around the world and writing articles about them. At first, it was difficult to judge which external issues would be helpful to students, but as I continued to cover stories of challenge and innovation, the external news segment—which had previously been overlooked—transformed into a segment that students actually looked forward to.
Some friends told me that my articles had given them strength, and the very process of gathering vast amounts of material and turning it into content served as preparation for my future dreams. My time in the broadcasting club went beyond a simple club experience; it was a crucial period during which I was able to develop leadership, planning skills, observational skills, and communication abilities.

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

Since our school is an inclusive environment that accommodates students with disabilities, showing consideration in daily life became a critical issue. In particular, during lunch break, when everyone would rush out to the cafeteria at once, students in wheelchairs were often pushed to the back of the crowd, and injuries from hasty movements were common. As a result, both students and teachers felt tense whenever lunch break rolled around, and even minor inconveniences could lead to emotional rifts.
To address this issue, I proposed a “Start Lunch 10 Minutes Later” campaign at a grade-2 assembly. The idea was to set aside time until 12:10 p.m. to be considerate of students with physical disabilities, rather than rushing out en masse at the stroke of noon. Although some initially doubted the feasibility of the idea, I persuaded my classmates and teachers one by one, explaining the purpose of the proposal.
The results exceeded my expectations. The campaign gradually gained acceptance and was extended to 15 and then 20 minutes, and order and etiquette took root, including adjustments to lunch times by grade level. Above all, it became an opportunity for those who had previously clashed over minor inconveniences to grow closer, fostering an atmosphere where everyone looked out for one another.
Through this experience, I realized firsthand that turning thoughts into action truly brings about change. I learned that even a small suggestion can have a positive impact on the daily life and relationships within a community, and I deeply appreciated the importance of taking an active approach to solving problems.

Efforts and Preparation Related to My Motivation for Applying and Career Plans

I have a deep interest in CEOs around the world and leaders who have transformed society. Since my second year of middle school, I have read extensively on leadership and innovation, reflecting on the question, “What makes a good leader?” Initially, I believed that a leader was someone with strong authority and a loud voice, but through my reading, I realized that leadership—which helps and inspires people while guiding them from behind the scenes—can also exert a powerful influence.
In particular, my understanding of “servant leadership” was a turning point that reshaped my direction. I aim to exercise leadership through an attitude of caring for and supporting others, rather than forcing my way through with power. Even in college, I will create an atmosphere where we study together during exam periods instead of studying alone, and I will participate in every event to foster harmony and consideration.
I also intend to be someone who willingly takes on tasks that others avoid and provides practical help. To ensure I do not neglect my major in business administration, I plan to organize study groups and clubs to delve deeply into my coursework. By cultivating both practical knowledge and an attitude of understanding others, I aspire to become a leader who drives positive change in society through a variety of activities.