In this blog post, I’ll summarize what I’ve learned and felt, focusing on my academic efforts, school activities, examples of collaboration, and my motivation to pursue this career during my time in high school.
Academic Experiences and Reflections
“The Curiosity to Ask ‘Why’: The Beginning of Learning” Thanks to my meticulous and diligent nature, which I’ve had since middle school, I consistently maintained my grades and was admitted to a foreign language high school. Since I had made it into this highly competitive school, I was determined to take full advantage of its various academic programs and special initiatives.
First, I enrolled in the Japanese language track to thoroughly prepare for my second foreign language. When choosing my major or club activities, I never made decisions based solely on interest; instead, I maintained an attitude of careful consideration before making a choice. My decision to join the Japanese language track, and later my choice to switch to the science track in my sophomore year of high school, both stemmed from my habit of asking “why.”
I believe the habit of asking “why” is directly linked to a student’s spirit of inquiry. I tend to be very curious and inquisitive in my studies, so I take an interest in various fields and often ask questions. Even when studying Japanese, I asked myself, “Why am I majoring in Japanese rather than Chinese or English?”
In high school, I set a goal to take one additional foreign language course besides English and become fluent in that language. So, I chose a language that would allow me to develop basic conversational skills within three years, and I selected Japanese, which I had been learning since middle school.
There was also a reason why I chose the science track rather than the humanities track in my second year of high school. As college entrance exams approached, I thought deeply about my career path and major, and based on my natural inclination to love and care for children, I decided to pursue a career as an elementary school teacher. In particular, guided by my educational philosophy that children should develop a spirit of scientific inquiry from an early age, I chose the science track so that I could teach science.
Following this academic deliberation and exploration, I set my sights on a college of education and the Department of Science Education, and I have consistently dedicated myself to my studies.
Description of Major School Activities and Reflections
“Dance Research Club: Dance Is Science, Too.” I joined the dance research club at the end of my freshman year of high school. While most students join clubs at the beginning of their freshman year, I joined during the second round of new member recruitment. Originally, I intended to focus solely on my studies, but I began considering club activities to enrich my school life, and in the process, I added the goal of “developing my own hobby.”
My physical attributes helped me get selected as a club member. I was told that my height and build made me well-suited for dance, and after passing a simple audition, I joined as a second-round member and entered the world of dance. At first, I thought it would just involve group dances to pop songs, but our club took a scientific approach to studying dance.
The club’s slogan, “Dance is a science,” made a strong impression on me. Instead of simply imitating existing dances to gain popularity, we focused on conveying emotions, sentiments, and messages as we explored different forms of expression. Each week, we selected a song and prepared a dance routine that suited it, practicing to refine the specific themes or messages each of us wanted to convey. On weekends, we gathered in the club room to showcase our prepared routines and evaluate each other’s performances, thereby improving our expressiveness.
At first, I studied dance moves by watching videos on YouTube and other platforms. Believing that imitation could lead to creation, I practiced replicating existing moves while striving to find my own unique way of expressing myself. For example, rather than expressing an emotion like “joy” with just a single movement, I broke it down into subtler nuances—such as the joy that brings tears to your eyes or the expression you make when encountering a joy you’ve never experienced before—and studied the movements accordingly.
As a result, even when choreographing to idol songs, I was able to develop movements that not only fit the lyrics but also reflected my own unique style. As my expressiveness improved, my work expanded to include conveying social messages. I once expressed the plight of high school students suffering under the college entrance exam system and academic pressure through somewhat dark songs and intense movements; on that occasion, I collaborated with other club members to create a powerful group dance routine.
We presented the performance we developed at our school festival, and as it received an enthusiastic response from many students, I felt the true reward of club activities. Above all, I came to personally understand the meaning behind the message, “Dance is science.”
Examples of Compassion, Sharing, and Cooperation, and My Reflections
“Participating in a Suicide Prevention Campaign Through the Club.” While participating in the dance research club, we had opportunities to take part in external activities in addition to on-campus performances. As the number of new members increased, the club grew in size, and we even received requests to participate in events held on outdoor stages near the school. I love challenges and new experiences, so I wanted to stand on an outdoor stage and have our team’s dance skills recognized.
One year, a local youth suicide prevention campaign was held, and our club was invited to participate in an event organized in collaboration with the Mental Health Center. The theme was “Suicide? Let’s Live!” and we prepared a new song and choreography to match it. As part of a team, I worked with my teammates through continuous meetings to select the song and develop the choreography.
Our team chose Block B’s “HER,” and we choreographed a routine that expressed a strong will to live set to an upbeat beat. We also rewrote the lyrics to fit the theme, conveying the message: “The most precious thing is myself. Let’s live a life for ourselves.” We performed the song and dance we created in front of a large audience of teenagers on the day of the event, and it was a much more intense experience than I had anticipated.
Cooperation with my teammates was crucial during the preparation process. As we practiced together and coordinated our ideas—combined with the audience’s cheers—we were able to take the stage with even greater passion than we had during rehearsals. Receiving a warm round of applause after the performance deepened my love for both dance and my team.
Efforts and Preparation Related to Motivation for Application and Career Plans
School Name, College, and Department: Department of Science Education, Seoul National University of Education Educational Purpose: The purpose of our university is to train competent elementary school teachers who possess the character and qualities necessary to serve as educators dedicated to the development of the nation and society, in accordance with the educational ideals of the Republic of Korea.
“A Teacher Who Aims for Diverse and Experiential Lessons” I have a curious and adventurous personality, and because I have always had a strong desire to learn, I have actively participated in extracurricular activities. Throughout high school, through various academic and extracurricular experiences, I discovered aspects of myself I hadn’t known before and broadened my perspective on the world.
Based on these experiences, I aim to create lessons that provide students with diverse experiences once I become a teacher. I want to avoid being the kind of teacher who simply imparts knowledge in a one-sided manner, thereby reinforcing the perception that “class is boring.” I believe that school should be a place that offers fresh stimulation, that lessons should lead to new experiences, and that teachers should be people who nurture students’ curiosity.
To realize this educational philosophy, I applied to Seoul National University of Education to develop the skills necessary to become a teacher. I aim to develop the ability to design lessons that effectively convey textbook content while incorporating a variety of experiential activities. This passion for teaching and my educational philosophy are my strengths as a prospective teacher.
Society is becoming increasingly diverse, and the fields in which children can discover their talents and demonstrate their abilities are becoming more specialized. In this context, I believe the role of teachers in discovering and fostering talent is more important than ever. I do not view students as mere recipients of knowledge.
Sometimes, students offer new perspectives from angles the teacher hadn’t considered, and in a classroom environment that respects such creativity, children grow as healthily as trees. As a future teacher, I will continue to prepare diligently to nurture the students I will meet into creative young talents for the new era.
