In this blog post, I will reflect on my academic efforts, meaningful school activities, and experiences of consideration and cooperation during my time in high school, and summarize the insights I gained through that process.

Academic Experiences and Reflections

My Rigorously Scheduled Daily Plan, Divided into 30-Minute Intervals
I considered my schedule to be of the utmost importance. I believed that since the time allotted to each person in a day is limited, a well-structured schedule is necessary to use that time efficiently. If you don’t plan meticulously, time tends to slip away silently. So, I divided my daily routine as specifically as possible into 30-minute blocks to create a study plan, and I tried to maintain my concentration through this method.
The time I could utilize was divided into a 50-minute morning commute, 1 hour in the morning, a 20-minute lunch break, 20 minutes in the evening, 3 hours of evening self-study, and a 50-minute evening commute. I broke all this time down into 30-minute blocks and added them to my schedule, allocating them to study the five major subjects—Korean, English, Math, Social Studies, and Science—in rotation. To check if I was sticking to the plan, I opened my schedule and circled each completed item; this allowed me to monitor my progress on my own.
For short 20-minute breaks, I mainly planned to focus on memorization-based subjects. I always carried my schedule and a notepad with me to avoid wasting any spare moments, and I made an effort to study appropriately whenever the opportunity arose. In particular, the self-study time I was lucky enough to get in the middle of classes—though brief—was an excellent time to concentrate. The 5 to 10 minutes left after class allowed me to immerse myself in one or two questions, so I would often choose difficult problems to solve during that time. It was also a huge help that I could ask questions and get answers right away whenever the teacher was present.
As a result of effectively using my study schedule and studying systematically, I gained a unique sense of satisfaction beyond just improved grades. That was a “balanced life.” Since I knew exactly what I needed to do each day, my anxiety about exams decreased, and I felt a sense of stability in my daily life.

Major School Activities and Reflections

Experiments aren’t done alone—they’re done together!
I applied to the science experiment club because I love experiments and research. At first, I was rejected and couldn’t join, which made me feel really unfairly treated and upset. Since I had experience from middle school and was passionate about experiments, I couldn’t understand why I was rejected. It hurt my pride that my friends were accepted but I wasn’t. However, I didn’t just give up in disappointment; I prepared for another semester and tried again.
During the re-interview, a senior asked me, “Are you confident you can work collaboratively?” At first, I bristled and replied that I believed individual ability was what mattered most in experiments. The senior then strongly rebuked me, saying that experiments are a team effort and that we must look out for one another, especially regarding safety. Hearing that, I realized how naive and self-centered my thinking had been, and I resolved to adopt a truly collaborative attitude.
After many twists and turns, I joined the club and had to relearn how to be considerate of others. In the past, my enthusiasm for experiments was so intense that there were times I failed to look around me. But in the club, we conducted experiments by consulting and discussing with my friends. Even for experiments I would have skipped in the past, saying, “I’ve already done this,” I approached them with the attitude of starting from the beginning together. When I helped my friends with their mistakes or areas they didn’t understand, they, in turn, taught me things I didn’t know. At first, working together felt slow and cumbersome, but I gradually realized that it became a source of endurance, giving us mutual courage and filling in each other’s gaps. As a result, I came to truly enjoy conducting experiments together.
The spirit of always seeking to explore new things—that is what gives birth to challenges!
Through club activities, I took on various new experiments alongside my friends. We even discussed and pooled our resources to fund experiments that are generally considered difficult for high school students to attempt. Through this experience, I realized that challenges and growth are only possible when one maintains an “attitude of constantly exploring new things.” If you set limits for yourself by thinking, “The existing analysis is like this,” or “I’m still too young,” you will never be able to grow. So, I cultivated an attitude of not limiting myself, keeping an open mind toward new things, and moving forward one step at a time.

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

Resolving conflicts within the club to create a perfect festival.
Given the nature of our club, which is full of passionate friends, we rarely neglected assignments or failed to turn in homework during regular times. However, whenever we had to prepare for a major event, conflicts would often arise as everyone actively pushed for the experiments they wanted to do. These disagreements became particularly intense during the preparation period for the club festival. In my freshman year, the upperclassmen mediated for us, but when I became president in my sophomore year, that responsibility fell on me. I was very worried, and as everyone strongly argued for their preferred experiments, voices began to rise.
First, I calmed the emotional tensions and systematically organized the ideas that had emerged. All of them were compelling experiment ideas, and they were the kind of things students visiting the festival would enjoy. Although we had to decide on the main experiment, I judged that it would be difficult to reach a reasonable decision within the club through a simple vote alone. So, I decided to take a step beyond the club and seek the opinions of other club presidents. I compiled each idea, presented them as agenda items at other clubs’ meetings, and had them decide through a vote after incorporating external feedback. Even the members who initially felt uncomfortable about seeking help from other clubs eventually agreed with my suggestion.
As a result, we achieved more than just selecting a main experiment. We received additional support from teachers who found our project interesting, and we secured venue assistance from another club, allowing us to showcase two or three experiments simultaneously in a larger space. Through this experience, I reaffirmed the value of collaboration. I also learned that when problems arise, it is more effective to look outward for solutions rather than staying trapped inside and worrying. Since then, I have made it a habit to be more observant of my surroundings and to seek outside help.