In this blog post, I will summarize what I learned, focusing on the efforts I put into my studies during high school, the school activities in which I meaningfully participated, and examples of consideration and cooperation.
Academic Experiences and Reflections
Starting in my freshman year of high school, a culture of discussion-based class meetings took root in our classroom. These classroom discussions went beyond a simple exchange of opinions; they served as a learning environment where we directly experienced the class decision-making process, naturally helping us master debate procedures and methods for reconciling differing viewpoints.
Generally, the class president acts as the moderator, and meetings are often led by officers or the homeroom teacher, but our class meetings were different. The class president would simply propose a topic and gather opinions, and the homeroom teacher did not intervene specifically. Most of the discussion process was structured so that students set the agenda and led the proceedings themselves.
Every Friday during the last period, we held a class meeting for about an hour to set the agenda and discuss issues. The topics we mainly addressed were issues directly related to our daily lives, such as classroom facilities, ways to improve discipline and order, and deciding the locations and schedules for our field trip and fall outing. The student who proposed an agenda item would first suggest whether a pro-and-con debate or an open discussion would be more appropriate for that topic, and the meeting procedure was determined accordingly.
For example, when selecting a destination for the school trip, students first presented various opinions through open discussion. If opinions split into two or more camps, the discussion proceeded in a pro-and-con debate format where specific justifications were presented. When suggestions such as “Let’s go to Jeju Island” or “Let’s go abroad” were raised, each student logically presented their reasons for or against the proposal, refining their arguments.
Although it was not a massive issue like a social controversy, everyone took it seriously because it was a matter directly related to the students’ safety within the classroom. Going through the process of thoroughly discussing and deciding even on such a minor issue with our peers reduced conflicts and allowed us to gain experience in resolving problems through democratic means.
Writing About Major School Activities and Reflections
During my sophomore year of high school, I applied for and participated as part of a team in a volunteer program announced by the school to help create autobiographies for senior citizens. Upon seeing the announcement, I immediately recognized the positive impact this activity would have on the local community, and I was excited to experience firsthand how meaningful it would be to visit seniors and help them write their autobiographies.
With the cooperation of a comprehensive senior welfare center affiliated with the school, about a dozen selected students began working with five seniors recommended by the center. We prioritized seniors facing financial hardship or living alone, and we identified four main objectives for the autobiography project: to help the seniors gain emotional stability, reflect on their lives, and regain a sense of pride; to allow students to experience the fulfillment of contributing to local welfare; to learn from the seniors’ wisdom and life stories; and to develop practical skills—such as counseling, writing, and editing—through the process of creating the autobiographies.
The fourth objective, in particular, brought about a significant change in me. Through counseling and interviews, I learned communication skills to put others at ease, and my writing abilities improved through collaborative manuscript work and the editing process. During the editing phase, I was also able to develop practical skills in using word processors and Photoshop.
The actual interviews took place over a period of six months; we met for at least three hours each session to carefully transcribe their stories into writing. When necessary, we conducted phone interviews to verify details and maintained ongoing communication with the seniors, while working as a team to divide roles and collaborate. The seniors would sometimes call to suggest additional content, which helped us improve the quality of the final work.
After a total of 10 months of effort, the drafts of the five autobiographies were completed, and the following year, they were actually published, leading to a book launch celebration at the welfare center. I felt a great sense of fulfillment at the event, where we screened a video highlighting the production process and key moments, and everyone gathered to commend each other’s hard work. Empathizing with the seniors’ lives and making a positive impact on the local community was a very valuable learning experience for me.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
The high school I attended was located in a rural area, so there were many elderly residents in the surrounding countryside. Many of them were simple, kind-hearted people who were often vulnerable to outside information, and rumors that phone scams—such as voice phishing—were becoming frequent had escalated into a serious problem. In response, the school recruited students to conduct voice phishing prevention awareness campaigns targeting the elderly in rural communities.
Having previously participated in a volunteer project to help the elderly write their autobiographies—where I met local seniors firsthand—I did not view this issue as something that only affected others. As part of the volunteer team, I visited senior welfare centers, nursing homes, and village community centers to teach the elderly how to use cell phones and provide tips on preventing fraud. To prepare for the sessions, I collected relevant materials and put a lot of thought into creating friendly, simple explanatory materials that the seniors could easily understand.
Our team created visual aids, videos, and promotional slogans that we effectively utilized during the sessions. I created the presentation materials using presentation software, and since we planned to display them via a projector, I took care to edit the materials with the seniors’ vision and hearing in mind—ensuring the text and images were large enough and the audio was sufficiently loud.
Through this activity, I felt a deep sense of fulfillment from doing something that genuinely helps the local community. Additionally, as we collaborated with my teammates to create and present the materials—helping and supporting one another—we formed strong bonds. Above all, it was a valuable experience that allowed me to personally realize how small acts of consideration and sharing can lead to keeping someone safe.
