In this blog post, I will summarize the qualities required of an elementary school teacher, as well as the academic and extracurricular experiences through which I have cultivated them.

Academic Experience

Overcoming a Plateau in Math

Overcoming a Plateau in My Math Grades I used to have good grades in math. However, there was a period when my grades plateaued and didn’t improve for quite some time. As someone aspiring to major in mathematics education, this stagnation really hurt my pride. I decided to overcome this plateau not just for the sake of my school grades, but because I wanted to prove to myself that I could conquer my math challenges. So, I started by analyzing the root cause of my plateau. Upon analysis, I realized there were specific types of problems I consistently got wrong—not because I didn’t know the answers, but because I failed to spot the traps while rushing to solve them. Driven by the arrogance of thinking I was good at math, I had focused on solving application problems and those with hidden traps as quickly as possible. Therefore, instead of practicing speed, I focused on practicing how to avoid falling into the traps of difficult problems. I realized that what I needed wasn’t to tackle new problems, but to re-solve the problems I had gotten wrong in the past to identify the types of traps. So, I compiled my incorrect answers from the problems I had solved so far and created a “wrong answers notebook.” By organizing this notebook and solving the problems slowly, I began to identify the types of traps, and to build my own strategies for avoiding them, I studied by repeatedly solving the same problems over a period of time. Once I identified and resolved the root cause of my plateau, I was able to confidently solve even difficult problems—which I had previously gotten wrong one or two at a time—without falling into traps, and that’s how I overcame my math plateau. In the past, I believed that previewing was the only correct approach, so I always studied by looking only ahead. However, I realized that studying requires both previewing and reviewing, and that through review, I could analyze the areas where I frequently made mistakes and improve my weaknesses. I also learned to let go of the arrogance that came from thinking previewing was everything. I realized that if there were areas where I made mistakes, I needed to solidify the fundamentals of those areas from the ground up, and that it was important to always practice repeatedly so that I could approach all my studies with confidence rather than arrogance.

School Activities

Excellent Results in Math Competitions

I was quite good at math and stood out among my peers for my math grades. One day, a math competition was held at our school, and I participated at the recommendation of my homeroom teacher. Even though I was good at math, this was my first time competing in a math competition, so I felt I had to be fully prepared. So, I worked through past math competition problems from our school. They were quite difficult, and since I barely managed to solve all the problems within the allotted time, I started to feel anxious. So, I first solved every competition problem I could get my hands on, collected all the ones I got wrong, reviewed them, and practiced solving them repeatedly so I could solve them quickly. I also identified the fundamental mathematical principles underlying the problems I got wrong, organized them into notes, and reviewed them during breaks and whenever I had free time to memorize them. By addressing my weaknesses in this way, I was able to achieve excellent results in the math competition. I was selected as the school representative to compete in the regional math competition, where I won a bronze medal.

Teaching at a Local Children’s Center

Through my school’s volunteer program, I had the opportunity to teach math to children at a local children’s center as a volunteer. Since I had always dreamed of becoming an elementary school math teacher, I immediately accepted the offer, believing it would be a great opportunity. My role was to teach math to children at the center who couldn’t afford private tutoring or cram schools. At first, I viewed it as just a casual volunteer activity, but as I taught the children, I realized it would be better to create a structured curriculum rather than just answering their random questions about what they didn’t understand. So, I discussed it with the center and agreed to set a regular schedule for math lessons, during which I would teach according to a curriculum I designed. I reviewed elementary school textbooks and asked the children about their current progress in class, then built the curriculum to help them review. The children knew I was teaching them as a volunteer, and perhaps because of that, they listened more attentively and focused on the lessons. Rather than thinking of myself as their teacher, I approached it as an older peer offering guidance, and I wholeheartedly helped the children review their math. Whenever they asked questions about something they didn’t understand, I would stay with them until they grasped it, teaching them with care. I continue to work with the community children’s center to plan and teach the children to this day. I was deeply moved whenever the children proudly told me their grades had improved, or when they shared snacks like candy with their tiny hands after class. It seemed the children could sense my genuine desire to teach, and witnessing their achievements made me resolve that I, too, had much more to learn.

Consideration and Cooperation

Restoring Relationships with a Rolling Paper

At the beginning of the second-grade semester, a minor argument among the children escalated, causing tensions to rise. It wasn’t a major fight, but they had hurt each other emotionally, and the strained relationship wouldn’t easily mend. I felt I couldn’t just stand by and watch the class atmosphere deteriorate. That’s when I came up with the idea of a “rolling paper.” I thought that if the children gathered together and passed around a rolling paper to express their feelings in writing, they might be able to release their emotions effectively. I also believed that by writing to each friend individually, they would be able to process the specific feelings they had toward each one. So, with the teacher’s help, I gathered the students together and set aside time for them to write the rolling paper. At first, the students felt awkward, but as they quietly wrote their letters, they expressed their feelings through words. Some even started crying as they found it easier to convey their emotions in writing. By honestly expressing their feelings of guilt through writing, they were able to open up a little more. After finishing the rolling paper, everyone was silent for a while as they looked at the letters their friends had written. Then, one of the students who had instigated the fight sincerely apologized to the others, saying, “I’m really sorry.” Upon hearing this, one by one, everyone stood up and began apologizing to each other. The classroom was soon filled with tears, and I, too, was deeply moved. I knew that opening one’s heart requires tremendous courage, but since it’s so difficult to muster that courage, I created an environment and atmosphere that encouraged them to do so, and I believe that led to this positive outcome. By expressing their feelings through the rolling paper and honestly sharing their apologies, our class became more united than any other. Even if awkward feelings arose between classmates, they would immediately express them honestly, and when good things happened, they would celebrate each other’s successes, fostering an atmosphere of emotional exchange, communication, and empathy.

Qualities of an Elementary School Teacher

Communication and Leadership

Since school is a group setting, while fostering individuality is important, I believe it is also necessary to engage in activities that build teamwork and create a positive atmosphere through mutual dialogue.
Fostering unity among elementary school students can indeed be challenging. These children have strong individual personalities and are just beginning their social lives, so they are likely full of questions: Why is teamwork necessary? Why is it important to empathize with friends? And why do they have to study? The role of an elementary school teacher is to guide these children while preserving their individuality, nurturing their dreams, fostering empathy, and developing their social skills. I have consistently built experience in utilizing empathy and fostering an atmosphere of communication, both through my experience in breaking the ice among classmates and by taking on leadership roles in various organizations. An elementary school teacher must be both a teacher and a leader from the students’ perspective. It is not just about teaching; it is about understanding from the students’ viewpoint and guiding them as their leader. Therefore, I believe my experience in leadership roles within various organizations will be of great help in becoming an elementary school teacher.

Experience Teaching Elementary Students Directly

I have experience teaching elementary students directly at a local children’s center. Initially, I taught math—a subject I excel in—in a tutoring-style format, simply answering questions and helping students with areas they didn’t understand. However, as the number of students grew, I began conducting structured lessons. This required me to develop a precise curriculum and prepare teaching materials, just as I would for a formal class. I believe this experience allowed me to gain, albeit indirectly, some professional experience as a teacher. While teaching at the community children’s center, I realized that a teacher’s job involves more than simply teaching math; it requires thorough preparation, such as designing a curriculum for class time, gathering and organizing information to create teaching materials, and anticipating and addressing the children’s questions and areas requiring extra attention. Furthermore, in addition to gaining indirect experience in the teaching profession, I felt a deep sense of pride and was deeply moved when I saw the children’s grades and mathematical abilities improve through my lessons. I was profoundly moved by the intrinsic value of teaching others and seeing the results, and it allowed me to confirm my own capabilities, which further solidified my dream of becoming a math teacher. By interacting directly with elementary school students, listening to their concerns, and teaching as a math teacher, I have developed the know-how to communicate at their level and empathize with them during lessons. To build on these experiences, I intend to continue volunteering as a teacher throughout my college years. Furthermore, as a student in your school’s Department of Mathematics Education, I will do my utmost to fulfill my duties, accumulate the necessary knowledge, and fully embrace the values and responsibilities of a teacher.