In this blog post, I will outline my motivation for becoming a teacher and my preparation process, drawing on the academic efforts I made during high school, my participation in school activities, and examples of my compassion, generosity, and teamwork.
Academic Experience and Reflections
Although I enjoyed studying, I had never learned “how to study thoroughly.” As a result, I was the type of student who generally maintained good grades but never quite reached the top scores. During my freshman year, my homeroom teacher called me aside and advised me to “study more meticulously.” Hearing that, I decided to find a way to study more thoroughly with the goal of achieving perfect scores.
The method I chose was to create a notebook of my wrong answers and memorize them systematically. Instead of simply increasing my study time, I planned to use the morning hours to carve out new time for focused study by splitting up my existing study time. I promised myself I would create a routine of arriving at school an hour earlier than usual to organize and memorize my wrong answers.
Changing my wake-up time and dedicating my mornings entirely to studying wasn’t as easy as I’d thought. Time could easily slip away chatting with friends who arrived early or doing homework. So, I established the principle of “choice and focus” and decided to use that time solely for analyzing and memorizing the problems I’d gotten wrong. I repeated the process of writing down the incorrect problems, solving them again, and addressing my weaknesses.
After consistently following this routine for about six months, my mock exam scores began to rise gradually, and my scores on school exams also improved, making it clear that I was getting closer to my goal. As I achieved good results by focusing during the time I had set for myself and re-solving the problems I had previously attempted, I gained a great sense of satisfaction and confidence in my studies. Through this experience, I learned that choosing “where to focus” determines success more than the sheer amount of effort.
Major School Activities and Reflections
The most meaningful school activity I participated in during high school was the “Environmental Club.” This club had a tradition of regularly presenting research findings at the level of academic papers, even though we were high school students, making it a place that combined both scholarly and practical activities. I applied to join immediately during my freshman year after seeing the club’s atmosphere and commitment to action, and through my participation, I learned far more than I had expected.
First, I deeply cultivated a spirit of inquiry. Writing a report of around 20 pages was much more daunting than I had anticipated, and due to a lack of resources, I constantly had to search for books in the library and scour newspaper articles and statistical data. For example, when assigned the topic of “air pollution,” I had to conduct a broad investigation covering the current state of affairs, historical changes, government and private sector responses, and even practical measures individuals could take. Through this process, I learned to view problems from multiple angles, gather evidence, and construct logical arguments.
Engaging in these research activities cultivated a habit of critical thinking and fostered an attitude of reflection on educational issues that I would have previously overlooked. This process of reflection was a key factor in my decision to pursue a career in elementary education. I believe that the habit of not simply accepting problems at face value, but asking “Why is this the case?” and “What should we do?” is an essential quality for a teacher.
Club activities also taught me the values of volunteerism and cooperation. Outside of writing papers, I participated in various field activities, ranging from picking up litter near the school to cleaning polluted streams and volunteering in areas affected by oil spills. Through volunteering, I realized that “helping others” ultimately brings great joy and personal growth. Even when physically exhausting, it filled my heart with pride, and those experiences became a major source of energy in my daily life.
I also deeply realized that volunteering is not something done alone but is only truly fulfilled when done together. By going out to challenging sites together and helping one another, we built deep friendships and trust, and I learned the importance of teamwork firsthand. These club activities gave me a sense of curiosity, a spirit of service, and the joy of cooperation all at once, and these experiences had a decisive influence on my decision to pursue a career in teaching.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
The school held fundraising campaigns every quarter, but I didn’t get seriously involved until I joined the student council in my sophomore year. As a freshman, I had simply walked past the donation boxes without a second thought, but once I took part in organizing them myself, I realized that the stories of those in need were far more urgent than I had imagined. There were many people in genuinely critical situations, such as a senior who urgently needed a skin graft after an unexpected accident, and someone whose vision was at risk because they couldn’t afford the cost of a cornea transplant.
After learning about these stories, I decided that we shouldn’t just leave the donation boxes there—we needed to promote the campaign more actively. Together with my student council colleagues, we created posters detailing the purpose of the fundraiser and why it was necessary, and posted them all over the school. During lunch breaks and at the start and end of the school day, we stood in front of the cafeteria and the school gates holding posters to explain the cause. Sometimes, we even went from classroom to classroom to personally inform students.
After a week of tirelessly canvassing until my voice was hoarse, we saw the fundraising total quadruple compared to the previous year. This achievement brought me great joy, and I didn’t stop there—I sought to build even broader solidarity. Coincidentally, the president of the alumni association, who was visiting the school that day, witnessed our efforts and shared the news with the alumni association. As a result, with the alumni association’s support added to our efforts, we were able to successfully reach our fundraising goal.
Through this process, I gained a deeper understanding of the meaning of compassion and sharing. I realized that, more than simply the act of raising money itself, it is crucial to explain the reasons behind the fundraiser and elicit people’s empathy. I also experienced firsthand the power of collaboration and learned that when we act together, small efforts can come together to produce a significant impact.
Efforts and Preparation Related to Motivation for Application and Career Plans
The primary reason I applied to the Department of Elementary Education at Seoul National University of Education is my desire to “learn properly.” I wanted to go beyond merely pointing out educational problems and instead find solutions that actually work in the real world. To achieve this, I believed it was necessary not only to study theory but also to learn directly from professionals working in the field, gain hands-on experience in educational settings, and actually teach students. I chose Seoul National University of Education because I wanted to study in depth at an institution with a strong tradition and proven expertise.
I believe my greatest strength as a future teacher is “empathy.” I have a strong desire to empathize with people’s stories and understand their circumstances. My active participation in fundraising and volunteer activities, as well as my consistent involvement in club activities, all stemmed from a desire to listen to others and help them. I believe that the ability to listen attentively to others and accept their feelings is an essential quality for caring for children in the classroom.
A teacher’s role goes beyond merely imparting knowledge; it is to help children grow into responsible members of society. I have personally experienced how a single word from a teacher can have a profound impact on a student’s attitude and life. I aspire to become a teacher who, grounded in empathy, attentively considers each student’s individual circumstances and provides the necessary support, helping them grow with confidence.
Furthermore, I believe teachers play a vital role in contributing to the development of the nation and society through education. Education is the process of shaping the citizens of the next generation, and drawing out the potential within each individual to enhance the capabilities of the community ultimately leads to social progress. As a future teacher, I aspire to be an educator who positively impacts society by teaching students an inquisitive mindset, a considerate attitude toward others, and the value of collaboration.
To this end, I plan to build upon the skills I have developed through my academic studies, club activities, volunteer work, and student council experience to thoroughly acquire pedagogical knowledge, and to hone my skills through fieldwork and practical experience. My goal is to become a teacher who combines empathy with practical skills, confronts challenges in the educational field head-on, and contributes to the well-being of students and the community.
