In this blog post, I will summarize my academic experiences and school activities during high school, examples of consideration and cooperation, as well as my motivation for applying and my career plans.

Academic Experiences and Reflections

In high school, I chose to study Law and Politics and Social Culture among the social studies subjects. I focused more on Law and Politics, and while preparing for the CSAT, I felt that a precise understanding of concepts was more important than simple memorization.
Memorization often amounted to nothing more than recalling information verbatim. I concluded that merely knowing the superficial definitions of terms found in textbooks made it difficult to properly interpret social phenomena or institutions. Therefore, I chose a study method that aimed to deeply understand the meaning and context of concepts.
Specifically, I went through the glossary at the back of the textbook one by one, looking up each word precisely and summarizing its meaning. While many students would skim through the entire textbook without carefully checking the glossary, I believed that properly grasping the meaning of terms was essential to accurately understanding the main text and gaining confidence in solving problems.
For example, terms such as democracy, democratic politics, the rule of law, and rule-of-law administration may seem similar, but their meanings are distinctly different. Democracy refers to a political system in which the people hold sovereignty, while democratic politics refers to the manner in which the people exercise power—that is, politics in which the people are the masters. On the other hand, the rule of law refers to the principle that governance is based on the rule of law rather than the rule of man, and administration under the rule of law means that administrative actions are carried out in accordance with laws enacted by the legislature.
By focusing on these subtle differences between similar words and studying them in detail, I developed the ability to interpret textbook content more effectively and was able to make judgments based on conceptual foundations when solving problems. I learned that accurately understanding the meaning of each individual word is ultimately the key to comprehending the entire subject matter.

Writing about major school activities and reflections

In my sophomore year of high school, I was elected class president and took on various responsibilities. Since I had no experience in student leadership during my freshman year, I felt a great deal of pressure at first and had no idea how to handle the tasks. So, I made an effort to understand my responsibilities by talking with other class presidents and consulting closely with my homeroom teacher.
My homeroom teacher explained key responsibilities such as maintaining classroom order, setting the tone, collecting assignments, facilitating meetings, conveying announcements, and reporting on class conditions, and through conversations with other class presidents, I was able to gain more detailed solutions. Based on this, I resolved not to simply go through the motions of my assigned duties.
For example, when addressing classroom noise issues, instead of simply telling students to “be quiet,” I devised ways to guide the atmosphere. While many class presidents said they wrote down the names of mischievous students and reported them to the homeroom teacher, I considered that this method doesn’t work for all students. So, during study periods or breaks, I tried playing classical music on the classroom computer to help settle the mood. When soft music played, the atmosphere naturally calmed down, and I was able to reduce overall noise, even among students who were sleeping.
I handled announcements by delivering them in person during morning assembly and writing them on the blackboard, following standard procedures. However, important announcements were often forgotten, so improvements were needed. Therefore, I appointed group leaders for each of the six groups in the class and had them relay the information once more within their groups. Since the announcements were made twice a day, the number of students who forgot them decreased noticeably.
I took a more meticulous approach when reporting the class situation to the homeroom teacher. To check if any students were experiencing violence or difficulties, or if there were any issues with the class, I communicated with the group leaders at least three times a day to gather observations. By doing this, I was able to quickly identify incidents or problems within the class even without directly observing every student.
Through my role as class president, I learned how crucial attention to detail—ensuring no small aspect is overlooked—creative problem-solving, and consistent communication with members are for the smooth operation of an organization.

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

During my senior year of high school, there was a classmate with a disability in our class. It was a tense time as everyone was preparing for college entrance exams, and some parents even suggested that the student should be transferred to a special education class. In the classroom, some students felt that showing consideration was a burden, which sometimes led to an atmosphere of exclusion and discrimination.
As the class vice-president at the time, I felt I had to change that atmosphere. Even though they had physical challenges, they were a classmate just like the rest of us, and I felt they needed understanding and support rather than exclusion. So, I first suggested watching a documentary that addressed the educational realities faced by people with disabilities and the hardships their parents endure.
After making a request to our homeroom teacher, we watched the documentary together during class, and I could see that simply watching it changed the students’ perceptions. At the same time, I decided that the school rules themselves needed to be improved. Although the school facilities were relatively well-equipped, the rules were applied the same way to all students, making it difficult for him to actually benefit from his education. For example, he was often excluded from physical education classes or did not receive accommodations in remedial or ability-based classes.
Therefore, with the consent of my classmates, I drafted a petition and submitted it to the school. The petition was organized to reflect the class’s opinions, and after being reviewed by the principal, it ultimately led to the revision of some school rules. As a result, students with disabilities were able to gather and study together during certain classes, and during physical education, they were allowed to participate by doing low-impact calisthenics instead of high-intensity activities. Furthermore, measures were taken to invite external experts to provide assistance.
Through this experience, I learned that consideration and institutional improvements are not merely acts of sympathy, but can actually change the quality of life. I felt a great sense of fulfillment knowing that when an individual’s small suggestion is combined with collective consent, it can bring about tangible change within the school system.

Efforts and Preparation Related to Motivation for Application and Career Plans

During high school, I developed an interest in law, politics, and social systems. Through my roles as class president and vice president, I gained a firsthand understanding of administrative tasks and the need for institutional reform. These experiences naturally led me to set my career goal as an educational administrator who contributes to the development of educational organizations.
In preparing for college, I focused on factors such as suitability for the major, dedication to campus life, and self-directed learning. After entering university, I plan to prepare for the civil service examination to build expertise in educational administration, specifically aiming for the Grade 7 Educational Administration exam. I intend to study relevant subjects during my undergraduate studies to lay the groundwork for starting my career as an administrator immediately upon graduation.
Although I initially considered becoming a teacher, I ultimately decided that I am better suited to be an administrator who designs and implements educational systems and policies. I strongly desire to provide administrative support that accurately understands and reflects the needs of schools on the front lines.
I am aware that the field of educational administration is highly competitive and that the number of positions available is limited, making it a difficult challenge. Nevertheless, I plan to focus my preparation on this single field. By focusing solely on educational administration without spreading myself too thin, I hope to see results within three years of starting my preparation.
In the long term, I aspire to work at an Office of Education or a Regional Office of Education, where I can directly handle the administrative tasks needed by schools on the front lines. Eventually, I hope to rise to a senior position and play a role in shaping the educational system. To achieve this, I plan to steadily build my capabilities as an administrator by combining my academic studies with practical field experience.