In this blog post, I’ll summarize the qualities required to be an elementary school teacher, as well as the academic and extracurricular experiences through which I’ve developed them.

Academic Experience

Overcoming a Plateau in Math

Overcoming a Plateau in My Math Grades: Moving Past a Stagnation Period I used to be a strong student in math. However, there was a period that lasted quite a while when my grades plateaued—they stopped improving despite already being good. 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 master math. So, first, I analyzed the causes of my math plateau. Upon analysis, I realized there were specific types of problems I consistently got wrong—not because I didn’t know the material, but because I was so focused on solving them quickly that I failed to spot the traps. Driven by the arrogance of thinking I was good at math, I had been rushing through application problems and those with hidden traps. Therefore, instead of practicing to solve problems quickly, 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 rework the problems I’d gotten wrong in the past to identify the types of pitfalls. So, I compiled a “wrong-answer notebook” by organizing the incorrect answers from the problems I’d solved up to that point. By organizing this notebook and working through the problems slowly, I began to identify the types of pitfalls. 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 cause of my plateau, I was able to confidently solve even difficult problems—which I had previously gotten wrong by one or two steps—without falling into traps, and that’s how I overcame my math plateau. In the past, I thought that previewing the material was the only right approach, so I always studied by looking only ahead. However, I came to realize that studying requires both previewing and reviewing, and that through review, I can analyze the areas where I frequently make 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 I make a mistake, it’s important to go back to the basics of that concept and practice repeatedly so that I can approach all my studies with confidence rather than arrogance.

Extracurricular Activities

Outstanding Performance in the Math Competition

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—more so than I’d expected—and since I barely managed to solve all the problems within the allotted time, I started to feel anxious. So, I began by solving every competition problem I could get my hands on. I then collected all the problems I’d gotten wrong, reviewed them, and practiced solving them repeatedly so I could solve them quickly. I also identified and organized the fundamental mathematical principles revealed in the problems I got wrong. I reviewed my notes 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 to represent my school at the regional math competition, where I won a bronze medal.

Classes at the 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 part of a talent-sharing initiative. Since the role involved teaching math to elementary school students—and I had always dreamed of becoming an elementary 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 easily attend private tutoring or cram schools. At first, I took it lightly as just volunteer work, but as I taught the children more and more, 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 community children’s center, set a regular schedule for the math classes, and decided to design and implement a curriculum tailored to that timeframe. I reviewed elementary school textbooks and asked the children about their current progress in class, then built the curriculum to help them review the material. 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 my role as a mentor with the mindset of helping them as someone who had walked this path before them. I wholeheartedly assisted the children with their math review, and whenever they asked questions about concepts they didn’t understand, I stayed with them until they grasped the material, teaching them with great care. Even now, I continue to teach the children through ongoing collaboration with the community children’s center. I was deeply moved whenever the children proudly told me their grades had improved, or when, after class, they would share snacks like candy with me using their tiny hands. It seemed the children recognized 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’s feelings, and the strained relationships just wouldn’t ease up. I felt I couldn’t just stand by and let the class atmosphere deteriorate like this. So, I came up with the idea of a “pass-around note.” I thought that if the children gathered together and passed the note around, writing down their feelings, they might be able to work through their emotions more effectively. I also believed that by writing to each friend individually, they would be able to better process the specific feelings they’d experienced with 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 and expressed their feelings through words, some even began to cry because it became a little 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, they found their own copies and read the letters their friends had written; everyone was silent for a while. Then, one student—who had instigated the fight—sincerely apologized to the group, saying, “I’m really sorry.” Upon hearing this, one by one, everyone stood up and began apologizing to one another. The classroom was soon filled with tears, and I, too, was deeply moved. I knew that opening up 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” activity and honestly conveying their apologies, our class became more united than any other. Even when awkward feelings arose among classmates, they addressed them honestly and immediately; and when good things happened, they celebrated 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 communal environment, while fostering individuality is important, I believe it’s also necessary to engage in activities that build a sense of cooperation 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 cooperation necessary? Why is empathizing with friends important? 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 gained 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’ point of view and guiding them as their leader. Therefore, I believe my experience in leadership roles within various organizations will be of great help to me as I become an elementary school teacher.

Experience Teaching Elementary Students Directly

I have experience teaching elementary students directly at a local children’s center. At first, 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, even if only indirectly, some professional experience as a teacher. While teaching the children 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 based on that curriculum, and anticipating and addressing the children’s questions and areas that require extra attention in advance. Furthermore, in addition to gaining indirect experience as a teacher, 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 deeply moved by the intrinsic value of teaching something and seeing the results, and it allowed me to confirm my own abilities, which in turn 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’ve gained the know-how to teach at their level and show empathy. To build on these experiences, I intend to continue volunteering as a teacher throughout my college years. Furthermore, as a student in your university’s Department of Mathematics Education, I will do my utmost to fulfill my duties, build a solid foundation of knowledge, and fully embrace the values and responsibilities of a teacher.