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 took “Law and Politics” and “Social Culture” as part of my social studies curriculum. I focused more on “Law and Politics,” and while preparing for the College Scholastic Ability Test (CSAT), I realized that a precise understanding of concepts was far more important than mere memorization.
Memorization often amounted to nothing more than retaining information verbally. I concluded that simply knowing the superficial definitions of terms found in textbooks made it difficult to properly interpret social phenomena or institutions. Therefore, I adopted a study method aimed at deeply understanding the meaning and context of concepts.
Specifically, I went through the glossary at the back of the textbook one term at a time, 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 meanings of terms was essential for accurately understanding the main text and gaining confidence in solving problems.
For example, terms such as “democracy,” “democratic politics,” “rule of law,” and “rule-of-law administration” may seem similar, but there were clear differences in their meanings. “Democracy” refers to a political system in which the people hold sovereignty, while “democratic politics” refers to the way in which the people exercise power—that is, a form of government 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 terms and studying them in detail, I developed a keen eye for interpreting textbook content 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 material as a whole.

Writing About Major School Activities and Reflections

During my sophomore year of high school, I was elected class president and took on various responsibilities. Since I had no experience serving in a leadership role during my freshman year, I felt a great deal of pressure at first and had no idea what tasks to prioritize or how to approach them. 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 with the tasks assigned to me.
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 approach doesn’t work for all students. So, during self-study or break times, I tried playing classical music on the classroom computer to help settle the atmosphere. When the gentle music played, the atmosphere naturally calmed down, and I was able to reduce overall noise levels, 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 class’s six groups and had them relay the information once more within their respective groups. Since the information was relayed twice a day, the number of students who forgot it decreased noticeably.
I took a more meticulous approach when reporting the class situation to the homeroom teacher. To check whether any students were experiencing violence or difficulties, or if there were any issues with the lesson, 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 matter is overlooked—creative problem-solving, and consistent communication with members are to 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 student with a disability in our class. It was a tense time for everyone as we prepared 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 vice-class president at the time, I felt I had to change that atmosphere. Even though they appeared to have physical limitations, 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 that we watch a documentary addressing the educational realities faced by people with disabilities and the hardships their parents endure.
After making the suggestion to our homeroom teacher, we watched the documentary together during class, and I could see that the students’ perceptions began to change simply by watching it. At the same time, I decided that the school rules themselves needed to be improved. Although the school facilities were relatively accessible, the rules were applied the same way to all students, making it difficult for this student to actually benefit from the educational opportunities. For example, they were 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 myself and submitted it to the school. The petition was organized to reflect the class’s opinions, and after being reviewed by the principal, we ultimately succeeded in having some school rules amended. 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-intensity calisthenics instead of high-intensity activities. Furthermore, measures were taken to invite outside experts to provide assistance.
Through this experience, I learned that consideration and institutional improvements are not merely acts of sympathy but can actually transform the quality of life. I found great fulfillment in the fact 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, and through my roles as class president and vice president, I gained firsthand experience with 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 admission, I focused on factors such as suitability for my major, active participation in campus life, and self-directed learning. After entering college, I plan to prepare for the civil service examination to build expertise in educational administration; specifically, I am aiming for the Grade 7 Educational Administration exam. While in college, I intend to study the relevant subjects in advance to lay the groundwork for starting my career as an administrator immediately upon graduation.
Although I initially considered becoming a teacher, I ultimately determined that I am better suited to be an administrator who designs and implements educational systems and policies. I strongly desire to accurately understand the needs of schools on the front lines and provide administrative support that reflects those needs.
I am aware that the field of educational administration is highly competitive and that the number of positions available is limited, making it a challenging path. Nevertheless, I plan to focus my preparations solely on this field. By focusing solely on educational administration without spreading my efforts across other fields, I hope to see results within three years of beginning my preparation.
In the long term, I aspire to work at an Office of Education or a Regional Education Support Office, where I can directly handle the administrative tasks needed by schools on the front lines. Eventually, I hope to advance to a senior position and play a role in shaping the educational system. To this end, I plan to steadily build my capabilities as an administrator by combining my university studies with practical field experience.