In this blog post, I will summarize my academic experiences and school activities during high school, along with examples of compassion, sharing, and collaboration, as well as my motivation for applying and my career plans.
Academic Experiences and Reflections
I was a student who wasn’t very interested in studying during high school. Watching my friends struggle to find better study methods, I didn’t understand why they had to do that, and since there was no one to help me, I naturally remained at the bottom of the class. Then, my homeroom teacher praised me for being a smart student and recommended a free learning assessment program.
At first, I didn’t feel that an online, personalized service would be very professional, but my opinion changed after taking the assessment. The results showed that my academic level was at the middle school level compared to my current grade, and because my foundational learning had not been properly established, I was evaluated as having a “lack of motivation” in terms of my learning style. Although I had expected this, receiving the results made me worry about my future; at the same time, it sparked a sense of determination, and I resolved to study properly.
Afterward, through the learning coaching program, I signed up for a career exploration assessment and a future career exploration service. My plan was to identify what I was interested in and what I was suited for, and then focus my studies in that area. The assessment concluded that I was suited to be a teacher of middle and high school students or to work in the education field, and accordingly, I was recommended to pursue a major in a college of education.
Although I had never seriously considered becoming a teacher before, I realized that by working to improve my weaknesses, I could come to appreciate the importance of education. So, while receiving one-on-one college admissions coaching, I devoted myself to my studies until my senior year with the help of EBS learning assessments, and with this ongoing support, my motivation to study grew naturally.
Major School Activities and Reflections
Toward the end of my freshman year of high school, a WEE Class facility was established at my school. This was a specialized counseling facility designed to resolve incidents of school violence and facilitate referrals to counseling services, staffed by a resident counselor who provided necessary support. However, despite the availability of the facility and various programs, not many students actually used them.
I encouraged my close friends to join me at the WEE Class to try the counseling programs or take an academic assessment, but they weren’t interested, saying that even if they received counseling, nothing would change significantly. It was disappointing to see my friends fail to recognize the importance of counseling, so, recalling how I had benefited from the EBS career assessment, I decided to try the WEE Class counseling services myself.
At first, since not many students were visiting the counseling office, the counselor asked me if I was having any problems at school. I mainly talked about my home environment and the academic difficulties it caused, and the counselor suggested we try group counseling together, as there were a few other students facing similar issues. At first, I felt uncomfortable opening up in front of students I didn’t know, but the counselor reassured me, saying I could just share whatever I wanted to.
In the end, I joined the group counseling program and went through the eight-week course with four other students. The first three weeks or so were spent getting to know each other; we did activities like drawing pictures of our lives and expressing our feelings about our families, as well as our thoughts on the future and career paths, in sketchbooks. In a relaxed atmosphere, much like art class in elementary school, I was able to introduce myself naturally without feeling forced to talk.
Through the group counseling, I was able to talk about my parents’ divorce relatively calmly, and as I listened to the family backgrounds of my peers, I came to realize that my situation wasn’t particularly different from theirs. Learning about various circumstances—such as families living apart due to one parent working abroad, children living with their grandparents after a divorce, and families receiving basic livelihood support due to financial hardship—broadened my understanding and allowed me to reflect on my own life objectively.
Toward the end of the counseling sessions, I realized that my family situation had significantly affected my motivation to study. My resentment toward my parents and the feeling that I wasn’t receiving enough attention had caused me to avoid my studies. Once I became aware of these hidden emotions, I felt a stronger determination to study for my own future rather than focusing on external circumstances.
Examples of Compassion, Sharing, and Cooperation, and My Reflections
The support I received from those around me was instrumental in my success on the College Scholastic Ability Test (CSAT) and my ability to apply to the Department of Education, which had been my goal. Thanks to my homeroom teacher’s encouragement and the school’s counseling program—which helped me reflect on myself through group counseling—I was able to regain my motivation to study. Based on that experience, I decided to actively create a positive environment where I could help others during my senior year of high school.
During the college entrance exam period, many students struggle to properly cope with the pressure and stress of the admissions process. This can lead to aggression toward one another, conflicts, and a tendency to get angry over minor issues. To prevent this negative spiral, I organized a “tea party” with my close friends.
The tea party was a gathering where we took a break for about 20 minutes each day to enjoy tea and snacks together. As the college entrance exam drew nearer, it was easy to feel that even 20 minutes was a waste, but I believed that a short break would actually help me make the most of the rest of the day and improve my study efficiency. So, in the afternoons, I would hold these tea parties with my friends to share our concerns and relieve stress.
At first, I didn’t think of the tea parties as anything special, but their benefits gradually became apparent. When I studied nonstop, time would fly by, yet I often felt like I hadn’t accomplished much. On the other hand, taking a brief break allowed me to approach my studies with a calm mind afterward, and with that mental clarity, the material began to sink in much better.
Furthermore, through these tea parties, I found myself actively sharing study information not out of a desire to win the competition, but out of a genuine wish for all my friends to succeed. Although it was just a small break, it fostered an atmosphere of mutual consideration and cooperation, allowing us to exchange positive energy.
Efforts and Preparation Related to Motivation for Application and Career Plans
During conversations with friends in my senior year of high school, I developed a broad interest in the field of education. While most people think of teaching as a career, I often shared that I wanted to study educational theory broadly rather than become a teacher of a specific subject, and that I hoped to apply my skills as a guidance counselor or educational program planner. My friends also mentioned that I had an aptitude for being an educational program planner, based on my interest in and experience with counseling programs.
Through an 8-week group counseling program, I learned how to understand myself and others, and I became interested in the positive effects the program itself had on individuals. The process of sharing concerns with others and gaining new perspectives made me realize the importance of educational programs, which led to my goal of planning and developing such programs myself.
Although developing educational programs is closely related to educational technology, I applied to the Department of Education to first lay a foundation by studying comprehensive educational theory. Before finalizing my career path, I wanted to cultivate a broad perspective by engaging with various educational theories and case studies.
In particular, I was drawn to the Department of Education at Sungshin Women’s University because it offers opportunities to exercise leadership as a future female leader. Having experienced firsthand the importance of a leadership role while running a student club in high school, I intend to actively utilize Sungshin Women’s University’s leadership development programs to further enhance my capabilities once I enter college.
Furthermore, by participating in various educational programs, I intend to gain experience from both the participant’s and the developer’s perspectives, using this foundation to prepare for a career as an educational technologist. My goal is to diligently complete relevant major courses and participate in internships and projects to acquire the skills necessary to plan and develop educational curricula and programs.
