In this blog post, I’ll summarize my academic efforts, school activities, examples of compassion and giving, my motivation for applying, and my career preparation process during my time in high school.

Writing About My Academic Experience and Reflections

Study one subject a day—choose a subject to focus on
While studying, I often realized that my mind was racing ahead. Since I had been working toward this goal with a trembling heart—aiming for the career I’d set my sights on since childhood and the academic program required for it—I was terrified that my grades might not be high enough to get me admitted. So, I resolved to study hard, and I would often feel guilty if I didn’t fill my day with the study plan I’d set. Especially when I entered my sophomore year of high school, that burden intensified, and the psychological pressure grew so much that I even started having nightmares.
Eventually, I concluded that managing my mental burden and fears was an urgent priority. So, I resolved to make detailed plans, but only ones that were realistically achievable. Accepting the simple fact that a day’s time is not infinite, I decided to find ways to study effectively within the time I had.
Upon closely examining my daily schedule, I found that I could dedicate roughly 5 hours and 30 minutes entirely to studying: 1 hour and 30 minutes of morning self-study, 20 minutes during lunch break, 20 minutes in the evening, 3 hours of evening self-study, and about 30 minutes before bed. It was crucial to create a plan that wasn’t overly ambitious, based on this limited time.
So, I revised my plan to “focus on one subject per day and maintain the others at a general level.” I divided Monday through Friday among Korean, English, Math, and Social Studies, rotating the focus subject by day and investing intensive time in that subject. This approach gave me more time to systematically review each subject one at a time, and by distributing study time evenly across subjects, I was able to avoid an unbalanced study routine.
Studying one subject at a time also brought me peace of mind, allowing me to study consistently without excessive anxiety. Above all, through the experience of setting a realistic plan and sticking to it, I learned the importance of self-regulation and practical study strategies.

Major School Activities and Reflections

Serving as a Mentor for Students with Disabilities
I have been interested in people with disabilities since I was young. Due to my family circumstances, I had experience caring for an adult on my mother’s side, and through that process, I realized that for people with disabilities or in special circumstances, even a small act of help from others can make a big difference. Naturally, I began helping friends with disabilities in elementary school and have consistently served as a mentor through middle and high school.
In high school, my friends with intellectual disabilities moved back and forth between general education classrooms and special education classes. My role as a mentor was to assist them with these transitions, prevent sudden outbursts or attempts to leave the classroom, and help them participate in class alongside their peers. Once they established good habits, they could find their way to the classroom on their own, but until then, they required constant support and care.
As I continued my mentoring activities for three years, the dream I had held began to take shape more clearly. The aspiration that began with my experience caring for an elderly relative on my mother’s side expanded into a desire to help people with minor challenges avoid falling behind in life because of those challenges. I wanted to become someone who could attentively care for those challenges, and I aspired to become a teacher responsible for the education of children and adolescents in various special circumstances—helping them overcome obstacles and lead hopeful lives. For these reasons, I decided to pursue a career in special education, and my mentoring experience further solidified my career choice.
Not ‘Wrong,’ but ‘Different’
In my view, a disability is not “wrong” but “different.” People tend to perceive disabilities as something completely different from themselves, but in reality, it is merely a small difference. These differences may cause some inconvenience in daily life, but they are not inherently strange. Based on this understanding, I have strived to approach the students I teach without prejudice.
Through my mentoring activities, my desire to directly encounter, learn from, and fill in my knowledge gaps has grown stronger. I want to gain practical experience in the field and deepen my academic knowledge to grow as a professional, so that I can help children in any situation without prejudice.

Examples of Compassion, Sharing, and Cooperation, and My Reflections

Everyone Faces Hardships
Ever since I was a child, whenever I saw people with disabilities, I assumed they had it the hardest. This was because I observed how they faced greater difficulties in daily life due to their physical conditions. However, while serving as a mentor, I realized I had overlooked one important fact: ordinary people also live with their own unique struggles.
Once, when I saw one of my junior mentees frequently breaking promises and shirking responsibilities, I got angry and scolded him. But he confessed, in tears, that he had no choice but to keep missing our meetings because his parents were hospitalized. I was deeply shocked by the realization that even people who seem fine on the surface may be carrying unspoken hardships and pain.
When I visited their home, the lights were off and the atmosphere was gloomy; I saw that they were taking care of their grandmother and younger sibling all by themselves. I apologized to them in person, offered words of comfort, and provided practical help by giving them some kimchi and side dishes I had at home. Since her parents had been in an accident while working, leaving the family struggling to make ends meet, even a small amount of support was needed.
After that, she opened up and began actively participating in mentoring activities again. Through this experience, I learned the lesson that I must never forget that anyone can go through a difficult time. From then on, I began to listen more closely to what people say and their circumstances, and I made an effort not to judge based solely on appearances.

Efforts and Preparation Related to Motivation for Application and Career Plans

Let’s Get to Know Each Other Through Interaction
My dream is to become a teacher for children and adolescents with special needs. I believe that becoming a special education teacher requires more learning, character, and practical experience than becoming a general education teacher. That is why I have consistently engaged in special education-related activities since I was young.
Starting in elementary school, I consistently participated in volunteer activities held in my community every weekend. Although I initially began with the intention of getting closer to the adults on my mother’s side of the family, I gradually found fulfillment in the activities themselves and came to willingly set aside my weekend time for them. In high school, I continued serving as a mentor for friends with disabilities, gradually building the practical experience and intuition needed in the field.
Meeting people with similar interests and sharing experiences through club and society activities was also a great help. By sharing our experiences and discussing what approaches were effective—or ineffective—in various situations, I developed practical skills. Through these “connections,” I was able to learn a wide range of practical knowledge and attitudes.
Even after entering college, I aim to build on my theoretical knowledge with hands-on experience gained through interactions with people, thereby developing my professional expertise. While textbook knowledge is important, I believe the insights gained through fieldwork, volunteer work, and exchanges with others are equally essential. Therefore, I will continue to engage in various volunteer activities, field internships, and interactions with colleagues as I prepare to grow as a professional.
Based on these experiences and attitudes, I aspire to become a special education teacher who addresses the individual challenges of each student and helps ensure that these challenges do not become obstacles in their lives. By balancing consistent field experience with academic study, I aim to become someone who cares for and educates students with a more professional approach.