In this blog post, I will summarize my academic efforts, school activities, examples of consideration and cooperation during my time in high school, as well as the preparations and resolutions I’ve made based on these experiences.
Academic Experiences and Reflections
During high school, a major health setback led me to fundamentally change my study methods and daily habits. When my grades suddenly improved during my sophomore year, I felt I needed to work even harder, so I drastically cut back on sleep—reducing my usual 5–6 hours to just 2–3 hours. At first, the sense of accomplishment made me believe this was the right choice, but eventually, a sharp decline in physical stamina and exhaustion forced me to spend several days in the hospital.
As I recovered after that long rest, I realized that maintaining physical stamina and concentration is essential for studying effectively. Rather than simply increasing the number of hours I spent studying, combining regular sleep with short, intense bursts of focus proved to be more efficient. So, I decided to manage my stamina by ensuring I slept 5–6 hours every day and set aside two days a week to sleep for 8 hours.
I also changed how I used my time. I broke down my study material into bite-sized chunks to fit into my commute and short breaks. On my way to and from school, I listened to a chapter of an English listening exercise, and on the bus, I memorized vocabulary. During breaks, I briefly reviewed the material from the previous class, and in the evenings, I went for a walk while organizing my study plan for the next day. By incorporating these small study routines into my daily life, I was able to steadily build my skills without having to set aside long blocks of time.
As a result, my health improved, and my grades went up as well. A regular routine helped me maintain my stamina and concentration, and my interest in studying grew. This experience changed my attitude toward studying and taught me an important lesson: to continue growing by maintaining sustainable study habits.
Major School Activities and Reflections
During school breaks, rather than staying at home or on campus, I chose to travel to rural areas to do volunteer work. I joined a volunteer club and, in collaboration with local organizations, spent 10 to 15 days at a time working in the field. The experience of interacting directly with people on-site provided me with many valuable insights. As I experienced various regions, I developed a deeper sense of autonomy, the meaning of life, and gratitude for what I have.
The greatest thing I gained through volunteering was “a sense of autonomy.” Previously, I had taken for granted the things my parents provided for me, but seeing the expressions on the faces of the young children I met at the volunteer sites made me painfully realize that the things I had considered a given were by no means a given. At a Christmas party I attended at an orphanage, I was deeply moved to see the children genuinely delighted by the simple gifts we prepared and the food we had cooked, even though it was a bit clumsy.
Since that day, I’ve been taking care of my own meals and laundry at home and have made a point of frequently expressing my gratitude to my parents. Furthermore, volunteering led me to rethink the meaning of my life, and I resolved to study not merely to get into a good college, but to “study for my dreams.” The sense of pride and responsibility I felt while volunteering has become an important benchmark for exploring my future career path and direction in life.
Examples of Consideration, Sharing, and Cooperation, and My Reflections
At school, I have consistently made efforts to help my classmates, particularly to bridge the learning gap. While reading about theories like the “10,000-Hour Rule,” I reflected on the nature of talent, but I also observed the reality that in high school, the pace is fast and the workload is heavy, making it easy for students with different learning speeds to fall behind. So, believing that if students who excel academically help their peers, those who struggle can also grow, I put this into practice.
For example, if a classmate who was good at Korean struggled with math, I would help them with math, and I would ask the classmate I helped to, in turn, help other classmates. Borrowing an idea from a movie, I proposed a simple rule: “If I help one person, that person helps three others.” Although it started as a joke, it gradually spread to those around us.
The results were amazing. At first, I had only encouraged them verbally, but my classmates began helping one another, and our class naturally developed an atmosphere of studying and teaching together. I experienced firsthand how quickly help spreads, and that experience motivated me to continue being someone who offers help. I gained the confidence that even small actions can change the culture of a community.
Efforts and Preparation Related to Motivation for Application and Career Plans
Based on my experience practicing consideration and cooperation, I once proposed and took the lead in running a program called “Study Buddies” at my school. It started with me simply encouraging those around me to offer small acts of help, but when the results led to improved academic performance, my homeroom teacher and the grade-level coordinator suggested expanding the program to the entire grade. I accepted the proposal and took charge of a pilot program for second-year students.
While planning the program, I took on the role of team leader, handling promotion, persuasion, and operational planning. I posted flyers, sought the teachers’ approval to show a video during morning assembly to build consensus among the students, and persuaded high-achieving students to participate first. Although some students were hesitant at first, participation gradually increased as I convinced them by explaining last year’s success and the positive changes that occurred when students helped one another.
As a result of the pilot program, a culture of mutual support through the “Buddy System” spread, and the second-year students achieved excellent results in both team cohesion and academic performance. While high-achieving students were the primary helpers at first, a balance was eventually established as students who received help in other subjects—such as art, physical education, and music—began to take greater responsibility for their own learning. This experience helped me develop the persuasiveness and sense of responsibility necessary to lead an organization and drive change.
All of these activities clarified why I want to work within a community and what values I pursue. My resolve to experience the joy of service and collaboration for the rest of my life became the standard for my career choice, and to that end, I continue to prepare by developing my communication skills and organizational management capabilities. I hope to continue working to help people and grow together with them in the future.
