In this blog post, I’ll outline my academic experiences, school activities, examples of consideration and cooperation, and my motivation for applying and career plans in that order.

Writing About Academic Experiences and Reflections

Not knowing something isn’t a bad thing. When I was younger, I was particularly timid when it came to studying. I struggled especially with reading and understanding English grammar, and I felt very embarrassed to ask questions. I would shrink back, worried that I might look like I hadn’t done my homework or that asking for help was somehow wrong.
However, my perspective changed when I met a wonderful English teacher during my freshman year of high school. The teacher told me, “Everyone has things they’re not good at. Just as you have strengths, there’s no need to feel intimidated just because there are things you struggle with.” Those words provided great comfort and courage, and they became the turning point that helped me overcome my timidity.
From that moment on, I adopted the belief that “not knowing something isn’t a bad thing” and became a student who made sure to address any areas I didn’t understand before moving on. I stopped letting even minor questions that arose during class go unanswered and began asking them right away, developing the habit of asking questions immediately—not just during the Q&A time teachers set aside at the end of class.
Through these questions, I was able to correct misunderstandings I’d had in both English and Korean, which in turn changed the way I approached problem-solving. I reviewed the topics where my curiosity had been satisfied with the determination never to make the same mistake again, and my skills gradually improved through repeated study.
Through this experience, I learned how important it is to take the initiative to ask questions about what I don’t know. Since no one will tell me the answers if I just wait, I developed the inquisitive spirit and courage to ask questions proactively.

Major School Activities and Reflections

While serving as a member of the Student Leadership Club, I rediscovered the true meaning of “leadership.” The Student Leadership Club was the first activity I joined after entering high school, and I had initially hesitated because I usually don’t like speaking up loudly or meddling in others’ affairs. However, my experience in the Student Leadership Club turned out to be different from what I had expected.
The main role of the Student Leadership Club was to stand at the school gate once a day, dressed neatly in our school uniforms, and greet everyone properly. Our advisor told us, “Setting a good example for others is the greatest form of leadership,” and those words completely changed my perspective. I came to realize firsthand that it is our own actions—not coercion or enforcement—that influence those around us.
During my two years on the Student Conduct Committee, I witnessed how simply dressing neatly led students to naturally follow school rules. The small example I set became a model for my friends, and as a result, I experienced a positive shift in the school’s atmosphere.
As head of the Physical Education Club, I also took on the role of organizing recreational activities for my peers. Our physical education teacher did not want PE class to simply be used for self-study, and since I agreed with his philosophy, I took on the role of club president to plan activities. My duties included holding monthly meetings with my peers to discuss activities for PE class, reporting and coordinating the results with the teacher, and ensuring we had all the necessary supplies.
While leading these meetings, I learned the “power of voluntary participation.” Once students were able to choose their own activities, even those who usually avoided exercise began to participate voluntarily and developed a mindset focused on adhering to the purpose and rules of the activities. Through this experience, I became convinced that when creating rules or programs, allowing members to participate and make decisions on their own yields greater results than imposing them from the outside.

Writing About Examples of Consideration, Sharing, and Cooperation, and My Reflections

Once, while playing dodgeball during PE class, we got into a major fight with the class next door. The fight started over whether a player had crossed the line, and as emotions ran high during the game, it escalated to physical contact. I tried to resolve the issue first with the PE club president from the other class, but since tempers wouldn’t cool down, the situation didn’t calm until our teacher stepped in to mediate.
After the incident, I worried that dodgeball might be banned altogether or restricted to just our class, so I went directly to the teacher to apologize and asked if we could continue playing. I suggested we play only within our own class, but the teacher instead encouraged us to hold another official match against the other class as a way to reconcile.
At first, I was anxious about facing the same situation again, but I consulted with the sports captain from the neighboring class and arranged a rematch. During the game, we naturally relaxed, and our feelings toward each other eased without the need for explicit words of reconciliation. This was because, having fought once, we understood which issues were sensitive, and we developed an attitude of showing consideration for one another and avoiding conflict during the game.
Through this experience, I learned that the process of reconciliation is more important than simply preventing disputes. I also deeply realized that, in conflict situations, consideration and cooperation—the willingness to understand one another—play a major role in preventing and resolving problems.

Efforts and Preparation Related to Motivation for Application and Career Plans

My dream is to become a police officer. This choice stems not simply from my love of physical education or my experience speaking in front of people, but because I feel that the role of police officers in maintaining public safety in South Korea is the most admirable. I decided to apply to the Department of Police Administration because I want to contribute to creating an environment where people can walk safely even at night.
After enrollment, I plan to first build a solid foundation of knowledge in law, administration, and public safety—all essential for a police officer—through my studies. I intend to thoroughly study fundamental theories—such as criminal law, criminology, and police administration—and actively take advantage of relevant seminars and practical training opportunities to acquire hands-on knowledge.
I also believe physical fitness is essential. As a female police officer in particular, consistent physical conditioning is necessary to perform my duties during overnight shifts or in high-stress situations. I will maintain a regular exercise routine and continue structured training to prepare for physical fitness tests.
Finally, I will not neglect my personal character and mental preparedness. I will strengthen my relationships with seniors and juniors, learn from the experiences of my seniors, and follow the guidance of my professors to cultivate practical insight and a spirit of service. Through volunteer work and activities both on and off campus, I will internalize the values of consideration and sharing, and I will strive consistently to grow into a police officer who is well-rounded in academics, physical fitness, and mental fortitude.