In this blog post, I’ll summarize the study habits and school activities I practiced during high school, as well as what I learned and felt through acts of consideration and giving.
Reflections on My Academic Experience
For a while, I struggled with the frustration of “studying hard but not seeing my grades improve.” I studied hard every day, sacrificed sleep to memorize material, and solved the required number of problems even when it was tough. I also tried my best to stay focused during class. Yet my scores hardly improved—to the point where those around me were puzzled or felt sorry for me—and I, too, wondered why I wasn’t seeing results.
The turning point came the moment I saw the study schedule of the friend sitting next to me. That friend was always among the top students in the school, but to me, it seemed like they studied much less. The secret wasn’t the amount of studying itself, but rather the “regularity of sticking to a schedule.” For example, even if their goal was to solve 100 problems a week, instead of cramming them all at once like I did, they distributed the work consistently—10 problems a day—to match their own pace. They even took the weekends completely off.
Looking at that study schedule, I realized that consistent daily effort—that is, sticking to a routine—might be the key to studying. After that, I changed my study method: instead of cramming intensely all at once, I switched to setting aside a little time every day to study regularly. Doing this reduced my stress, and since I had a “reasonable daily quota” set, the burden felt lighter.
As I continued consistently, I naturally developed a feel for the material and honed my ability to recognize different question types during exams. Ultimately, I was able to gradually improve my grades, and seeing my report card get better and better gave me confidence and hope in my studies. Through this experience, I learned that mere effort isn’t enough—you need a “meticulous plan” to back it up and the “perseverance” to stick to it consistently.
Description of Major School Activities and Reflections
One of the meaningful activities I participated in during high school was the travel club. I joined because I enjoyed traveling and wanted to meet friends with whom I could share ideas and socialize. In this club, I learned how to plan and collaborate with a diverse group of people.
To cover travel expenses, the club ran its own savings pool. We raised funds by saving 500 won a day or collecting fines from friends who arrived late to meetings, which we used to pay for guesthouse reservations and meals. As high school students, it was difficult to travel far, so we mainly visited rural areas about two hours away by bus. However, the experience of planning and carrying out trips on our own with friends—without our parents’ help—was new and invaluable.
During our trips, we each enjoyed our own hobbies at our own pace. Some friends read books, others wrote, and still others listened to music while taking in the scenery. Watching them, I realized that everyone has their own way of relieving stress, and I truly came to appreciate the importance of “rest.” This experience made me think of my parents, and I set a goal to one day earn enough money to treat them to a trip.
My role in the club was treasurer. Since the travel club frequently had income and expenses, the treasurer’s role was crucial. Because I was managing everyone’s money, transparency and accuracy were essential; if trust were lost, the club itself could be undermined.
I was able to take on the role of treasurer because I am “honest” and “meticulous” by nature. Influenced by my parents, who modeled honesty as a principle of life, I made a conscious effort to keep my promises, and my habit of keeping records allowed me to accurately manage our income and expenses. I felt a great sense of fulfillment when my friends complimented me, saying, “You were born to be treasurer.”
Examples of Consideration, Sharing, and Cooperation, and My Reflections
Through my activities in the travel club, I learned the concrete meaning of “sharing” and “a life of mutual support.” Since we had to find places to sleep and eat away from home while traveling, we naturally had to help one another, and in the process, we grew closer. When we visited the countryside and saw the local elders cook meals for us with such care and prepare our bedding, I resolved to become someone who could offer that same kindness to others.
In my daily life, I made an effort to practice small acts of sharing. If I had delicious boiled sweet potatoes at home, I’d bring them to school to share with my friends, and if I bought a string of candy, I never ate it all by myself—I always shared it. If a friend was cold, I would take off my own jacket and give it to them, and we would share our food during meals. At first, my friends were puzzled by this change in my behavior, but as I consistently acted this way, they gradually got used to it and responded positively.
As I continued to share, I experienced two positive effects. One was discovering the “joy of sharing itself.” Seeing others happy when I shared what I had made me happy, too. The other was the realization that “what you give comes back to you.” While not everything comes back, as the number of people around me grew and I gained friends who looked out for me, my loneliness diminished and a warm network of relationships formed.
Through these experiences, I developed a desire not merely to be a giver, but to play a role in building trust and bonds within the community. I learned that sharing goes beyond simply helping someone; it enriches the relationship between myself and others and lays the foundation for us to grow together.
