In this blog post, I’ll provide an easy-to-read summary of my academic efforts during high school, meaningful volunteer work, and experiences resolving conflicts within my class, focusing on the three key sections of the personal statement required for admission to the Department of Computer Education at Daegu National University of Education.
Academic Efforts and Learning Experiences During High School
Watching my teacher inspired me to dream of becoming a teacher myself. In my sophomore year of high school, watching my homeroom teacher inspired me to set the goal: “I want to be just like my homeroom teacher.” My homeroom teacher was sometimes like a friend, sometimes like a father, and provided strict guidance when necessary. Inspired by this example, I resolved to become an elementary school teacher and provide tailored support to each and every student.
Since elementary school teachers must teach all subjects, I believed that no area could be neglected. In particular, given the importance of computer literacy in modern society, I felt it would be beneficial for students to understand not only how to use computers but also their underlying principles and history. However, my own computer knowledge was limited, and I found it difficult to grasp the concepts through theory alone, so I decided to learn by doing. I had a broken computer at home, so with my parents’ permission, I took it apart. With a book by my side, I checked the parts, memorized their names, and then reassembled the computer while repeatedly reviewing the function of each component.
Through this process, I realized that the most effective learning method varies from person to person. I resolved to become a teacher who helps students understand concepts without forcing a one-size-fits-all approach on them. Since my homeroom teacher taught me in a similar way, I was able to find and develop my own unique learning style—one that differed from my classmates’—within my own capabilities.
Meaningful Extracurricular Activities (Volunteer Work) During High School
I joined a school volunteer club that organized volunteer work at an orphanage. At first, I felt both anxious and excited, but when I arrived at the orphanage and saw the children welcoming me with bright smiles, my main thought was how I could make their time with me as enjoyable as possible. We used the club’s activity funds to buy snacks, school supplies, and toys to distribute, and I saw how much joy the children felt simply from playing with them, listening to their stories, and responding to them.
I helped with tasks at the orphanage that had been put off due to a shortage of helpers, and after watching the children eat their lunch, I felt that I had actually received much more than I had given on my way back. While I was happy to see the children—who were so cheerful and brought joy to others—I also felt a sense of sadness seeing how children facing hardships still managed to appear so cheerful.
Since then, I’ve consistently participated in club activities and even saved up my allowance to prepare additional gifts. Through these club activities, I learned that treating everyone equally and approaching people with a positive attitude makes those around you happy as well. I resolved that if I become a teacher in the future, I will never discriminate against or ignore my students, and I will especially strive to be a teacher who listens attentively to their stories.
Examples of Consideration, Sharing, Cooperation, and Conflict Management
At the beginning of the semester, while decorating the bulletin board and doing a thorough cleaning, disagreements and conflicts arose. In the process of deciding on the content of the posts or assigning cleaning areas, arguments sometimes escalated into emotional disputes, and everyone tried to avoid unpleasant tasks like cleaning the restrooms or emptying trash cans. To reduce conflict, I suggested a lottery system to the class president.
My proposal involved writing the number of people needed for each area on slips of paper, placing them in a drawing box, and having the students each draw one slip. I reasoned that since they would be drawing their own assignments, the process would be objective and lead to fewer complaints. The class president accepted my suggestion, and the students took turns drawing slips to determine their assigned areas. As a result, while some students were happy and others disappointed, everyone carried out their roles without any arguments.
Through this process, I learned that while everyone possesses understanding and a spirit of compromise—that is, consideration for others—it can be difficult to put these into practice due to selfishness. Acknowledging that I am no exception, I resolved to think first, “What if I were in that person’s shoes?” before acting.
