In this blog post, I will provide answers to each question on the personal statement for the Department of English Education at Gwangju National University of Education, focusing on my academic efforts, meaningful campus activities, and examples of practicing compassion and generosity.

Writing About Academic Experiences and Reflections

I was often told that I had a talent for math, and since I enjoyed the subject, my grades were relatively good. When solving practice tests or past College Scholastic Ability Test (CSAT) questions, I felt the difficulty level was appropriate and was confident in my abilities; however, differential equations—a topic belonging to engineering mathematics—felt particularly challenging. Therefore, I decided not to rely solely on simple problem-solving techniques but to understand differential equations from the ground up.
When I began my studies, I started by clearly defining the terms. I focused on understanding that differential equations are mathematical tools for explaining phenomena that change over time. When I viewed differentiation as a means of explaining cosmic phenomena or physical motion, the concepts became much clearer, and this led me to recognize that differentiation plays a central role in modern science and mathematics.
I also explored the philosophical perspective. When I understood differentiation not as an absolute truth decreed by the heavens, but as a tool created to explain laws such as those of mechanics, the background and necessity of differential equations became much clearer. This philosophical understanding was a great help in moving away from a mechanical approach to problem-solving and instead formulating solution strategies by recalling fundamental principles.
I also expanded the significance of my learning through practical applications. For example, my motivation to study increased when I learned that differential equations are used in the financial sector to explain fluctuations in interest rates, stock prices, and exchange rates. I connected the concepts to their applications by emphasizing that phenomena—such as a company’s revenue curve—where a simple upward trend is not enough to guarantee stability can be predicted from the perspective of calculus by analyzing the deceleration of the growth rate. By linking concepts to applications in this way, I was able to recall the fundamental meaning behind problems and approach them more strategically when solving them.

Description of Major Campus Activities and Reflections

The campus activity in which I was most active was the English debate competition. Although I was recommended to participate because I was comfortable speaking English due to my experience living abroad, I realized that the expressions used in debate differ from those in everyday conversation, so thorough preparation was essential. Consequently, I compiled and memorized vocabulary and expressions relevant to the topics, and I practiced delivering credible presentations by correcting filler words and habitual expressions in my English speech.
To convey my arguments clearly, I repeatedly practiced organizing my logic in Korean first and then translating it naturally into English. By thoroughly researching the topic and mastering counterarguments, I was able to clearly convey my position without feeling intimidated during the debate. As a result, I won the Grand Prize in the English Debate Competition, earning recognition for my debating skills and preparation.
In addition, I consistently participated as a volunteer at school events and took on the role of leading my peers. I helped maintain a fun atmosphere while assisting teachers to ensure the events ran smoothly, and I found great fulfillment in calmly guiding excited classmates and encouraging their participation.
I realized that effective communication and building trust are essential when leading a large group. Rather than giving loud, authoritative orders, I chose to communicate based on trust; as a result, my peers acted voluntarily and followed instructions well. Through this experience, I learned that the most important elements in leading people are “trust, communication, and empathy,” and my goal of becoming a teacher who guides students became even more firmly established.

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

As part of my volunteer club activities, I volunteered to teach children from multicultural families. At first, due to cultural differences and an unfamiliar environment, the children did not open up easily, and even when they laughed, they often did not smile at me. So, I made a more proactive effort to approach them, bringing up topics they would enjoy to start conversations and build trust.
Little by little, the children began to listen to me and smile. Watching them, I realized that they are innocent beings no different from other children and that they are individuals with rights that should be guaranteed. I sought to win the children’s hearts by practicing empathy, showing sincere interest, and listening attentively; as a result, I was able to become a friendly and trusted mentor.
When teaching, rather than adopting a strict approach, I worked with the children to resolve their questions and guided them to study the subjects they were interested in. The children saw me not merely as a teacher but as a mentor in life, and my sincere responses to their questions and respectful attitude helped increase their focus.
I believe it is important to respect children as individuals rather than viewing them as lacking simply because of their young age. I am convinced that this respect is an essential quality for an elementary school teacher, and through this experience, I have strengthened my resolve to become a teacher who respects children and builds trust with them.

Efforts and Preparation Related to Motivation and Career Plans

My approach to learning—striving to understand mathematics from the ground up—my communication skills honed while preparing for English debates, and the empathy and active listening I developed while teaching children from multicultural families all support my goal of becoming a teacher. Each of these experiences provided concrete opportunities to learn the mindset, attitude, and interpersonal skills necessary for teaching.
These experiences have solidified my career path, and I will continue to strive to become a teacher who guides students based on respect and communication. I intend to continuously cultivate the trust, clear communication skills, and empathy required in schools and the classroom, while practicing student-centered education.