By Wonsuh Song
After stepping into a full-time faculty post, I soon realized that student counseling is not an add-on but a core duty. Lectures and research matter, yet sitting down with individual students—especially those who struggle academically or behaviorally—often decides whether their potential blossoms or withers. When we view education majors not as “subjects to be managed” but as budding future teachers, the scope and depth of our work expand dramatically.
High-achieving students usually chart their own academic paths. Those who lag behind, however, often possess other gifts—empathy, social insight, creativity—that grade sheets never capture but become powerful assets once they stand at the blackboard. Teachers who remember their own difficulties don’t ask, “Why can’t you?” but rather, “How can I help?” Reaching out so that no one is left behind—that is the educator we should cultivate.
Ultimately, the key is motivation. Learning cannot be spoon-fed. Once students grasp “why” and “how” they should learn, study turns into self-driven effort and achievement follows naturally. If they set a clear goal—becoming a teacher—licensure-exam prep shifts into a purposeful journey. Counseling acts as a catalyst: posing incisive questions, mapping viable directions, and offering support so they can rise again after setbacks.
Counseling is, of course, demanding. It requires time, attentive listening, and tailored advice. Yet the more we invest, the more students discover their strengths—and the more we, as educators, reaffirm our mission. The lofty goal of “No one left behind” begins in the quiet space of sincere conversation.
One day these students will stand before their own classes. I hope they recall the guidance they once received and, in turn, grasp another student’s hand while saying, “Let’s finish this journey together.” When motivation takes root, half the work of teacher training is already complete.
Wonsuh Song (Ph.D.)
Full-time Lecturer, Shumei University / NKNGO Forum Representative
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