Faculty & Staff

I have been working with children in various capacities for over 30 years. Learning, and helping others learn, is my passion. I have been fortunate to be able to earn a Masters of Education while living in Japan and working at a school that follows the Primary Years Program from the International Baccalaureate Organization (IB PYP). This experience has reaffirmed my personal commitment to learning and improving, as a teacher and beyond.

Adapting to teaching in the 21st century means that not only must we be committed to lifelong learning for ourselves, but in teaching those skills to our students. We cannot know what specific jobs or demands our students will face in the future. We can however help our students embrace this uncertainty and value learning new skills. Using an inquiry-based approach, like the one offered by the IB Primary Years Program, allows us to create a learning environment that encourages students to develop approaches to learning that will set them up for future success.

History

• Graduated from the IB Diploma Program at Hillsborough High School in Tampa, Florida
• 30+ years working with children in various capacities in the US and Japan
• 10 years teaching in Japan
• 6 years teaching at an IB school
• Bachelors of Arts from Fordham University, NY
  Major in Theater, Minor in Religious Studies
• Masters of Education in Advanced Teaching Practices at the Elementary and Middle School from the University of the People, CA
  Dual Specialization in Literacy and STEM

Qualifications / Certificates

• Teaching License K-6 (American Board)
• IB Certifications
  Cat 1 general - University of the People
  Cat 1 - Leading the Learning (PYP)
  Cat 1 - Head of School - Adding a Programme (MYP)
  Cat 1 - Head of School - Adding a Programme (DP)
  Cat 2 - Evidencing Learning (PYP)
  Cat 2 - Your Exhibition (PYP)
  Cat 3 - Inquiry (PYP)
  Cat 3 - Approaches to Learning
  Cat 3 - Creating a Curriculum for Transdisciplinary Learning (PYP)
  Cat 3 - Leaders Engage the Community (LEAD)
  Cat 3 - The Role of the Librarian
  Cat 3 - Agency, Action and Engagement

I believe that one of the main roles a teacher has is to cultivate the natural curiosity and sense of wonder that young learners have. As the famous scientist, Carl Sagan once said, ‘Young learners ask deep questions. What is a dream? Why is the moon round? What is the birthday of the world? Why do we have toes? Why is grass green? These are profound, important questions that just bubble right out of them.'

By encouraging students to ask these deep questions, and by asking deep questions of them in return, teachers can enable our students to develop ways of thinking that will empower them to approach any future challenges with confidence and skill. As a teacher of young learners, I have always felt that it is a privilege to spend this special time in their lives with them, and to help shape the way they see the world. I enjoy working with, and learning from, all the students at CGK!

History

• 3 years teaching kindergarten students at an international school
• 2 years as a head teacher at an afterschool program teaching students from grades one to five
• Masters of Arts (Research - Literature), Queensland University of Technology, Australia
• Bachelor of Creative Industries (Drama), Queensland University of Technology, Australia
• Internationally award-winning film-maker, TV writer, novelist and playwright
• Accomplished guitarist and vocalist

Qualifications / Certificates

• Pre-K to Grade 3 Teaching License issued by the Office of the State Superintendent of Education, District of Columbia, USA
• Graduate Certificate in Education, Moreland University, Washington DC, USA
• IB Certification
  Cat 1 - Making the PYP Happen: Implementing Agency (PYP)

It is now almost intractably accepted conventional wisdom that the most critical time in shaping a child's relationship to education and the world at large is between the ages of three and eight. If you think of your brain as a house, your DNA provides a blueprint while your education and experiences during this young period contribute building materials, design and basic furniture which, much like a real furnished house, you adapt and exchange overtime; however, as time goes on these changes become harder and harder to make. Everyone of course has heard of elderly couples whose homes haven't changed in 30 years, right? Well, that's what your brain can be like as time goes on! During this young, developmental period in my own life I personally had a few profound influences, one was an exceptionally creative and challenging babysitter who would go on to become a kindergarten teacher herself and the other was that my family moved to Australia when I was six years old. It didn't occur to me at the time but the experience of adapting to a different place, with different seasons, weather, accents, uniforms, food and pace of life was a separate education in and of itself and would provide the "structure" for a lot of the decisions I made as I got older. I suppose that is why I connected with CGK's mission statement: to try and expose kids to the presence of different cultures and modes of thinking at this young stage of life, because it really does make a difference! That being said, I am still trying to keep my "house" open to change, renovations, new-fangled decorations and the like, and I'm looking forward to learning as much from your kids as I hope they learn from me.

History

• 4-5 years of international school teaching experience
• 2 and a half years teaching primarily kindergarten to middle school-aged students in Yamanashi Prefecture
• Major in College: Bachelor of Arts - Biochemistry
• Senior Seminar: Adolescent Education & Creativity in the Sciences

Qualifications / Certificates

• Arizona State Teaching License K-6 (ongoing)
• IB Certification
  Cat 1 - Making the PYP Happen: Implementing Agency (PYP)

It is truly a privilege to experience life with my students - my greatest joy in life is seeing the world through a child's eyes. As a Life-long learner myself, starting the day with fresh eyes and an open heart is indispensable.
In addition, I believe the individual is equally as important as the whole. In order to create a collaborative, enriching environment, each student's individuality must be honored and nurtured.

Through intuitive and inquisitive learning students grow and continue to understand their place as global citizens. There are many answers to multiple questions in life and inside an inclusive, risk-free classroom the main questions will always be "Why?" and "How?". Why does blood move through my veins?
How does the shinkansen run? Or, simply, "Why is it a good morning?". No question is too big, or too small as children move forward and understand the world around them.

CGK offers a unique experience where students are challenged daily, while having and developing a complete sense of self. It's my pleasure to create an environment where students do not hesitate to explore, reflect, and connect with each other and themselves. Anything is possible!

History

• 10 years teaching children ages infancy to 12 years
• Student teaching, 3rd grade, in an IB/PYP International School in Prague, Czech Republic
• 8 years teaching ESL students in New Jersey, Czech Republic, and Japan
• Internship at a Japanese elementary school in Osaka
• 3 years teaching public high school English in Shizuoka Prefecture
• 4 years' experience teaching physical education including swimming and gymnastics
• Major in Elementary education (B.S.) and History (B.A.), The College of New Jersey
• Japanese Studies (Certificate: Kansai Gaidai University)

Qualifications / Certificates

• Teaching License K-6 Issued by the state of New Jersey, USA (Ongoing)
• Undergraduate degree in Elementary Education: ESL Focus
• HIB Certification
• Project Learning Tree
• EMT NJ License (2015-2021)
• IB Certification
  Cat 1 - Making the PYP Happen: Implementing Agency (PYP)
  Cat 2 - Your Exhibition (PYP)

"My dream is to be a school teacher." This is the dream I had when I was in the sixth grade of elementary school. After graduating from high school, I entered the Faculty of Education with the goal of becoming an elementary school teacher.
And although I was not very good at English, I experienced a short-term study abroad program in Australia and an exchange program in the U.S. while still in school, and for the first time I became acutely aware of the vastness of the world. I was fascinated by the worldview, values, and life experiences that I was able to broaden by learning English, and I set a new goal: "I want to live and study abroad in an American educational environment."

Then, I went on to Western Michigan Graduate School of Educational Technology in Michigan, U.S.A., where I received a masters degree. I wanted to apply this knowledge to ICT education in Japan and to the curriculum review of the School of Education. During my two years of study, I also taught Japanese to local university students majoring in Japanese as a Japanese language teacher.

In the summer of 2018, I was suddenly contacted by a German publisher to publish my research paper as a book. This research paper was initiated with the idea that "I want to help train teachers to make practical use of technology in their educational settings." The process of completing the thesis was a process of researching the current situation in the field. In the process of completing the thesis, I was able to interact with local teachers, attend conferences on EdTech, and learn about various methods of introducing and using ICT.

As an aside, it has been said that in order for children living today to survive in the 21st century, new educational methods are needed to ensure that higher-order problem-solving skills, originality, creativity, collaboration, analytical skills, thinking skills, and diversity are firmly developed. Why are these skills required in the first place, compared to those of the past? One of the reasons often given is that when children living today become adults, most jobs will be AI or mechanized, and it will be important for them to "create" new jobs by themselves. At the same time, jobs where interpersonal communication is essential are likely to survive. What is needed is for "each individual to analyze the current situation, identify problems, create what only he or she can do, and come up with countermeasures that suit the purpose, while collaborating to support society." This is what I mean. To achieve this, it is said that education that "emphasizes mutual communication between learner and learner, and between learner and teacher" is important, rather than "one-way teaching from teacher to learner." Technology is seen as an important "tool" that is effective in creating such classes and also enhances spontaneity and ambition.

While making full use of these technologies in the classroom, I would like to support the development of the "IB learner profile," which is the humanity that the International Baccalaureate (IB) aims for, by emphasizing communication between people. In fact, at a Japanese school in New York where I worked after graduation, I was in charge of introducing ICT into the classroom, creating and operating the environment, etc. as an elementary school classroom teacher and in charge of information equipment. In one case, a child who had been reluctant to speak up in class began to express his or her own opinions.

Speaking of technology, programming skills have recently been gaining attention as one of the skills that we want our children to learn. I also started learning programming on my own about five years ago. After returning to Japan, I joined the HR department of Progate, a startup company that plans, develops, and operates a programming learning service. It is a very valuable experience because it gives me many opportunities to learn about society differently from a teacher and to gain so-called "business skills.

Finally, I would like to talk about something that has always been important to me as an educator. It is to "be just as you are." I have created an environment where I can enjoy learning time with each child as he or she is, and challenge and learn together while taking the lead. I would like to continue to use all the possibilities I can offer to support children's growth.

History

• Bachelor of Education (Media Education Course), Shiga University
• Study abroad to Australia and U.S.A.
• Masters degree in Educational Technology, Western Michigan University
• 2 years being a Japanese teacher to students who's major was Japanese Language at Western Michigan University
• 5 years teaching to kindergarten to elementary school aged students at a Japanese School in New York
• Working in Human Resource Department at a startup company which develops and provides an online programming learning platform

Qualifications / Certificates

• Teaching License for Elementary Education Type 1
• Qualified Kindergarten Teacher Type 1 (Youchien)
• School Librarian License
• Advanced Certificate in TESOL
• Advanced Certificate in Teaching Japanese
• The Official Business Skills Test in Bookkeeping, 3rd grade
• IB Certification
  Cat 1 - Leading the Learning (PYP)

As part of my high school trip, I had the opportunity to stay at a homestay in Vietnam. My host brother there was studying Japanese as a foreign language at his university. This kindled my interest in Japanese language education and led to my choosing Japanese language education at university. While studying there, I got interested in education as a whole. I have been actively involved in the education of Japanese as a national language, Japanese language education as a foreign language and other kinds of education, for people of varying ages and purposes in various countries.

During these experiences, I met a lot of people. Of course, there were times when what I took for granted did not hold true, or times when I felt that something was not quite right in people's words or behaviors. Since the lives each and every one of us have lived are different, it is natural for opinions, ways of thinking, and actions to differ. I want to convey to the children a passage from Misuzu Kaneko's poem, "Everyone is different, everyone is special."

I felt this strongly when teaching children overseas. The creation of an educational environment where children could freely express their ideas and thoughts with confidence was a central concern. The classmates all had questions and new perspectives, and faced everything together. The children's eyes lit up and they were happily and actively participating in the class.

To put your thoughts into words, and to share them with others, is a difficult thing. I think there are times when one wonders, "What if I'm different from everyone else?" That's why I want to create an environment where everyone can recognize each other's differences and appreciate them.

History

• 1 year teaching practice of Japanese language education at university in Germany
• 2 years teaching at university in Thailand as a fulltime Japanese language teacher
• While a student, volunteered in communities for children who are from various background
• While a student, visited educational facilities in 8 countries and interacted with the learners

Qualifications / Certificates

• Passed the Japanese Language Teaching Competency Test
• IB Certification
  Cat 1 - Making the PYP Happen: Implementing Agency (PYP)

Creating a positive and inclusive learning environment is integral to my work as a P.E. teacher. I strive to cultivate an atmosphere that celebrates individual differences, encourages risk-taking, and fosters a sense of belonging. I value each student's unique strengths and challenges, and I believe in providing differentiated instruction to cater to their individual needs. By promoting inclusivity and supporting students in their learning journeys, I aim to build their confidence and create an environment where they feel safe to explore and take risks.

As a Physical Education teacher, I’m fully aware of the importance of games for developing intercultural awareness, in order for kids to become competent and open-minded players. I believe in communication and empathy as mediums to engage in the teaching and learning process.

Physical Education is not just about exercise and games; it plays a crucial role in fostering the overall development and well-being of your child. I believe in creating a positive and inclusive learning environment where each student can thrive, grow, and discover their unique potential. Through engaging activities, teamwork, and skill-building exercises, I aim to instill in your child a lifelong love for physical fitness and a deep appreciation for the value of a healthy lifestyle.

My educational background and experience in the field have equipped me with a deep understanding of the importance of physical education in promoting physical, mental, and emotional well-being. I am committed to providing a well-rounded P.E. curriculum that caters to individual needs and encourages personal growth, while also emphasizing the values of sportsmanship, cooperation, and respect for one another.

I am excited about the opportunity to work with children and help them embrace a healthy and active lifestyle. By fostering their physical abilities, developing their teamwork skills, and promoting positive self-esteem, I am confident we can make the time at CGK a remarkable and rewarding journey for each and every student!

History

• 3 years of experience as a P.E. teacher at international schools in Japan (Elementary, Middle and High School) with IB and Cambridge curriculums
• 1 year of experience as a Personal Trainer in a rehabilitation center and gym
• 3 years' experience as a Physical Trainer/Coach in football clubs in Argentina

Qualifications / Certificates

• National Physical Education Teacher (Argentina) certified by the ICJ (UN)
• IB Certification
  Cat 1 - Making the PYP Happen: Implementing Agency (PYP)
  Cat 3 - Principles of Equitable and Inclusive Education
• Anthropometrist - International Society for the Advancement of Kinanthropometry (ISAK)

I went to public school in Yokohama from elementary school through high school and then went to college in Michigan, USA.

I believe that the environment in which you learn and the people you spend time with are very important. I realized this during my university life overseas. I was looking forward to studying abroad for the first time, but at the same time, I felt a lot of anxiety. Fortunately, I was blessed with friends and teachers and was able to study in a good environment. I think I was able to grow a lot by taking on challenges without fear of failure. Also, by learning with friends of various nationalities and spending my days helping each other, I was able to gain a broader perspective on things. This experience is still being utilized today after entering the workforce.

CGK is an environment where students can nurture their spirit of inquiry, critical thinking skills and self-expression from an early age through an international standard curriculum. Learning and growing with friends in this environment will support and give them confidence in all aspects of their lives. We hope that the various experiences and self-confidence cultivated at CGK will help children to carve out their own happiness.

History

• M.A. in Communication Studies from Hope College, Michigan, USA
• Six months as an intern at the Department of International Relations, Holland City Hall, Holland, Michigan, USA
• Experience working in an educational institution or general business

I have been working with children for 13 years in the Kanto area and have enjoyed working with students of all ages. My primary focus for the past nine years, however, has been preschool education. I have discovered that children of all ages are complex individuals and possess unique perspectives about the world. What has intrigued me most about education is how impactful it can be when students are allowed to have more agency in their learning experience. When children feel that their opinion is valued and respected, they can not only enjoy learning more but become lifelong learners.

Some of the most important aspects of the International Baccalaureate program that I value encourage creativity, curiosity, empathy, and knowledge. When we know and understand more, we can challenge ourselves and investigate deeper and further into our wonderings. I hope to continue to encourage students to find balance with each other and with nature. As a strong advocate for SDG development in the classroom, I hope to aid them in discovering new ways to be citizens of our planet. I hope for them to be resourceful and aware of the choices they make in and out of the classroom. Each class is a community that depends on one another. If we can agree on this fact, we can make more informed decisions on how we navigate the world around us.

Finally, utilizing creativity throughout the learning process allows for students to be their most authentic selves. When knowledge meets creativity, students can truly flourish. I love to incorporate music, dance, art, and drama into learning as I have discovered how much joy children feel when they are allowed to integrate these areas into their learning experience.

History

• 3 years as a language instructor in from pre-school to adults Chiba, Saitama, and Kanagawa
• 9 years of early childhood education at international schools in Tokyo
• 5 years as lead teacher for kindergarten ages 5-6
• English Curriculum Coordinator for Bilingual preschool
• 1 year as cram school teacher for elementary and middle school years
• Bachelors of Arts from University of North Carolina Wilmington
  Major in Film Studies, Minor in Asian Studies
• Post Graduate Certification in Education (international) from University of Nottingham
• Masters of Education in Advanced Teaching Practices for Elementary and Middle School, May 2024 from University of the People

Qualifications / Certificates

• Teaching License (international)
• IB Certification
  Cat 1 - Making the PYP Happen in the Early Years: Implementing Agency (PYP)
  Cat 2 - Learning and Teaching for Conceptual Understanding (PYP)

I believe the most important qualities in people are
1) kindness and empathy for others, qualities I believe are sadly overlooked to a large extent.
2) Critical thinking, the ability to see things from multiple perspectives, evaluate a situation, and change your option based on new information.

I think it is important to nurture these qualities in children from a very young age, and with today's world becoming ever more partisan and tribal it has never been more important to instill these basic values in our children. The simplest acts of kindness have the power to affect people in profound ways, and often leave deep and lasting memories that influence them for life. With the world becoming an ever more interconnected place, in my opinion it's no longer enough to think and act in inflexible ways, and we should all aim to become global citizens and broaden our minds to their fullest potential. I really believe that learning to think in a new language, especially from a young age, really opens your mind to new ways of thinking and changes how you see the world around you. Clearly, knowing English will be advantageous in many careers due to English being the default global business language, however, it is the benefits gained through opening children's minds to new ways of thinking and being able to connect with different people all over the world and the friendships they can make that I think is most enriching.

My approach to teaching is to create an environment where children know it is ok to make mistakes. We all make mistakes and we all have made many mistakes in our lives; it's how we learn. But because we often fear the consequences of giving a wrong answer or making a mistake, we often hold ourselves back and retreat into a safe shell limiting our potential for growth.

Through creating a safe environment of mutual respect where children know they can do their best without the fear that comes through being wrong or making a mistake children can feel comfortable finding their own path to growth becoming confident and thoughtful people willing to put themselves out there. Although children have a lot to learn we should remember that children have a lot to teach us. Children see the world in a pure way not viewing it through the lens of conflict, historical divisions, race, etc. so we should sometimes look to our children for inspiration.

History

• Three years as the lead teacher, and new staff trainer, at an Eikaiwa in Musashi-Kosugi, half a year as a homeroom teacher at an international after-school in Yokohama, half a year experience working part-time at a variety of kindergartens and elementary schools in Kanagawa and Tokyo
• BA with honours in Sociology with courses taken in European Politics
• Teaching level one certificate gained through my former company's training and promotion program

As a foreign educator in Japan, I believe that I am both a teacher and cultural ambassador to every one of my students. Each classroom interaction provides us with an opportunity for reciprocity; I teach them about my Mexican-American heritage, and they share their unique culture and experiences with me. In my eight years of teaching experience in Japan, my goal has been to nurture students with a love for learning, a passion for community service, and a desire for cultural exchange. I believe these values are important for the long-term success of students living in an increasingly connected global community.

I first came to Japan as a member of the JET Program in 2014, where I worked as an ALT in Fukushima for about 3 years. As an ALT, I was both an English language educator and a cultural ambassador for the small village of Izumizaki. Through our interactions in English, my students and I developed a deep appreciation for each other’s unique cultures. I was also the Volunteer Coordinator for the JET Program in Fukushima. I led monthly volunteer efforts in the affected regions of Fukushima. Through my volunteer work, I had the opportunity to give back to the community that had hosted me for over three years. My experience of living in Fukushima has solidified my passion for both teaching and volunteering in Japan. I have continued my passion for volunteering throughout my eight-year teaching career in Japan.

I am originally from Los Angeles California. I moved to Pennsylvania in 2010, where I received a Bachelors Degree in International Relations from Bucknell University. In 2019 I completed my Masters Degree in Global Studies from Sophia University (上智大学) in Tokyo. I was the recipient of both the Posse Foundation Leadership Scholarship and the Mitsubishi Corporation International Scholarship. My academic success has allowed me to travel the world, and I hope to motivate my students to do the same.

I am very thankful for the opportunity to be a part of your child’s life. I will do my best to instill a love of learning, a desire for exploration, and a passion for helping others in all my students. With your support and my guidance, I am confident your child will reach their academic potential.

History

• 4 years of International School teaching experience
• 6 years of Afterschool teaching experience
• 2 years of teaching experience as an ALT
• M.A. in Global Studies from Sophia University
• B.A. in International Relations from Bucknell University

I first became interested in teaching while watching my mother. She was a teacher and would often bring us along to the summer camps and daycares that she worked at. During university, I spent a short time studying abroad in Japan. This was my first chance at teaching, as I volunteered to help out at an English conversation group. I enjoyed it so much that I decided to pursue teaching further after graduation. These were the first steps I took towards a career that has reshaped my life.

As a teacher, my role is to help support and encourage student's learning. Children are often naturally curious and as the teacher I can help them safely explore the world around them. Through clear expectations, lots of student input, and fun-fueled learning, my students feel comfortable to take risks and get involved. My belief is that the world around us is becoming smaller and more interconnected every day. With an inquisitive, international focus I'd like to prepare my students for success in an increasingly global world.

History

• 4 years teaching at a private kindergarten in their afterschool and high school programs in Sendai, Miyagi
• 2 years being a lead teacher
• 1 year teaching at an eikaiwa in Tokyo
• 1 year teaching at an International School in Tokyo in their afterschool program
• International Business major with a minor in French
• 1 term studying abroad in Chiba

Qualifications / Certificates

• TEFL - certified for teaching English as a foreign language

I started playing soccer in elementary school, and went on to study abroad and played soccer at a university in America, where our team won the national championship. It was a wonderful experience for me to meet so many people from different countries.

It's a lot of fun to gain a global perspective and to expand one's possibilities by taking on challenges without fear of failure. I would like to convey this joy to as many children as possible.

Even a small moment of "I did it!" brings joy that can strengthen their confidence to take on the next challenge. It then becomes enjoyable to discover and take on new challenges. We believe that it's our job to maximize this kind of joy.

We want to create an environment where children can grow naturally through fun activities and add to their skills one by one.

I am so happy to spend every day having fun with our future Global Kids!

History

• Homeroom teacher at CGK Preschool for 3 years (3 to 5-year-olds)
• Head Bilingual Staff for English Afterschool care (3-year-olds - elementary age)
• Graduated from a 4-year university in America, joined women's soccer team (National Champion)

Qualifications / Certificates

• Qualified Nursery Teacher (Hoikushi)
• IB Certifications
  Cat 1 - Head of school (PYP)
  Cat 1 - Making the PYP Happen: Implementing Agency (PYP)
  Cat 3 - Multilingualism: Philosophy, Policy and Practice
• YOUHO EIKEN Grade Pre-1

I took classes in English from kindergarten, studied at an International Baccalaureate IB MYP and DP accredited school, and went on to university in Australia. I have studied with foreign teachers, classmates, and international students, and I found the IB classes and overseas university classes very interesting and enjoyable. I believe that I am able to lead a fulfilling life now because I am healthy and independent due to the education I received, not to mention the academic aspects, such as learning English sensitively from an early age and developing a way to tackle classes and assignments that I can do at overseas universities through the IB.

I believe that parenting is about "making children healthy and independent". Healthy means two things: a healthy body and a rich mind. Independence means the ability to have a spirit of inquiry, to think and choose things for oneself, and to create one's own path. Everyone wants their children to be happy, but there is no route that says, "If you follow this path, you will definitely be happy." To begin with, there is not one but a variety of ways to feel happiness. What parents and adults can do for their children is to "make them healthy and independent". I believe that this will help children overcome difficulties and bring them one step closer to happiness.

How do you develop a rich mind and independence? I believe it is environment and habit. Communicating with a wide variety of people every day, thinking and speaking for themselves and creating things. I believe that this is how we develop a mindset that allows each person to be different and to find enjoyment on their own.

Compared to children who learn only in their first language, bilingual learners have deeper thinking skills and greater cognitive abilities, but learning and using English is also about learning another way to express oneself. Being able to express oneself well is a rich and attractive reflection of the child's mind.

At CGK, we create an environment that nurtures such children's spirit of inquiry, critical thinking skills, and self-expression, and we have a curriculum designed to help them achieve this. I will strive for as many children as possible to become healthy and independent, and to follow their own unique path of happiness both in Japan and abroad.

History

• Alumni of IB MYP and DP accredited schools in Shizuoka, Japan. Attended English immersion education from kindergarten.
• Bachelor of International Hotel and Tourism Management at Entrepreneur Education from the University of Queensland, Australia
• Worked for a foreign travel agency in Tokyo
• Worked for a study abroad agent in Australia
• Formed a business alliance with an IT/translation company in the U.S. and Canada and worked as a sole proprietor