Jacob

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Jacob makes Japanese practical, enjoyable, and tailored to each learner’s goals. He holds a Bachelor of Science from Utah Valley University with advanced Japanese coursework and trained at WAHAHA Studio in Fukuoka. He is TEFL and TESOL certified and brings three years of freelance tutoring experience plus two years volunteering as a missionary in Japan, two years as a remote reading tutor, and classroom assistant experience. He uses real-life examples, interactive exercises, and short, manageable steps to help students build confidence, and he adapts lessons for learners with attention or speech challenges by breaking tasks down and celebrating small wins. Families appreciate his patient, encouraging style, and he also performs original music in Japanese and enjoys basketball and skateboarding.

Monday 9am-8pm MDT
Tuesday 9am-8pm MDT
Wednesday 9am-8pm MDT
Thursday 9am-8pm MDT
Friday 9am-8pm MDT
Saturday: No availability
Sunday: No availability

I focus. on making Japanese practical, enjoyable, and tailored to each learner's goals. Lessons emphasize speaking, reading, and understanding the cultural nuances that make Japanese unique. I use real life examples, interactive exercises, and engaging activites to help learners immediately apply what they've learned, building confidence and fluency step by step.

Bachelor of Science, Utah Valley University - included advanced Japanese coursework
Japanese Language Studies, WAHAHA Studio Japan in Fukuoka, Japan
TEFL
TESOL

Freelance Japanese Tutor – 3 years

Volunteer Missionary in Japan – taught English conversation classes to Japanese learners for 2 years

Reading Tutor (remote) – 2 years; delivered one-on-one instruction to K–8 learners, tailoring lessons to individual needs

Classroom Assistant, Local Elementary School – 2 years; supported small-group instruction, lesson delivery, and student engagement

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Jacob
$175.00 USD

Subject Expertise

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ESL
ESL
Japanese
Japanese
Reading
Reading
Reading Comprehension
Reading Comprehension

My mission

My mission is to help kids gain confidence in their reading and learning so they can see their own potential and feel proud of their progress. Growing up, I know what it’s like to be underestimated in school, and that drives me to make sure my students feel supported, encouraged, and capable. Tutoring inspires me because I get to see those moments when something clicks for a student—when the work pays off and they realize, “I can do this.” That transformation is what keeps me passionate about teaching.

My Story

I grew up in Provo, Utah, and after living in Japan for a total of three years and spending a year in Wisconsin, I’m now back in Provo for a while. I still return to Japan for a few months each year because it’s a place that feels like a second home to me. I’ve always loved making and performing music, watching sports, and playing video games with friends.

Growing up, I was a very shy kid and struggled a lot in school—paying attention was hard for me, and I would often drift off into daydreams. That left me feeling lost in class, and I was frequently scolded by teachers, which was tough. Over time, I’ve learned to push myself outside my comfort zone, and that process helped me overcome much of my shyness and social anxiety. Those experiences shaped who I am as a teacher—I understand how it feels to struggle, and I want my students to feel supported, encouraged, and capable of growth.

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

I have worked with a student who had attention challenges and some speech difficulties. I focused on creating a patient, encouraging environment, using gentle reminders and positive reinforcement to help them stay engaged and on task. I adapted my approach as needed, breaking lessons into manageable steps and celebrating small successes to build confidence. This experience strengthened my ability to personalize lessons and support learners with diverse needs effectively.

I have worked with several students who have ADHD, and I’ve learned how important it is to keep lessons interactive and structured. I use strategies like breaking tasks into smaller steps, switching activities to maintain focus, and adding movement or quick response games when possible. I also make sure to give clear, concise instructions and use visual cues to support understanding.

When teaching online, I keep lessons engaging by using a lot of positive reinforcement, asking frequent questions to keep participation up, and using visuals and interactive tools to hold attention. I’ve found that giving students short breaks or moments to reset can also make a big difference in helping them stay focused and motivated.

Jacob Sample Lesson

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