Momoka

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Momoka is a kindergarten teacher with three years of classroom experience teaching English and Japanese to young children. She uses a play-based approach that introduces language through picture book readings, seasonal games, songs, and simple activities that teach hiragana, numbers, and practical vocabulary. She can explain concepts in English when needed and adapts lessons to each child’s needs, using clear routines, flexible seating, and tactile supports to help children who struggle with focus or strong preferences. She was recognized with an award for attentive support and craft-based teaching and received positive feedback from families for her practical, patient care. Momoka loves animals and cares for a dog, a cat, and a puppy, and families value her steady presence and ability to make language learning joyful and reassuring.

Monday: No availability (Eastern Standard Time)
Tuesday: 6am-2pm (Eastern Standard Time)
Wednesday: 6am-2pm (Eastern Standard Time)
Thursday: 6am-2pm (Eastern Standard Time)
Friday: 6am-2pm (Eastern Standard Time)
Saturday: No availability (Eastern Standard Time)
Sunday: 4pm-12am (Eastern Standard Time)

Children: I want to introduce children to the joy of learning a language through picture book readings and games based on Japan’s rich seasons and traditional events. We’ll start with learning hiragana, numbers up to ten, and simple, practical vocabulary.

Adults: For beginners, we’ll start with the basics like hiragana, katakana, and numbers, then tailor the approach to each learner’s goals, whether that’s preparing for the Japanese-Language Proficiency Test (JLPT), focusing on conversational skills, or learning to read and write kanji.

I'm not a native English speaker, but I've been studying English since I was 6. I became more enthusiastic about learning it when I was 13, entered a high school specialized in English, studied abroad in the United States at 16, and later worked as an English teacher for young Japanese children at a kindergarten for 3 years, so if there's anything clients don't understand in Japanese, I can explain it to them in English.

I've never been tutoring before but I was teaching English and Japanese to Japanese young children in Japan for 3 years. While supporting children in their daily activities at the kindergarten, I have also taught them the joy of learning languages by incorporating English and Japanese in a fun and accurate way through games, activities, dance, and other approaches.

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Momoka
$114.00 USD

Subject Expertise

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Early Learning
Early Learning
Handwriting
Handwriting
Japanese
Japanese
Reading
Reading
World Languages
World Languages
Writing
Writing

My mission

My mission is to be a bridge between Japan and the world, sharing the joy of language learning.

My Story

My interest in the field of education began in my childhood, when, as the younger of two sisters surrounded by many younger cousins, I longed to be an older sister, and spending time with them taught me the sense of responsibility that comes with being the older one.

Cognitive Diversity

How I adapt to students with diverse intellectual needs.

What I’ve learned from working with children is that each one is unique in every way, and the most important thing is for adults not to try to change them by force. Even if, during one of my lessons, a child becomes upset, cries, or has an unexpected reaction, I will take the time to talk with them until they calm down, or shift the conversation to something that distracts them. I don’t see such moments as negative incidents, but as opportunities for the child to grow, and I respond to them with that mindset as a tutor.

He was very good at drawing and spent most of his free time doing it. However, it often became an issue when he wanted to keep drawing instead of transitioning to class activities, and sometimes he would even be late to school because he was drawing at home before coming. Since I enjoy crafts, I encouraged his curiosity by involving him in parts of the classroom craft projects and also set time limits for his drawing. This way, I was able to further nurture his interests while helping him practice setting boundaries for himself.

When I was in charge of a class of three-year-olds, there was one child who didn’t want to sit on a chair during circle time which is a 45-minute session held every morning. He had difficulty sitting for long periods, and even for short times, sitting on a chair often made him cry. After observing him for several months and trying different approaches, I realized he was uncomfortable with the texture of the chair. Later, it was discovered that he had ADHD. From then on, I supported him by letting him sit in ways that felt comfortable for him such as placing his favorite towel on the chair, sitting on the teacher’s lap, or sitting on the floor, so that he could still participate in circle time.

She had very strong preferences, and if something about her belongings such as her lunch bag or water bottle was even slightly different from what she was used to, she would have a tantrum. She also cried or refused if anyone other than certain teachers held or touched her. Fortunately, I was one of the teachers she trusted, so I was able to get to know her well. I discovered that when she had a tantrum due to her strong preferences, giving her a hug helped her calm down. I stayed with her until she felt settled, but since being with her constantly would affect fairness toward the other children, I also shared her needs and traits with the other teachers. I suggested that instead of expecting her to change, we adjust the way we interacted with her to better support her.

Momoka Sample Lesson

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