Lead instructor / Boarding Advisor
Maho Hamada
Maho Hamada brings a rare combination of intellectual depth and global perspective, shaped by her studies at United World Colleges (Canada) and Princeton University. In her teaching, she uses literature and dialogue to help students develop not only language, but also curiosity, clarity of thought, and a deeper sense of self.
主任講師・ボーディング進学担当｜UWC（カナダ校）およびプリンストン大学での学びを通して培った、国際的な視点と深い思考力をもとに指導にあたっています。文学や対話を通じて、子どもたちが言語だけでなく、好奇心や思考力、自分自身への理解を深めていくことを大切にしています。
子どもたちと英語を学ぶ時間は、喜びに満ちています。
Phonicsの発音が自然になってきたとき、楽しそうにその子らしく音読しているとき、
みんなで集中して書き取りに取り組んでいるとき。どの瞬間にも小さな喜びがあります。
その中でも、私が一番好きな時間は、
物語を読んだあとにCreative Questionsに取り組む時間です。
たとえば、
“Do you think Frog and Toad were brave? Why or why not?”
子どもたちは少し考えてから、真剣な表情でノートに答えを書き始めます。
書くのは面倒だと言っていた子も、いつの間にか夢中になって
「ああでもない、こうでもない」と自分の考えを言葉にしています。
書き終えたあとは、みんなでシェアの時間です。
自信たっぷりに発表する子もいれば、少し控えめに話す子もいますが、
自分の意見を英語で伝える子どもたちはとても誇らしそうで、私も自然と笑顔になります。
子どもたちの答えには、思いがけない視点や、それぞれの「自分らしさ」が表れます。
そうした瞬間に、子どもたちが自分の考えを見つけていることを感じます。
私にとって、子どもたちが自分の頭で考え、自分の言葉で表現することは、
英語を学ぶこと以上に大切な学びです。
実は私自身も、こうした学びの価値に気づくまでには少し時間がかかりました。
日本の進学校、カナダ留学、そしてプリンストン大学での学びを通して、
社会が「成功」と呼ぶものを多く見てきました。
しかし同時に、学ぶことの本当の喜びは、他人の期待に応えることではなく、
自分の好奇心に耳を傾け、深く考えることから生まれるのだと気づきました。
だからこそ教室では、英語や文学を単なる教科としてではなく、
子どもたちが自分自身を理解し、自分の頭で考える力を育てるための
学びの場として大切にしています。
子どもたちが物語を通して新しい視点に出会い、自分なりの答えを見つけること。
そして将来、それぞれが自分らしく輝ける環境へ進んでいけるよう、
学びの時間と進路選びの両面から支えていきたいと思っています
Why I Love Teaching
Teaching English to children is full of joy.
There are many small moments of happiness in the classroom —
when a child’s pronunciation becomes more natural through phonics practice, when they read aloud with enthusiasm, or when everyone is quietly focused on writing.
But the moment I cherish most comes after we finish reading a story.
This is when we work on Creative Questions.
I might ask something like:
"Do you think Frog and Toad were brave? Why or why not?"
At first, some children are reluctant to take out their notebooks –
but once the question is asked, they write down the question carefully, start thinking seriously, and gradually become absorbed in the process.
When everyone has finished writing, we share our answers together. Some children speak confidently, while others share their thoughts more quietly. Yet each child speaks with a sense of pride when expressing their own ideas in English.
These conversations are some of the most meaningful moments of learning, especially in a small classroom setting.
Their answers often reveal unexpected perspectives and their own unique ways of seeing the world. In these moments, I can see something important happening: children are learning how to think.
For me, English education is not only about language skills. It is about helping children think deeply, reflect on their experiences, and express their own ideas.
Literature provides a wonderful starting point for this process. Stories invite children to explore different perspectives, connect ideas with their own experiences, and gradually develop the confidence to think independently.
My approach to teaching grew gradually from my own experiences as a student.
Like many students in Japan, I once believed that becoming a capable and respected adult meant following the path of academic achievement. I attended one of Japan’s most academically rigorous girls’ schools, later studied abroad in Canada, and eventually graduated from Princeton University.
Along the way, I met many people who had achieved everything society calls “success.” Yet I also noticed that success alone does not necessarily lead to fulfillment.
Over time, I came to realize that true growth and happiness rarely comes simply from meeting expectations.They grow from curiosity, reflection, and the courage to explore what genuinely interests us.
This realization gradually shaped the way I think about education. Learning, to me, is not about simply finding the correct answer. It is about discovering meaningful questions, exploring ideas, and forming one’s own thoughts.
Teaching now allows me to cultivate the kind of learning environment I once wished for —
a place where children are encouraged not only to learn skills, but also to think deeply, express themselves, and discover what truly excites them.
My hope is that through stories, conversation, and reflection, children will expand their world of learning and develop the confidence to follow their curiosity. I also hope to support families in finding educational environments — including international and boarding school pathways — where each child can continue to grow and flourish in their own unique way.