Professional History

enthusiasm. experience. excellence.

Assistant Language Teacher

Japan Exchange and Teaching Programme

Tokushima City Education Research Institute

Tokushima City, Japan

• Team-teaches elementary and junior high school students with a Japanese Teacher of English

• Assists in the preparation of teaching and learning materials in consultation with the Board of Education and client-school

• Participates in intercultural activities in the community i.e. language, cultural exchange, and cross-cultural communication exercises etc.

• Co-organized the Shinmachi English Day, an annual cross-cultural and English communication event for elementary school students and attended by all ALTs of the Tokushima City Board of Education as cultural ambassadors. As the ALT Pointperson, I liaised between involved parties (BOE Supervisors, School Administration, Japanese teachers, and ALTs) and b) organized relevant information, resources, and activities and present them to involved parties for exchange of ideas, suggestions, and constructive criticism.

Science Education Specialist IV

Philippine Science High School System

Quezon City, Philippines

• Performed varied and specialized work that requires expertise in research, curriculum development, and program/project coordination and development

• Planned and implemented education programs for the PSHS System

• Collaborated with country-level/ inter-regional committees (coordinates with campus directors, chiefs of curriculum and instruction, faculty, staff, and partners) to effectively respond to urgent academic concerns;

• Coordinated with non-academic partners (public agencies, media, and other organizations) that involve youth development and empowerment especially in Science and Technology

• Conceptualized studies in the areas of academics (e.g., developing proposals, frameworks such as capabilities and competencies), assessment, instructional development, curriculum, and core standards design

• Designed professional development programs for teachers in the field of specialization

• Conducted planning, development, and implementation of research activities (global competence, social entrepreneurship)

• Developed or critiqued test-items in the field of specialization and resources that support curriculum implementation

• Acted as a subject matter expert in Social Sciences​

English Communication Specialist
BEAT Inc.

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Nagoya, Japan

• Conducted group/class-size, private, and specially-designed English conversation lessons at Nagoya Gakuin University (NGU), client companies, in-house lessons, and Beat Kids Club; Lessons were catered to a broad range of students: children in the primary age bracket, teenagers, young professionals, and senior corporate executives;

• Taught Corporate English and Communication to junior and managerial-level professionals as well as senior executives of Japanese multinational companies (Toyota, Sumitomo, Lixil etc.) to improve their communication and cross-cultural skills;

• Spearheaded the conceptualization and development of an intensive and industry-customized English communication program called “Flexi-English” (flexible English).

Learning Advisor and  English for Academic Purposes (EAP) Instructor
Nagoya Gakuin University

Nagoya, Japan

As a Learning Advisor (LA) at NGU’s Global Links, I performed the following responsibilities:

• Prepared essential materials that aim to enhance the learning and communication skills of university students and staff;

• Conducted group lessons called Language Tables (small group discussions that promote  confidence-building, cross-cultural understanding, and communication skills enhancement) and Private Lessons (one-to-one tutorials in English) at the International Lounge (i-lounge);

• To foster fun and excitement in learning English, I deliberately conceptualized and designed two board games for learning — 1) Giving or Following Directions and 2) Asking or Answering 5Ws & 1H questions; I personally customized these board games to match the specific learning needs of the students;

• Together with a team of international students, professionals, and support staff, I supported in the coordination, promotion, and organization of activities and programs (open campus, student exchange orientation, interactive learning sessions etc.) to foster engagement among students and to ensure that a more active, interactive, and conducive learning environment is observed;

• Ensured the smooth integration of exchange students from North American universities into the NGU system through the support of the International Center;

• Organized events that provide opportunities for students to engage with fellow learners in cross-cultural sessions, learn through fun activities (educational games like scrabble and word-finder, movie nights, speech contests etc.), and participate in university and high school students’ collaborative learning sessions.

As an English for Academic Purposes (EAP) Instructor at NGU, I assisted in carrying out a specially-designed Study Abroad Preparation (SAP) Program for the Spring Semester and in teaching basic communication skills for the English Conversation Course.

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• Prepared creative classroom materials (readings, keynote presentations, and audio-visual aids) to promote learning objectives and to spur students’ interest;

• Constructed evaluation tools/ instruments such as speaking exercises to assess students’ confidence level in communication and grammar exercises to test knowledge and comprehension as well as progress in oral communication.

• Utilized digital education technologies such as mobile applications i.e. Kahoot, and other innovative tools and approaches for global education to help students enjoy communication classes; and applied effective means of instruction anchored in sound pedagogy and encouraged students’ active participation and boosting self-esteem;

• Ensured and observed proper guidance: a) developed a sense of mentorship and professional camaraderie with students in and outside the classroom; b) provided deliberate evaluation on the students’ academic performance, giving feedback on their learning progress, and committed availability for consultation; c) provided group and individual information to students in the form of reaffirmation, encouragement, constructive feedback, learning advice, and guidance.

Postgraduate Research Associate

Nagoya University

Nagoya, Japan

• Conducted “independent research” on development issues with a focus on social business enterprises; This requires a systematic approach to problem-solving anchored on sound methodology— from conceptualization, design, literature review, data gathering, analysis, and revision;

• Displayed a great deal of resilience under pressure and changing circumstances, meeting deadlines for various phases of the investigation process and meeting expectations for the various aspects of the doctoral-level research;

• Ascribed to the generally-accepted standard for scholarly research with a strong sense of ethics and moral values; and prepared relevant materials that reflect scholarship;

• Participated in various seminars, conferences, symposia, and academic events that focus on education and empowerment, human resource development, migration, and similar development-related issues that significantly affect the youth; Provided positive feedback, recommendations, and constructive criticism

Empowerment and English Discussion Facilitator
ISA Inc. (Tokyo)

(per project basis)
Various cities in Japan

• As a Facilitator of Empowerment and Global Competence Programs and as a Teacher of Intensive English Discussion programs, I had the opportunity to foster a learning atmosphere in which students learn in an engaging, enjoyable, and empowering manner; Here's a list of all the programs in which I participated in various capacities.

• A good number of programs I facilitated were designed to prepare the students for  their short-term or long-term study-abroad stint in elite universities overseas;

• Facilitated intensive and regular empowerment programs, intensive discussion programs and sessions, camps, and education-career talks for basic and high level Japanese high schools about global issues and feasible responses as well as presentation and communication skills; Themes include positive thinking, campus change, identity, and cross-cultural understanding, among others;

• Led and managed diverse clusters of group leaders (GL) —international students who participate in EMP programs; Most, if not all, were affiliated with Ivy League universities in the US, Oxford and Cambridge in the UK, and top-tier national and private universities in Japan; I ensured that encouragement and training of group leaders were constantly observed and properly implemented;

Assistant Professor
University of the Philippines

Los Bańos, Philippines

• As an Assistant Professor of Political Science, I taught Principles of Government and Politics (1st sem) and Reimagining Politics (1st and 2nd semesters) and encouraged university students to explore perspectives, analyze issues, discuss problems in domestic and international politics, economics, and development;

• Utilized innovative and suitable learning methods such as group discussions, debates, and collective research work to achieve the main objectives of the course;

• Facilitated discussion sessions and lessons that enabled students, as young citizens, to apply these lessons and through which they can liberally brainstorm over practical solutions that can contribute to nation-building;

High School Faculty
Ateneo de Manila University