Christian Academy in Japan

Spring 2024

continuing to

GROWMessage from

Head of School
C H R O N I C L E
EditorMarie Wahl
Sub-editors
Jared Johnson
Alecia May

God Makes Things Grow
It is spring and there are signs of growth everywhere in the world
around us. Flowers are blooming and trees are blossoming, including
the beautiful cherry blossoms that adorn our campus. And while wehave a wonderful maintenance team who takes good care of ourschool, including the shrubbery, the flowers and trees are growing
not primarily because of their work, but because something deeper
is going on.

Photo Editor
Nate Rudd
Photo Contributors
Nate Rudd

There are signs of growth throughout our student body too, growthJuliana Barker
Christian Academy in Japan
1-2-14 Shinkawa-cho“CAJ has qualified, experienced, and dedicated staff that
ensure all students grow and reach their full potential.”
That is a welcome endorsement of what we are here to do.
But in the end, it is God who makes things, and people,
grow. And so we ask together that He brings about growthin every student and adult at CAJ, in every aspect of who
He created each of us to be. Above all, as the apostle Peter
encouraged us, we ask Him to help us to “grow in the graceand knowledge of our Lord and Savior Jesus Christ” (2 Petertaking place on the field or court, or in student presentations anddedicated to serving our students in their learning, ultimately thestudents are growing not primarily because of the teachers’ work,
but because something deeper is going on.
We might like to take the credit, but ultimately it is God who makes
things grow and God who makes us grow. The apostle Paul reminded

Tokyo, Japan 203-0013

defuse a squabble among the church members when he said, “I[Paul] planted the seed, Apollos watered it, but God has been making
it grow.… God…makes things grow” (1 Corinthians 3:6-7).
Sometimes plants or trees don’t grow despite being well cared for,and we don’t know why. We had a tree on campus last year that did
not thrive for reasons that remain mysterious. Sometimes students
don’t grow despite being well taught and well cared for, while othersin the same class do grow, and we don’t know why. All teachers arefamiliar with this situation.
As a school, working to promote student growth in mind, heart,
body, and spirit is our daily focus. We may not always understandthe hows and whys of growth, especially student growth, but we dounderstand that we have a role to facilitate growth and to foster anenvironment in which growth becomes possible. It was gratifying

INSIDE THIS ISSUE

4 | Room to Grow
6 |Growing Through
Change10 | Unforeseen Growth
14 | God is Moving at CAJ
17 | Wall of Honor

3:18). There is no better growth than that.

18 | Growing in Seasons

I hope you enjoy reading about how the CAJ community is

21 | Alumni Updates

growing in this edition of the CAJ Chronicle.

on the walls, in the musical performances in concerts, in the games

us of this when writing to the church in Corinth. He was seeking towww.caj.ac.jp

who recently spent almost a week on campus observed,

year long. It can be seen in any of the classrooms, in the art displayed

Higashi Kurume-shi+81–42–471–0022

Western Association of Schools and Colleges (WASC) teamthat has not been limited to the spring season but has been evident all

projects. And while we have a wonderful group of teachers who are
Graphic Design

to see that, in their report to our accreditation body, theDavid Mawhinney | head of school

GROWING PERSONALLY
4room toGROW

The times I did enjoy being on stage were when I was singing. I
loved being in the kids’ choir and eventually my college’s choir.
It was a safe way to be on stage with lots of people and nothave the whole focus on me. Secretly, I wanted to be a singer
like Amy Grant, but that was not meant to be.
Since my young teen years, I’ve constantly been working withchildren. At my church, Kurume Bible Fellowship, after teaching
Sunday school for several years, I was asked to take turns giving
kids messages. Somehow I thought that was safe. I could focus
on the children, not on the larger audience. When I received
compliments from the adults, saying that I had helped themunderstand the sermon by teaching the children, God affirmed
in me that this was something I was good at and capable of.
Eventually, I was asked to do other things on stage, such asdelivering the announcements or leading ministry activities.
God prompted me more than once, affirming that I wascapable of doing some of these challenging presentations. I
still get nervous before presenting before large groups, but
I have also found that CAJ has been a place for me to growand feel safe. Recently, I shared with my colleagues during an
all-staff meeting and walked away with a strong sense of pridein having revealed a part of myself.
When I began teaching at CAJ, I noticed how students
deliver speeches to their peers from an early age. From fifth
graders researching and presenting a topic of interest to them tokindergarteners retelling the story of Moses and the plagues,
students develop their presentation skills even in elementary.
I watched my own daughters go through preparations fortheir Senior Comprehensive presentations. Even though it wasnerve-wracking for them, they were both successful thanks totheir many years of training.
Encouraging students to present their knowledge from a

CHRISTINE IIJIMA | Kindergarten Teacher

We allhave challenges or personal hang-ups on something. As aquiet, shy child, I never raised my hand in class. I was the typeof person who didn’t want to stand out or be in the spotlight. Even when I knew theanswer, I didn’t speak because I didn’t want to say the wrong thing. In college, I was
terrified of public speaking and never volunteered answers or responses in a classroom setting. For example, in speech class, I shook as I gave a short speech — aboutangora sweaters, of all things! Overwhelmed, I talked too fast and too quietly, justwanting the moment to be over.

young age helps many to get used to being in front of others–
something I did not experience when I was young. In thekindergarten class, we celebrate this type of learning experience regularly. Although presentations are still extremely challenging for some students, my colleagues and I remind themto breathe deeply and remember that the audience is interested in what they have learned. Although some students still
get stage fright, we actively encourage, high-five, and affirm
that presenting can be a significant place of growth–and thatidea applies to both students and teachers alike.
5GROWING IN COMMUNITY
6growing
through
CHANGEANITA AUNG | Grade 8 Teacher & Test CoordinatorI came to Japan on the Japan Exchange and Teaching (JET)

Program in the summer of 2014, lined up with a job as an Assistant Language Teacher
at a public high school in Tokyo. After a week of what was referred to as “Professional
Development and Training,” I walked away with the acronym that I would apply to every
situation I would encounter for the next five years: ESID, which stands for “every situation is in fact different.”

After my role with JET ended, I was hired to work
part-time at CAJ, filling in a role for someone
who would be back within the year. I knew therole was temporary and likely to change, so I was
happy to be flexible.
“Growth” is the theme for CAJ staff this year. andit’s been a catalyst for me to reflect on the ways

I've grown personally, professionally, and spiritually over the last five years. I have learned agreat deal across various aspects of my life. And
while I have enjoyed the journey overall, teaching
new and different things has been particularly
rewarding.
The

middleschooldivisionhas

recently7

anAlthough we have appreciated this new type of

Additional Language) teachers into more classes

curriculum in concept, it has been more chal-than simply English Language Arts. We havelenging to actually implement. This is because indone this in an effort to create opportunities

order to be more hands-off in the students’ learn-

for students to grow in their language skills anding, we have had to be more hands-on with thestartedincorporating

EAL(Englishasmake connections across subjects. This meansthat a few of us have been joining science andsocial studies classes as co-teachers to support
English language growth.
The timing of this endeavor lined up perfectlywith the science department’s decision tolessons and activities. We need to break down
learning processes step-by-step so that the students can then engage with and understand theconcepts on their own.
The sixth grade team bravely took on this new

curriculum last year, and the older grades havechange curriculum. So after I had been co-teach- followed their lead this year. Although the curing in science for two years and had begun to riculum is still very new, we have seen growth

feel comfortable with the content, of course
everything changed.

This year, the middle school science department
has switched to a more exploratory, hands-on
science program that encourages students to
ask questions and build the skills necessary toanswer those questions. With these skills, they
can apply their knowledge to challenges evenbeyond the curriculum. It makes sense that thisis the direction the classes would take, sincein the students. They are asking good questions
and exploring new concepts. Meanwhile, we asteachers have more opportunities to observeand challenge the students to further experiment and connect science to the world theyinteract with.
Mr. Van Dam, a middle school science teacher,shared that seventh grade students recently
learned about natural disasters and how tocommunicate with people before the disaster.
teachers and students have noticed over the last “We focused on tsunamis, but the final assessfew years that students need more opportuniment required them to develop their own
ties to think critically and grapple with problems.
system for a different disaster, such as earthFor example, recently students have reflected
quakes, wildfires, etc.”that they have difficulty remembering specificterms and concepts from year to year yet recall The teachers have grown as we think through8

processes and situations that required critical

every question, every student, and every class,thinking with more clarity.

but there is more learning and growing ahead

as we explore our new curriculum. How can we
better provide students with an education that
truly equips them to question, experiment, andunderstand the world around them?
ESID, in my early JET days, used to mean “Every
Situation is Different,” and was a polite wayof saying ‘I don’t know,’ or more likely, ‘I don’tknow how to make the rules fit this situation.’

In my five years here, however, I’ve been fortunate enough to step into different roles andjobs. Every year I finish with a greater understanding that every situation is, in fact, different.
Rather than being a phrase simply meaning ‘I
don’t know,’ ESID has now taken on an air ofopportunity — every situation is different, so we
can give up, or we can grow up!

9GROWING IN COMMUNITY

UNFORESEEN

10

growthTears

almost ran down my face as I read, “Thisclass cured my depression.” Wait, what?

Really? I was shocked, and even in a state of disbelief. I
continued to read another student’s comment.
“It has helped me know about God.”

This class cured
my depression.

“I started to see how everything
connects to Jesus.”“I want to become more like Jesus,
which means becoming kinder andsharing my faith.”“This class made me more positive. Whenever

It has helped
me know
about God.

I am in a bad situation, I learn to stay positive,
find the good things and ask God for help andcomfort.”Do Bible classes at CAJ really make adifference in our students' lives? As a sixth
grade middle school teacher who has dealt withanything from deodorant talks to bandaids and counselingsessions, this question has often lingered in my head at theend of a school day.
A typical Bible class for me

I started to see
how everything
connects to Jesus.

includes a time of prayer
requests and praise reports,
a devotional, and a time to
study the Bible. Each gradelevel focuses on different
topics or books of the Bible.
For instance, sixth grade

primarily focuses on the Old Testament all the way up to
the book of Joshua. At the end of 12th
grade, students at CAJ should havecovered a wide variety of topics andlearned about most of the books of
the Bible.

I want to become
more like Jesus...

I often use the devotional times
in class to accommodate specificstudent needs and concerns. If
I notice students are struggling with friendships, I will
choose devotionals or Bible verses to encourage them. I

BETHANY HETTINGER | Grade 6 Teacher

11often play worship songs that havebeen encouraging to me.
Last year, the Bible department head
asked me to have students take ananonymous class survey on how myBible classes were going.
I was nervous. Would students nitpick
me to the fullest degree? If you know
middle schoolers, you know they canbe brutally honest. When it comes toanonymity, I was bound to a flood ofcomplaints—or so I thought.
I started to become uneasy while I
waited for the survey results. I was notuneasy because I did not believe in myability to teach, but I was nervous to see
if my Bible classes were really making
an impact.
I have always desired for my Bible
classes to cause a deep, long-lasting
impact in which students truly know
more about God and love His Word.
I also pray that my students reallyencounter the Lord on their own anddecide on their own how amazing He is.
As I teach day in and day out, I wonder if
I am truly making a difference.
“This class cured my depression.” This
one sentence brought me goosebumps.
This one sentence answered all of myquestions and calmed my fears. Yes, ourprayers are working — God is using us at
CAJ to make a difference in the lives ofthese kids.

God is using
us at CAJ…

12

13

GROWING TOGETHER
14

GOD

IS MOVING ATYUKIKO HOWARD | Academic Counselor & Child Safety Coordinator
KADE LOOMIS | CAJ StudentAS

an academic counselor, designated safeguarding lead, and high school
student council advisor, my job allows me to witness the growth of students
from a unique perspective. I get to help them apply their classroom learning

to challenging situations outside the classroom and, as some of my students say, see them

Christian school, there seemed to be a lack ofyears combined. I have seen more people

spirituality outside of my Bible classes, chapel,

curious about Christ and wanting to actively

and Christmas concerts where we sang Christianseek him this year. And, let me tell you, I’m allmusic. This left me wanting a deeper, morehere for it. Perhaps it’s partly my own spiritualvaried spiritual experience that could be foundgrowth influencing my perception. After an

outside of these three areas.

move from “survivors to thrivers.”

Looking at this year, I see a significant differ-

One strong piece of evidence of students thriving came during the student leadership retreat

years, attending chapel felt more like an obliga-

last August. Several seniors approached me and said that they wanted to see spiritual growthon campus and that they were going to pray for a spiritual revival at CAJ. After hearing how
God has made himself known to them, I knew they were serious. My first thought was, "Helpme, Lord." I held my breath because I knew that when there is growth, there are growing pains.
For a revival to happen, the students would have to come face to face with the challenges intheir lives. But more importantly, they would have to come face to face with the Lord. And thatis what these seniors, who included Kade Loomis, intended to do. Here is his story:

CAJ

ence — a refreshing change, actually. In previous
tion, and it was not uncommon to see someone
asleep. In contrast, this year, CAJ chapels feel
more alive. They have variety and feel as if they
connect to the students better. A volunteer
student group has given valuable input into
what chapel will look like. There is also a passionate administration that actively listens to
said group, applies its suggestions for chapel,
and wants to share Jesus better.

impactful encounter with the Lord last summer,
I’ve become more passionate about Him thanever before. Yet it can’t be a coincidence thatat least four other seniors had an encounter
over the same summer, and that we all cameto school ready to do more for God and to bring
revival at CAJ.
It's not just the seniors either. Underclassmen
are also stepping forward, making their faith
known and wanting revival. All four grades ofhigh school are represented in the new, weekly
student-led Bible study that meets during
lunch on Mondays. It’s a small group, yes. But

When reflecting on the spiritual growthstruggled to think of any examples I might

But it’s not just the chapel group. I have seen

it’s there. There are students who, unprompted,of CAJ this year, I first considered myhave seen throughout my freshmen, soph-more students openly talk about their faith andwant to do stuff for God. And it’s growing —own spiritual growth in previous years. I

omore, and junior years. Despite being a

relationship with God this year than all previous

slowly, but surely.
15

God doesn’t need half of the student body toin the National Honor Society who love God

make Himself known. All He needs is a small

deeply and tell others about it.

group of believers who are passionate for holychange and He will work through them. And
boy, oh boy, is He working. The emphasis on
the spiritual lives of the students has increased
significantly and I believe that students are
more interested.

Everywhere students look, there is an increasing presence of Christians. From the student
council, to sports teams, to even during
lunch, there is a revival happening. It’s happening right now. It’s happening quietly. You
may not really see it now, but in a few years

Also, with numerous visible role models,when people look back on this school year,

people are remembering that CAJ is, at its

they’ll recognize it. They’ll see how different it

core, a Christian school. For instance, thewas compared to previous years and how it

student council president has been very vocal

changed all the years since. And then they’ll

about his faith and has voiced his desire forsee one more thing — that this change wasn’t

revival. Everyone on the Chapel Committee

a student thing, it wasn’t a teacher, or evenare also believers who are actively pursuing

administrative thing. It was, and currently is,change. And then there are upperclassmen

a God thing.

There has been a lot of pruning in the lives of our students this year. But when they fell on theirknees in full recognition of their weakness, they sought for God’s strength. The Lord met them. I havebeen blessed to have Kade and so many other students this year make an impact on my life. They
have reminded me that a true revival challenges us not only to face ourselves, but to stand face toface with our Lord, our Creator, and our Redeemer.

16

WALL OF

HONOR

17

GROWING TOGETHER
18

IN

our third grade classroom

this year, the Teaching forTransformation (Tf T) storyline is
Rooted and Built Up. This theme
comes from Colossians 2:6-8, which says,
So then, just as you received Christ Jesus
as Lord, continue to live your lives in him,
rooted and built up in him, strengthenedin the faith as you were taught, and overflowing with thankfulness.

As I created my classroom’s bulletin board, I displayed a tree that had bright green leaves and bore
fruit, with the focus on the roots of the tree. The roots
spelled out the word “Christ” in twine. When school
started in August, the tree was full of green leaves,with each student’s name written on them as a representation of the summer season.
Summer is a time when nature is full of growth andabundance. Many plants are bearing fruit after the
farmers and gardeners have worked so hard to tend
to them. Back home in Iowa, I enjoy the delicious
sweet corn every summer.
Similarly, in our personal and spiritual life, we may
experience a “summer season.” It may be a season
where we feel most in tune with God and his presence. Maybe it’s a time where we are aware of theabundant blessings of God and are bearing the Fruitof the Spirit in our lives.

GROWINGIN SEASONSKAIDA ALTENA | Grade 3 Teacher

As you might expect, the tree did not stay in thelush green “summer” season. After October break,the leaves changed colors to mark the changing
seasons. The students decorated leaves, acorns, andmushrooms to add to the bulletin board with wordsof what they were thankful for. Autumn is a season
when crops are harvested and workers reap the rewards of their labor, preparing for the colder, quieter
months. In our spiritual and personal life, autumn isa time to express our gratitude to God as we prepare
for the next season.
When the students came back to the classroom after winter break, the tree had no leaves. We had adiscussion about what happens to trees in winter aswell as in other seasons, recalling the transformationof our very own classroom bulletin board tree.
We then discussed what connections we could
make between a tree going through seasons andour personal and spiritual growth. At first, they noted the physical growth that happened during an individual’s life: people grow taller, maybe wider, andtheir feet may change. As different ideas popped
19

up, the students recognized how we also go
through metaphorical seasons of life.
Winter is a time when the days are shorter and the nights are longer. In the natural
world, plants go into a state of dormancy and rest to stay protected from adverse
weather conditions. Although they may notlook like they are thriving and growing, they
are strengthening their root systems.

Alumni Updates
Noah Millard | class of 2000
Davy Millard | class of 2002
"We would like to introduce you to our homegrown business: TOKYO COFFEE. We are home-grownin the literal sense, since we started out of our house!"

One “winter” season in my own life wasduring the majority of my college experience. Because of the natural uncertainty ofthat stage of life paired with grief, I foundmyself in a season marked with anxiety anddepression. I remember feeling like I was in anever-ending nighttime. I just wanted to skip
forward.
If I could speak to myself during that time,
what would I say? I would whisper so compassionately the things that many mentors
said to me: “Oh dear, little Kaida. I know it ishard. I know it is dark. Lean into God. He is
growing you.”
If you are going through a difficult season oflife, remember that, similarly to a dormant
plant, your roots are also being strengthened. You are being refined and pruned
by God. These are growing pains. Light will
shine again. You will feel abundant joy again.
You are not alone.
As spring approaches, the winter snowflakes
in our classroom will turn into beautiful
cherry blossoms. The new life and growththat is experienced in the springtime is what
God offers to us every day. Chris Renzema
beautifully describes this truth in his song
Springtime:
You’re the living water
God, we thirst for you
The dry and the Barren
Will flower and bloom
You’re the sun that’s shining
You restore my Soul
The deeper you call us
Oh, the deeper we’ll go.
God has given us new life through Jesus
Christ. Although he allows winters and trials,
He remains faithful and is indeed at work. He
invites us into a relationship with Him. And
as we allow Him to tend the garden of oursouls, we will indeed grow.
20

Christina Epley | class of 2003
Christina Epley Moreau visited the CAJ campus at
the end of November 2023 with her husband, Chul.
During her visit, she said, “I enjoyed seeing the vibrantfall colors on campus. But I was especially amazed tosee the new building with the cafeteria and the fancy
turf on the sports field!”left to right: Jacquie Willson (DeBoer ‘84), Julie Johnson(‘06), Christina Epley Moreau (‘03), Chul Moreau
Chris Postema | class of 2006
Chris Postema and his wife Kelley were in Japan on abelated honeymoon. They were married in 2020 andlive in Washington, D.C. where Chris is a governmental affairs professional with Southwest Airlines.
"We have a nice little coffee shop tucked away amongst
the old-fashioned streets of Takiyama, just 10 minutes
by car from CAJ, and we’re here to serve you and yourcommunity with delicious coffee and open hearts.
Please come visit and share the joy of coffee with us!"~ Noah and Davy
Luke Ellison | class of 2002
Luke Ellison and Naomi Bogosian were married on
September 16, 2023, in Virginia, USA. They currently
live in the Washington DC metro area, preparing to go
to the mission field together, Lord willing, in 2025. left to right: Julie Johnson (‘06), Chris Postema(‘06), Kelley Postema, Principal Jean Hino

left to right: Phil Ellison ('07), Ellen Shuster (Ellison '04), Mary Lou Ellison (Youngquist '73), Naomi Bogosian
Ellison, Luke Ellison ('02), Tom Ellison, Peter Ellison ('06), Grace Ellison ('11), Erick Ellison ('09)"

21

Victor and Heidi Eby | class of 2007 and 2013

Zach Smoker | class of 2011
On October 21, 2023, Zach Smoker (‘11) married Kyoka at Okutama Bible Chalet in front of asmall gathering of family and close friends. Paul Mori(‘07, far right) officiated the wedding, Hanna Mori(‘11, far left) sang, and Taro Sawada (‘11, not pictured)
was the photographer.

Koji Matsuoka | class of 2022
“I signed in September, 2023 with a team
named Shinagawa City — which is in the B3
division of the Japanese professional basketballleague, aka the B-League. I am a professional
player and translator for the team. The team’s
average age is 27 years old, and still being 20, I
lack a lot of experience and IQ as a professional,
but I’ve been doing my best to catch up to mysurroundings. I hope to work my way up and eventually be able to playconsistent minutes at the professional level!” ~ Koji
left to right clockwise: Koji Matsuoka (‘22), Izumi Matsuoka (‘25),
Jamie Matsuoka (Lucas, ‘90), Misaki Matsuoka (‘27)

Alumni Sports at CAJ

Victor Eby (‘07) and Heidi Eby (Barkman ‘13) welcomed
their daughter, Ella Hesed Eby, in April of 2023. Victor
says, “We are blessed and thankful to God for her.”
Bobby Sakamaki | class of 2009

Christina Kumate | class of 2012

In February, Bobby Sakamaki and his new wife, Laura,
visited campus. They recently got married this past
September. This visit was also particularly special as it
was Laura's first trip to Japan. They enjoyed a campus
tour, met with former teachers, and were introduced
to the second-grade class taught by Bobby's sister,
Ashley Nakamura (Sakamaki '08).

On January 6, 2024, dozens of alumni visited CAJ campus for a friendly alumni field hockey scrimmage andthree different alumni basketball games. The alumni came away victorious over their younger counterparts inboth the varsity girls’ and JV boys’ basketball games. However, the varsity boys’ game versus alumni was thehighlight of the evening — varsity escaped with a thrilling 59-57 overtime victory!

The Kumate family at Christina’s wedding inArrowtown, NZ, on December 8, 2023. left to right:
James (’09), Yoshiyuki, Christina (’12), Ramanen, Pam(staff), Callan (James’s wife), Angus (17 months)
Kyle Smoker | class of 2014

left to right: Laura Sakamaki, Bobby Sakamaki (‘09),
Ashley Nakamura (‘08), Yoshi Nakamura“Hey everyone! In March 2023, I got married to mybeautiful wife, Patricia. We live in Orlando, Florida, andenjoy the warm weather and theme parks. I manage
the Donor Team at Wycliffe Associates, actively
working to accelerate Bible translation while my wife
is a project manager with NASA (whoa, space). Go
Knights!” ~ Kyle Smoker left to right: Patricia’s family, Kyle Smoker (‘14), Patricia Smoker, Ashley Smoker (‘16), Kyoka Smoker,
Zach Smoker (‘11), Anne Marie Smoker (Deberdt ‘85), Charles Smoker
22

We would love to hear from you! Take a few minutes right now — email your update to alumni@caj.ac.jp
CAJ Alumni Updates is a forum for updates from alumni, provided as a community service.
The inclusion of any piece of alumni updates is not necessarily an endorsement by CAJ.

23

EQUIPPINGSTUDENTS TO SERVEJAPANAND THE WORLDFOR CHRIST.

www.caj.ac.jp

Thank you for your ongoing prayers and support making our mission possible.

ACCREDITATION
Western Association of Schools and Colleges since 1976
GOVERNMENT STATUS
Gakko Hojin (School)