Who we are
True North English is a small, independent English learning practice built on individuality, reflection, and long-term growth.
Origin
True North English began as a response to something I saw repeatedly in traditional language schools.
Students with completely different goals, personalities, and learning styles were placed into the same system. Lessons followed the same textbooks, the same pacing, and the same patterns, regardless of who was sitting in the classroom. Over time, many students became familiar with English, but not confident in it. Progress felt repetitive rather than meaningful.
I didn’t believe the problem was effort or motivation. I believed the problem was sameness.
True North English was created as an alternative: a place where learning starts with the individual, not the curriculum.
What “True North” Means to Us
The idea of True North comes from navigation.
Before moving forward, you first need to know where you are, where you want to go, and what direction makes sense for you. Without that, movement is just motion.
This idea shapes how we think about learning. Growth doesn’t come from speed or repetition alone. It comes from clarity, reflection, and guidance that adapts as people change.
True North English exists to provide that sense of orientation — not to rush students forward, but to help them move with intention
Why We Are Intentionally Small
True North English was never intended to begin as an official service or school.
When I first started teaching in Japan, English support was simply a way to help the people around me — friends, acquaintances, students who needed extra clarification, confidence, or guidance outside of formal classes. It wasn’t branded, structured, or scaled. It was personal.
Over time, I began to notice something more clearly. Many learners didn’t just need “more English.” They needed an intermediary — someone who could bridge the gap between what language schools were offering and what they actually needed to function, progress, or feel confident.
I also began to see the limitations of traditional language schools more closely. Students were taught through fixed systems, repeated materials, and uniform pacing, regardless of background or purpose. Progress was measured by attendance rather than understanding, and many learners quietly fell behind or plateaued without meaningful support.
Eventually, it became clear that continuing within that structure would limit the kind of help I could offer. To build something truly responsive, personal, and sustainable, I needed to step away from the school system and create something independently.
True North English grew out of that decision.
It remains intentionally small because it was never designed to be a mass service. Its purpose is depth, continuity, and genuine support — not scale. Working directly with each student allows learning to stay human, adaptive, and grounded in real needs.
As True North English evolves, any future growth will be considered carefully. The priority will always remain the same: maintaining the personal connection and clarity that led to its creation in the first place.
About the Founder
I’m Mitch, the founder of True North English.
I’m originally from the United States and currently based in Japan. I hold a TEFL certification and have spent years working across education, corporate environments, and occupational training roles.
Outside of teaching, I value curiosity, movement, and quiet focus. I enjoy staying active, traveling, and spending time in cafés and workspaces where conversation and reflection naturally happen. These environments mirror how I like to work with students: calm, thoughtful, and grounded in real life.
My background outside of traditional classrooms has shaped how I view learning. I’m less interested in rigid systems and more interested in helping people think clearly, communicate confidently, and grow at their own pace..
How This Identity Shapes Learning
Because True North English is built around individuality and direction, learning here naturally extends beyond weekly lessons.
Students are supported through reflection, documentation, conversation, and long-term guidance. The goal is not just improvement, but continuity — learning that makes sense over time and remains connected to real life.
Contact us
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