Beyond the 'to Be' Syndrome- An Alternative Method to Teaching Language
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 8
TABLE OF CONTENTS
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 14
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 16
1.5 –�Talk Like a Pirate!��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 17
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 18
1.7 –�I Am Game
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 19
1.8 –�Beach Ball/Balloon Questions Game
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 20
��1.9 � Introduce Your Partner to the Group
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 21
1.10- Me-Bags �
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 22
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 32
2.11- Festa Junina- Get to Know You Party Questions
Language Skills Developed There are sentence Level Beginners- Intermediate Age 8 and up
Procedure
1. In this activity, the teacher writes four tasks on the blackboard. After the teacher has the students write their names and the answers on a piece of paper. The students need to memorize the questions, since they will ask one another. The questions need be according the level the students.
For example: Where are you from?
How old are you?
What´s your favorite color?
What kind of food do you like?
2. The students stand up in a line in front of one another. The students start to ask the classmates that is in front of them the memorized questions. 3. While the students are talking, Teacher say “Switch” and the first student changes the place. Attention: that only one like will be changing their place. The game finishes when all the students have returned back to the first place where they started. 4. The teacher can brainstorm a list of words with the class before starting the competition. For example:
Bahia Ana 25
Green Lasagna
Variations
1. The variations of the questions depend the level of students.
Acknowledgement: Jussivania Batista, 2014 Teacher at the Serviço Nacional de Aprendizagem Industrial - Cuiabá - Mato Grosso.
MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 33
Chapter 3�&RPSHWLWLYH��&ROODERUDWLYH�$FWLYLWLHV��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 34
�3.1 –�Tic-Tac-Toe Trivia Game���
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Language Skills Developed &ORWKLQJ�YRFDEXODU\ Level ,QWHUPHGLDWH�$GYDQFHG Age ���DQG�XS
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 35
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Materials Needed 7ZR�KXOD�KRRSV��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 36
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 37
�Variations����7KLV�DFWLYLW\�FDQ�EH�GRQH�IRU�DQ\�OLVW�RI�ZRUGV�WKDW�FDQ�EH�RUGHUHG��VXFK�DV�QXPEHUV�RU�GD\V�RI�WKH�ZHHN��<RX�FDQ�DOVR�SOD\�WKH�DFWLYLW\�WR�SUDFWLFH�FRPSDUDWLYH�DQG�VXSHUODWLYH�DGMHFWLYHV��ELJ��ELJJHU��DQG�WKH�ELJJHVW���� 3.7 – Vegetable Speed Dating
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 38
3.8 –�Spot the Differences��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 39
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 50
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 51
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 52
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 53
5.1 –�Speedy Sentence Structure
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 54
5.2 –�Grammar “If…then…”�YouTube Activity��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 55
5.3 –�Heart Attack
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 56
5.4 – Place Your Bets! (for auditory learners)��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 57
5.5 – Place Your Bets! (for visual learners)��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 58
5.6 –�Blank Space!��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 59
5.7 –�Crash!
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 60
5.8�–A Play in the Big Apple Language�Skills Developed�� &KRRVLQJ�DSSURSULDWH��RU�LQDSSURSULDWH��
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5.9 – Prepositions of Time Dominoes � Language Skills Developed 3UHSRVLWLRQV Level ,QWHUPHGLDWH Age ���DQG�XS Preparation�&UHDWH�EODQN�GRPLQR�WLOHV��<RX�FDQ�GR�WKLV�E\�FUHDWLQJ�D�FKDUW�LQ�D�:RUG�GRFXPHQW�ZLWK�WZR�FROXPQV�DQG�FXWWLQJ�RXW�WKH�URZV�VXFK�WKDW�WKHUH�DUH�VOLSV�RI�SDSHU�ZLWK�D�OLQH�GRZQ�WKH�PLGGOH��<RX�FDQ�DOVR�PDNH�WKHVH�E\�KDQG��DOWKRXJK�LW�PD\�EH�D�ELW�PRUH�WHGLRXV��2Q�WKH�OHIW�VLGH�RI�WKH�GRPLQR�WLOH��ZULWH�D�ZRUG�WKDW�UHODWHV�WR�WLPH��2Q�WKH�ULJKW�VLGH��ZULWH�D�SUHSRVLWLRQ�RI�WLPH���Procedure��� 'LVWULEXWH�WKH�GRPLQR�WLOHV�HYHQO\�DPRQJVW�WKH�VWXGHQWV�DQG�SODFH�RQH�LQ�WKH�PLGGOH�WR�EHJLQ�WKH�JDPH�����$VN�WKH�VWXGHQWV�WR�VLW�LQ�D�FLUFOH����7KH�VWXGHQW�ZKR�VWDUWV�WKH�JDPH�VKRXOG�PDWFK�XS�KLV�KHU�GRPLQR�ZLWK�WKH�RQH�WKDW�LV�DOUHDG\�RQ�WKH�WDEOH��+H�FDQ�HLWKHU�PDWFK�XS�KLV�³SUHSRVLWLRQ´�ZLWK�WKH�³WLPH´�RU�KLV�³WLPH´�ZLWK�WKH�³SUHSRVLWLRQ�´����:RUN�\RXU�ZD\�FORFNZLVH�DURXQG�WKH�FLUFOH�XQWLO�DOO�VWXGHQWV�KDYH�DGGHG�DOO�WKHLU�SLHFHV�WR�WKH�GRPLQR�WUDLQ� Variations����<RX�FDQ�WDNH�WKLV�JDPH�RQH�VWHS�IXUWKHU�E\�DVNLQJ�VWXGHQWV�WR�FRPH�XS�ZLWK�D�VHQWHQFH�LQ�ZKLFK�WKH\�XVH�WKH�SUHSRVLWLRQ�DQG�WLPH�FRPELQDWLRQ�WKH\�DUH�IRUPLQJ�����<RX�PDNH�DOVR�FKRRVH�WR�DGG�LQ�RWKHU�W\SHV�RI�SUHSRVLWLRQV�RQFH�WKH�VWXGHQWV�KDYH�JRWWHQ�WKH�KDQJ�RI�WKH�JDPH�DQG�PDVWHUHG�SUHSRVLWLRQV�RI�WLPH����
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5.12 – Charades �
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 64
5.14 – ABC Game
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5.16 –�Feature!
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 66
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5.19 –�Sentence Blender�
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 68
5.20�– Verb Tense Scenarios Game��
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�6.1 –�Human Sticky Note�
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 72
6.4 – Peekaboo Haiku�
Language Skills Poetry, Syllabic pronunciation practice, desired vocabulary sets
Level Beginner to advanced Age Any Materials Pen and Paper Time 20-30 minutes depending on student level
Procedure 1. Split students into partners and ensure that everyone has a pen and a piece of paper. Tell them that they will be leaving the classroom and each person will give their partner the “gift” of a single snapshot or view of something on campus. 2. Students have five minutes to guide their partner to something interesting to see. If desired, the first student may cover the other’s eyes (hence the peekaboo name) until they reach their chosen location. Once the desired location has been picked, the second student will write down as many words as they can think of to describe the scene and the moment. After five minutes, the students switch and the student that was writing takes the student to a new site. After the second student has finished creating their word list, both students return to the classroom. 3. In the classroom, introduce the Haiku conceptually and its two basic structural rules (1. Fit your poem into a three-line format 2. Those lines will have 5, 7, and 5 syllables respectively), providing examples as desired. After introducing the haiku conceptually, students will write a haiku based on the vocabulary they’ve written while outside (syllable counting skills such as the chin method may be helpful). 4. After students have finished, the teacher may hold a poetry slam and/or encourage students to give their poems to their partners as a thank-you for sharing the view with them. Variation 1. If possible, encourage students to use phones to take pictures of their snapshots, these can then accompany the poems and be shared with the class. Acknowledgement��&RQQRU�3LHUVRQ�±�����������)XOEULJKW�(QJOLVK�7HDFKLQJ�$VVLVWDQW�DW�WKH�)HGHUDO�8QLYHUVLW\�RI�3DUDíED��LQ�-RDR�3HVVRD��%UD]LO��
MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 73
6.5 – Fashion Show
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 74
6.6 – Stuck in the Middle Language Skills Developed 9DULHW\�RI�YRFDEXODU\
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 75
6.7 – Guess Who! Language Skills Developed %RG\�SDUWV��FORWKLQJ�YRFDEXODU\
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 76
6.8 – Fakebook��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 77
Chapter 7�
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 78
7.1 –�Conjugation Race�� �
Language�Skills Developed� � 9HUE�FRQMXJDWLRQ�UHYLHZ� � Level %HJLQQHU�WR�$GYDQFHG Age ��DQG�XS
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 79
7.2 – Spelling Bees
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 80
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 89
8.3 – Infomercial TV Activity
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 90
8.4 – Crossed Telephone Lines
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 91
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 92
8.6 –�Crazy Improvisation Pairs Language Skills Developed &RPSODLQWV��TXHVWLRQV�� Level ,QWHUPHGLDWH�WR�$GYDQFHG�� Age ���DQG�XS
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 93
8.7 – Telenovela Narration Game
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 94
8.8 – Relaying Instructions Language Skills Developed &RPPDQGV
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 95
8.9 – If You Had Game Scenarios Language Skills Developed ,I�,�KDG«�,�ZRXOG«
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 96
8.10 – Show and Tell Game
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 97
8.11 – Movie Making Cultural Exchange Language Skills Developed Interrogative questions Age 11 and up Level Intermediate to Advanced
Materials Paper, pens. Video Recording Device Procedure 1. Have students write the answer to these three questions on a piece of paper: What's an interesting fact about you or skill that you are good at? What is something funny, shocking, or interesting about where you are from? Finally, if you could ask one question to an American, what would the question be (Make these as specific as possible to avoid redundancy)? 2. The teacher helps students with their written responses and then records a video of the students with their phone or computer. All of the videos are recorded, compiled, edited together or uploaded individually, and shared with American students (via private youtube links or another mechanism if possible). Acknowledgement��&RQQRU�3LHUVRQ�±�����������)XOEULJKW�(QJOLVK�7HDFKLQJ�$VVLVWDQW�DW�WKH�)HGHUDO�8QLYHUVLW\�RI�3DUDíED��LQ�-RDR�3HVVRD��%UD]LO���8.12 – What Are You Doing? Language Skills Developed Action verbs, asking questions Level Beginner to Advanced Age All ages Procedure 1. Have students stand in a circle. 2. Student A stands in the middle and starts miming an action. 3. Student B approaches that student and asks, “What are you doing?” 4. The first student responds with a different action which student B must now act out until student C asks them, “What are you doing?”
MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 98
8.13 – Find Someone Who… Scavenger Hunt
Language Skills Developed Present perfect tense, conversation Level Intermediate to Advanced Age All ages Procedure 1. Students receive a handout with questions involving the infinitive of various verbs representing things someone may have done. 2. Students must ask other students whether they have ever done that activity by conjugating the verb properly in the present perfect verb tense. 3. The first student to find a different person for each question wins
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 99
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 100
9.1 – Storytelling Student Style���
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 101
9.2 – Story Reconstruction
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 102
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 103
9.5 –�-ed Storytelling
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 105
9.7 –�Photo Storytelling Language Skills Developed $Q\
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 107
9.10 –�Storytelling Jigsaw Game
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 108
9.11 – From Adjectives to Comparatives Storytelling
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9.12 – Who Let the Cat Out of the Bag: Secrets Revealed
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9.13 –�60-Second Speech Scenarios
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 115
10.4 – Create Your Own Comic –�Vocabulary and Grammar Edition��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 116
10.5 – Balloon Debate
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 117
10.7 – Create a Couchsurfing Account
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10.8 - Line Dancing Lesson Plan
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Preparation 3ULQW�RXW�VRQJ�O\ULFV�DQG�YRFDEXODU\�PDWFKLQJ�DFWLYLWLHV��'RZQORDG�WKH�³%RRW�6FRRWLQ�%RRJLH´�VRQJ��0DNH�VXUH�WKH�URRP�\RX�ZLOO�EH�XVLQJ�KDV�VSHDNHUV���Procedure 1. History of line dancing in the United States
This activity is designed to familiarize students with the line dancing culture in the United States and prepares them for later discussion. ,QVWUXFWLRQV��7DON�DERXW�WKH�KLVWRU\�RI�OLQH�GDQFLQJ�LQ�WKH�8QLWHG�6WDWHV�DQG�\RXU�SHUVRQDO�H[SHULHQFH�ZLWK�OLQH�GDQFLQJ��LI�DQ\����Example dialogue: /LQH�GDQFLQJ�LV�D�W\SH�RI�GDQFH�ZKHUH�DOO�SDUWLFLSDWLQJ�PHPEHUV�GR�D�UHSHDWHG�DQG�VHW�VHTXHQFH�RI�PRYHPHQWV���,W�LV�JHQHUDOO\�QRW��EXW�FDQ�EH��D�SDUWQHU�GDQFH��PHDQLQJ�WKDW�SDUWLFLSDQWV�XVXDOO\�GDQFH�LQGLYLGXDOO\�LQ�SDUDOOHO�OLQHV��,Q�WKH�8QLWHG�6WDWHV��OLQH�GDQFLQJ�LV�RIWHQ�DVVRFLDWHG�ZLWK�WKH�FRXQWU\�ZHVWHUQ�FRPPXQLW\��0DQ\�OLQH�GDQFHV�DUH�FKRUHRJUDSKHG�WR��DQG�KDYH�WDNHQ�WKH�QDPHV�RI��SRSXODU�VRQJV�GXULQJ�WKH�HUD�LQ�ZKLFK�WKH\�ZHUH�FUHDWHG���7KH�VRQJ��³%RRW�6FRRWLQ�%RRJLH�´�ZKLFK�ZH�ZLOO�KHDU�WRGD\��ZDV�ZULWWHQ�E\�%URRNV��'XQQ�LQ������DQG�LV�VDLG�WR�KDYH�UHYLYHG�OLQH�GDQFLQJ�FXOWXUH�LQ�WKH�8QLWHG�6WDWHV���
�2. Discussion questions
The aim of this activity is to engage students' previous knowledge about the subject.���
MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 118
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3. Get down and “Boot Scootin' Boogie” (Total body response)��
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While teaching, you can say:��5LJKW��ULJKW��OHIW��OHIW��ULJKW��OHIW��ULJKW��WXUQ�2QH��WZR��WKUHH��JUDSHYLQH���&ODS�2QH��WZR��WKUHH��JUDSHYLQH���&ODS�/DVVR��/DVVR�+RS��WZR��WKUHH��IRXU��7R�OHDUQ�KRZ�WR�³%RRW�6FRRWLQ�%RRJLH´�DQG�SOD\�WKH�³%RRW�6FRRWLQ�%RRJLH´�VRQJ��JR�WR�<RX7XEH�DQG�VHDUFK���³/LQH�GDQFH�YLGHR�±�%RRW�6FRRWLQ�%RRJLH�/LQH�'DQFH�6WHSV´��,QVWUXFWLRQDO�9LGHR��³%URRNV��'XQQ�±�%RRW�6FRRWLQ�%RRJLH´��6RQJ��
5. Discussion
This discussion challenges students to reflect on the lesson while using English conversation skills. Example questions: ���:KDW�GLG�\RX�OLNH�DERXW�OLQH�GDQFLQJ"����:KDW�FKDOOHQJHV�GLG�\RX�IDFH�ZLWK�WKH�GDQFH"����'R�\RX�WKLQN�\RX�ZRXOG�OLNH�WR�JR�WR�D�FRXQWU\�ZHVWHUQ�FOXE�LQ�WKH�8QLWHG�6WDWHV"����:KDW�GDQFHV�GR�\RX�NQRZ�WKDW�DUH�VLPLODU�WR�OLQH�GDQFLQJ"����'R�\RX�NQRZ�D�GDQFH�WKDW�\RX�FDQ�VKDUH�ZLWK�WKH�UHVW�RI�XV"�
�6. Students teach traditional dance (ex: Quadrilha)
The objective of this activity is to have students practice giving instructions in English, thereby promoting the intercultural exchange of ideas and traditions. ,QVWUXFWLRQV��1RZ�LWV�WLPH�IRU�WKH�VWXGHQWV�WR�EHFRPH�WKH�WHDFKHUV��$V�D�JURXS��VWXGHQWV�ZLOO�FKRRVH�D�WUDGLWLRQDO�GDQFH�WR�WHDFK�WR�WKHLU�WHDFKHU�V�����
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 119
Chapter 11�
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 120
11.1�– Capture the Flag
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 121
11.2 –�Untying the Knot
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Language Skills Developed��� )XWXUH�WHQVHV��ZLOO�DQG�JRLQJ�WR�� Level ,QWHUPHGLDWH�WR�$GYDQFHG Age ,QWHUPHGLDWH�
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 122
11.4 – Rock, Paper, Scissors…Shoot!
Language�Skills Developed� � :RQ�ORVW��SDVW�WHQVH� Level %HJLQQHU�WR�,QWHUPHGLDWH Age ��DQG�XS��
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MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 123
11.5 – The Circle of Things in Common �� Language Skills Developed )LUVW�SHUVRQ�FRQMXJDWLRQ�RI�ZRUGV�� Level %HJLQQHU�� Age ���DQG�XS��Procedure����(YHU\RQH�VWDQGV�LQ�D�FLUFOH��H[FHSW�RQH�SHUVRQ�ZKR�VWDQGV�LQ�WKH�PLGGOH��$OO�RI�WKH�SHRSOH�IRUPLQJ�WKH�FLUFOH�UHPRYH�RQH�VKRH��SODFLQJ�LW�LQ�IURQW�RI�ZKHUH�WKH\�DUH�VWDQGLQJ������7KH�SHUVRQ�LQ�WKH�PLGGOH�VD\V��0\�QDPH�LV�BBBBBBBBBBB��DQG��VRPHWKLQJ�DERXW�WKHPVHOYHV��´�%DVHG�RQ�WKH�YRFDEXODU\�EHLQJ�VWXGLHG��WKH�WHDFKHU�FDQ�DVN�WKH�VWXGHQW�WR�VD\�VRPHWKLQJ�DERXW�WKHPVHOYHV�UHODWHG�WR�IRRGV�WKH\�OLNH��GHVFULELQJ�IDPLO\�PHPEHUV��DFWLYLWLHV�WKH\�OLNH��HWF������$IWHU�WKH�VWDWHPHQW�LV�PDGH��DOO�RI�WKH�SHRSOH�LQ�WKH�FLUFOH�WKDW�KDYH�WKDW�WKLQJ�LQ�FRPPRQ��IRU�ZKRP�WKDW�VWDWHPHQW�LV�DOVR�WUXH��PXVW�OHDYH�WKHLU�VKRH�DQG�ILQG�D�GLIIHUHQW�RSHQ�VKRH��7KH�SHUVRQ�LQ�WKH�PLGGOH�DOVR�JRHV�WR�DQ�HPSW\�VKRH��OHDYLQJ�D�QHZ�SHUVRQ�LQ�WKH�PLGGOH��WKH�RQH�ZKR�GRHVQW�UHDFK�D�VKRH�LQ�WLPH���7KH�QHZ�SHUVRQ�LQ�WKH�PLGGOH�UHSHDWV�VWHS�RQH� Acknowledgment:�-DFRE�0LHOHFNL��3K\VLFDO�(GXFDWLRQ�WHDFKHU�IURP�0LFKLJDQ�� �
MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 124
ABOUT THE AUTHORS
Megan Meyerson graduated from Nebraska Wesleyan University with a K-12 Spanish Education degree. After spending a semester as a substitute teacher in the Lincoln Public
Schools district, she accepted a Fulbright English Teaching Assistantship in Aracaju, Sergipe, Brasil. She spent 9 months teaching for Inglês Sem Fronteiras, a program at the Universidade
Federal de Sergipe that prepares students for the exam necessary to study in the United States. Along with teaching classes at the University, Megan volunteered at Nossa Escola, a private elementary school, where she taught students whose ages ranged from 6-12 years old. Megan currently resides in Lincoln, Nebraska where she is a Spanish teacher at a local high
school.
Armen Kassabian is an English and French Teacher in New York City. He is studying for his Masters in Teaching English to Speakers of Other Languages (TESOL) at Long Island
University and in Bilingual Childhood Education at Hunter College. He graduated with a Bachelors in International Development and Social Change and Contemplative Practice in
Education from Clark University. After subbing in the New York City Schools for three years, he accepted a position to work for the French Government in Martinique in 2012. He later
accepted a position to work as a Fulbright English Teaching Assistant in 2014, for the American and Brazilian governments, working for English Without Borders program at the Federal University of Mato Grosso. He currently teaches for the New York City Board of
Education.
MEYERSON & KASSABIAN - BEYOND THE "TO BE" SYNDROME 125