Surprises From Our New Teachers

Ten new teachers joined the Brooks community this summer and have already begun sharing their experience and excitement about the upcoming year.

Clockwise from top left: Zachary Carlson, Alesandra Powell, Jennifer Weissbach, Brendon Barrios, Erika Temple, Daniel DeFraia, Miranda Cuozzo and Lucheyla Celestino (not pictured: Israel Bernal-López, Matthew Reichelt). 

Since last week, they've been engaged in orientation and training, plus a variety of workshops, in preparation for the first day of school on September 5.

To give students a head start on getting to know them, we asked each teacher to answer a few fun questions that reveal a bit about their personality.

Read on and discover who has worked on an archaeological excavation, which person has a passion for salsa dancing and identify the educator who's a pro at pet portraits!

BRENDON BARRIOS

Associate Dean of Student and Residential Life, History Teacher

For the past five years, Brendon Barrios has worked at Virginia Episcopal School, where he served as dean of student life and led the boys and girls varsity soccer programs. Earlier in his career, he held teaching, coaching and leadership positions at The Masters School in Dobbs Ferry, N.Y. and at St. Anne’s-Belfield School in Charlottesville, VA. A graduate of Virginia Tech, Barrios earned a master’s degree in international relations at Old Dominion University. He has taught history and Spanish and has spent his career working with students in classrooms, dormitories and on athletic fields.

What inspired you to become a teacher? “I fell into education accidentally, but am so grateful that I did. I credit my high school soccer and debate teams for asking me to help after college. It reminded me how much I loved working with young people and how transferable my skills were to teaching.”

If you had a walk-up song every time you entered your classroom, what would it be? “Walk-ups feel like they are either classics or in the now. I'll go with Bad Bunny's ‘Nuevayol’ because of my connections to New York, my Latino heritage and the fact that when you hear it, you can't help but feel the energy.”

What should students expect in your classes this fall? “Students can expect to be authors of their own learning. That can feel intimidating, but once harnessed, it can feel empowering. Students: Be prepared to find your voice, explore your skill sets and be pushed outside your comfort zone.”

What's the funniest/most unique thing students may be surprised to learn you're really good at? “Marrying people. I've officiated six weddings now (all friends or family) and it has been one of the most rewarding experiences to stand with people as they begin their marriage journeys. It is surreal and innately human!”

Learn more about Barrios and his soccer coaching expertise. 

ISRAEL BERNAL-LÓPEZ

Spanish Teacher

Originally from Seville, Spain, Israel Bernal-López finished his Ph.D. course load in social education at the University of Seville and has taught and coached high school students in the U.S. for the last 20 years. Fueled by Christian spirituality, curiosity and a general sense of purpose in connecting with humans around the world, he has lived in five countries. Bernal-López has a passion for basketball, soccer and teaching Spanish, as well as modeling clay and humanities, including social psychology and human geography.

What inspired you to become a teacher? “My teachers and coaches inspired me with curiosity for their subjects, a successful work ethic and resilience in front of adversity and mentored me to attain the best version of myself. My vocational call came when I was 18 years old and I had to serve in the Army of Spain. I was deployed to Melilla, a Spanish city in the North of Morocco. After being tested, I was promoted to Corporal rank and I had to teach the new recruits how to become soldiers and also take care of them. After my year of service, I went to the School of Education of the University of Seville.”

If you had a walk-up song every time you entered your classroom, what would it be? “'Gracias,’ by Orishas.”

What should students expect in your classes? “To discover why it is important to learn a second language, polish their already acquired techniques to improve their Spanish and acquire a couple of new ones to be able to think and speak in Spanish. Finally, to reflect on different cultural and social justice topics in the Spanish-speaking world.”

Funniest/most unique thing students may be surprised to learn you're really good at? “Back in Spain, I was a professional sculptor for a decade.”

ZACHARY CARLSON

Teaching Fellow, History, Communications

Carlson earned his bachelor’s degree from Bowdoin College, where he studied history and education. During his time at Bowdoin, he served as head resident assistant, worked as an admissions interviewer, captained the club basketball team and spent a semester studying abroad in Paris. Carlson spent the last two summers working as a summer teaching fellow at Northfield Mount Hermon School. In his free time, he is an avid music lover and a devoted Boston sports fan.

What inspired you to teach? “Growing up, I got to see how joyful life as a teacher could be from my parents, who both work in education. My experiences working in my college’s residential life office and as a summer school teacher have only grown my passion for being a teacher and mentor.”

What would your classroom walk-up song be? “My walk-up song would be ‘Watching the Credits,’ by The Beths because it’s an amazing, high-energy song by one of my favorite bands.”

What should students expect in your classes? “Students can expect an energetic and interactive learning environment where collaboration is central to everything.”

What's a unique thing students may be surprised to learn you're really good at? “Because I spent a semester abroad in Paris, my French skills are pretty solid.”

LUCHEYLA CELESTINO

Spanish Teacher

An Amherst College graduate, with a bachelor's degree in Spanish, anthropology and education, Lucheyla Celestino is pursuing a master's degree in Applied Linguistics from the University of Massachusetts Boston. Originally from Lynn, Mass., with parents from the Dominican Republic, she is a proud Afro-Latina and heritage speaker with a great passion for the language, as well as for cooking and baking with students. Celestino previously worked as a Spanish teaching fellow at Phillips Academy, where she taught, coached and served as a dorm parent.

What inspired you to become a teacher? “Ever since I was young, I frequently translated documents and conversations for family members who do not speak English and I always had fun doing it. I am fascinated by languages and education and have loved working with people to help them feel closer to their own understanding of the world and themselves. What ultimately inspired me to become a teacher was the encouragement from my wonderful mom and grandmother, who pushed me to go for the path that brings me joy.”

What would your classroom walk-up song be? “My walk-up song would be ‘Ojalá Que Llueva Café,’ by Juan Luis Guerra, which translates to ‘Hopefully It Rains Coffee.’ This song’s uplifting melodies and lyrics represent the hope, hard work and abundance that comes from the people and land in the Dominican Republic. I think this song is a wonderful representation of my culture and how we strive to respect and appreciate the beauty it brings to our lives.”

What should students expect in your classes? “This fall, students should expect to have fun while being challenged. My hope is that together we can make the classroom a space where all of us (including me) feel comfortable with making mistakes and learning from them. There will be plenty of opportunities to engage with all kinds of cultures, suggest topics that students are interested in learning about and grow closer to communicating with one another and others outside of the classroom in Spanish more effectively.”

Most unique thing students may be surprised to learn you're really good at? “Something unique about me is that I love to dance to all kinds of music and styles! I have choreographed and danced to hip hop, step, afrobeats, bachata, merengue, salsa, modern and more.”

MIRANDA CUOZZO

Davis Fellow, History and English Teacher

Miranda Cuozzo joined Brooks as a Davis Fellow to teach in the history and English departments. She attended the University of Notre Dame, where she studied architecture with bachelor's degree minors in Africana studies and studio art, before earning a master’s degree in the history of art and architecture from Brown University. In her free time, she enjoys reading, writing, ceramics and gymnastics.

What inspired you to become a teacher? “I used to coach gymnastics in high school and college and loved every second of it. I initially thought my enjoyment came from my love of the sport but later realized it came from helping young people learn and grow. I have had many different roles since then but working with others to reach their goals was always the part I most looked forward to and I am excited to continue this journey at Brooks.”

If you had a walk-up song every time you entered your classroom, what would it be? “I would choose ‘A-OK,’ by Imagine Dragons because it is a good reminder that even when things are hard or they go wrong, if I am working towards something I love, then everything will be alright in the end.” 

What should students expect in your classes? “Students should expect to think critically about the world around them and to develop tools to understand and analyze its complexities.” 

What's the funniest/most unique thing students may be surprised to learn you're really good at? “I’ve moved frequently over the last few years and have gotten quite good at making furniture out of leftover cardboard boxes.” 

DANIEL DEFRAIA

English Teacher

Previously a teacher at Belmont Hill School, Daniel DeFraia has also taught journalism, U.S. political history and digital humanities at Emerson College and Boston University. While working as a reporter, DeFraia filed for outlets including the Committee to Protect Journalists, ProPublica and GlobalPost, as well as written a book: “Shadow Press,” a history of American journalistic independence.

What inspired you to teach? “I have always wanted to learn new things and talk about those things with other people, and becoming a teacher was a way to do that continuously.” 

If you had a walk-up song every time you entered your classroom, what would it be? “I listen to the first song on Miles Davis’ ‘Kind of Blue’ album, ‘So What,’ anytime I write. That song has seen me through deadlines and graduate school.”

What should students expect in your classes? “It’s their class, so they can expect the classroom to be as engaging, fun and rigorous as we can make it, together.” 

What's the funniest/most unique thing students may be surprised to learn you're good at? “In my home, there is spontaneous music time. At odd moments, you never know exactly when, someone will make up a song. Lately, the lyrics have been about food [and] the music [is] adjacent to a show tune. I’m not sure why.”

ALESANDRA POWELL

English Teacher

Alesandra Powell grew up in Massachusetts and California before attending Smith College and graduating with a degree in classical studies and English. During her undergraduate career, she published her first short story in CRUSH magazine and wrote her first novel, “The Coquí Song,” for her honors thesis. Powell is particularly interested in creative writing and works by women of color. In her free time, she enjoys reading, playing the guitar and crocheting for family and friends.

What inspired you to become a teacher? “My own teachers in high school. I was a witness to how much their care, knowledge and dedication impacted my educational journey both inside and outside of the classroom, and I want to carry that forward. I’m so excited to foster growth and excitement here on campus with Brooks students.”

What would your classroom walk-up song be? “Such a hard question … so I have to give two answers that are wildly different. Anything from the ‘Hamilton’ soundtrack because I find the music to be so exciting and transportive. Some of those songs have been on my writing playlist for years. My other option would be ‘BAILVE INoLVIDABLE,’ by Bad Bunny because I got to see it in concert and every time I hear it, it makes me so happy.”

What should students expect in your classes? “Engagement — with the literature, with each other, with all types of media. I want my classroom to be a space where students continually find new ways to express themselves eagerly and confidently, whether it’s through discussion with peers, writing a paper, presenting to the class or something different. I’m also looking forward to pulling from more modern contexts, whether it’s social media, movies/TV, or other current events, and seeing how they connect to the literature.”

What's the funniest thing students may be surprised to learn you're really good at? “I’m really good at building houses in The Sims! I played so much when I was younger that I logged more than 2000 hours in the game.”

MATTHEW REICHELT

Latin Teacher

Born and raised in Manchester, Conn., Matthew Reichelt received a bachelor's degree in classical studies and a minor in history from Trinity College. Before pursuing a Ph.D. in ancient history at the University of Pennsylvania, he taught ancient Greek and Latin at Groton School and the Taft School. Reichelt’s research focuses on the ancient military communities of the Antigonid, Ptolemaic and Seleukid empires, which emerged after the conquests of Alexander the Great. He has also excavated at Gordion, a UNESCO World Heritage site in Türkiye. In addition to his interest in the ancient world, he has a passion for exploring the great outdoors and learning about early American history.

What inspired you to teach? “I discovered my passion for classical languages when I was in high school and I want to help students explore their own interests, especially in the ancient world.” 

If you had a walk-up song every time you entered your classroom, what would it be? “’Midnight Sun,’ Zara Larrson. It would bring positive energy to the start of every class, even the ones in the winter!”

What should students expect in your classes? “Students should expect a fun and dynamic learning environment where they will develop not only their knowledge of Latin but also Roman history and culture.” 

What's the funniest/most unique thing students may be surprised to learn you're really good at? “I am an enthusiastic dancer, although not a talented one!”

ERIKA TEMPLE

Arts Teacher

A Strafford, Vt. native, Erika Temple earned a BFA in works on paper with a concentration in painting from the University of Massachusetts Amherst and began her career in education before working as a professional artist in New York City, where she created commissioned architectural and pet portraits. After later moving to San Diego, she returned to elementary education and developed a passion for integrating art into the classroom as a tool for learning and creativity. This spring, Temple coached girls’ varsity B tennis at Phillips Academy, where she lives. In her free time, she enjoys painting, playing tennis, reading, walking her dog and spending time with her husband and three teenage children.

What inspired you to become a teacher? “My mother was a teacher and I used to love helping her in her classroom and hearing her talk enthusiastically about creative projects and magical experiences she gave her students. I know she had a forever impact on her students and I hope to have the same lasting effect on my students.” 

What would your classroom walk-up song be? “The first song that comes to mind is ‘Three Little Birds,’ by Bob Marley. The tune is energetic, light, optimistic and perhaps a little comforting. I also love drawing and painting birds and appreciate that Bob Marley hears a lovely message in their morning song.”

What should students expect in your classes? “I hope students can find a community of learners in my classroom space that supports and challenges each other so we can all grow as creative artists and curious learners together. I also hope that students feel supported to explore materials to find passions, challenge themselves to grow and learn from risks, and have fun creating and being in a supportive space.” 

What's the most unique thing students may be surprised to learn you're good at? “One unique thing about me is that I can find four-leaf clovers pretty easily!”

JENNIFER WEISSBACH

Dean of Student Life, Science Teacher

Jennifer Weissbach brings more than 12 years of experience in independent school leadership, teaching, residential life and coaching to her new role at Brooks, which includes head coaching girls 1st field hockey. Before Brooks, she served as a cluster dean, biology teacher and coach of the girls varsity field hockey and basketball teams at Phillips Academy. Weissbach spent nine years before that at The Hill School, where she was director of residential life, a science instructor and head coach of the varsity field hockey and girls basketball teams. She earned a bachelor’s degree in neuroscience from Dartmouth College and a master’s degree in private school leadership from Columbia University.

What inspired you to become a teacher? “As I think about why I became an educator, it is clear to me that I chose to teach because of the incredible impact my own teachers and coaches had on my life growing up. Throughout my time as a student, my teachers built experiences in the classroom that helped me become a critical thinker and taught me how to love learning. My coaches helped me develop a strong sense of self and how to be a thoughtful, intentional leader. I hope to have that impact on the students in the Brooks community each day.” 

What would your classroom walk-up song be? “‘The Greatest Show’ (or frankly any song) from the movie ‘The Greatest Showman’! I love this movie's soundtrack and this song in particular gets me hype and ready to take on any day and any challenge with a positive attitude.” 

What should students expect in your classes? “In our Biology class this year, students should expect that they will find deep connections to themselves and the world around them in all that we do. Students will explore new systems and examine varying perspectives each time we are together. Our classroom will be a space where students can learn from each other, be curious, feel safe to push themselves and have fun!” 

What's the most unique thing students may be surprised to learn you're good at? “I've been skydiving in New Zealand. After studying abroad at the University of Sydney in Australia, I decided to end my experience by visiting the adventure capital of the world and try something new. I highly recommend trying it!” 

Learn all about Jennifer Weissbach and her coaching experience in our news story about welcoming her to Brooks!