Portrait of a Teacher: Marcela vonBreymann

I hope students experience the richness and authenticity of the Spanish language and the Spanish-speaking world, with its incredible cultural diversity, vibrant traditions, and varied perspectives. Since I teach beginning-level students, I focus on building a strong foundation in pronunciation, spelling, sentence structure, and basic grammar. This gives them the tools to handle more complex language later.

I also want students to develop the study skills they need to succeed in middle school and beyond. We work on advocating for themselves, following directions, preparing for assessments, and following through on projects. It’s a kind of “hidden curriculum” alongside what I teach in Spanish.

I grew up in Costa Rica and studied business administration in the United States. When I returned to Costa Rica, I felt called to education, so I went back to school to study elementary education. I worked for two years at an American school in Costa Rica, where I taught Spanish to first graders.

In 1999, I moved to Rhode Island with my husband, who was pursuing a master’s degree in architecture. I found a teaching position at Lincoln School and ended up teaching there for 14 years, across many grade levels. I moved to California in 2013 and came to Poly. Middle school has always had a special place in my heart.

They have such a sense of wonder and curiosity about the world. They’re often ready to try whatever you bring to the table—whether it’s moving desks to dance salsa or taking on a challenge together. I love their excitement and the trust they place in their teachers.

They’ve also taught me how forgiving kids can be. If I make a mistake, they’re often ready to move on. They have a lightness about life that I think adults could learn from.

I’ve learned how important it is to pay attention to each particular group of students. I have an agenda and objectives, but every group has different needs. If students are interested in a topic, I try to bring in more of it. If they respond well to a certain kind of activity, I’ll do more of that. It’s a constant process of figuring out how to meet students where they are.

I hope they remember La Tienda de Luis and the other stories we shared in Spanish class. Storytelling helps first-year students develop vocabulary and foundational grammar structures by embedding language in meaningful, engaging, and enjoyable contexts. It strengthens comprehension and retention while encouraging language production by connecting new language to emotions, personal experiences, and narrative structure. Years after leaving my class, I hope students still remember the stories and memorable characters like Luis and Tía María—and, most importantly, that they associate learning Spanish with curiosity, accomplishment, and joy.

I think middle schoolers want to be treated as the older students they are, not as if they’re younger. I set high expectations because I know they can do the work. At the same time, I’ll support them through it. It’s a balance: I won’t just let them struggle on their own.

I’m still learning, too. What works with one group may not work with another, so I’m always paying attention to how I can respond to students’ needs.