Introducing Zebo Shaazizova, an inspiring educator based in California whose remarkable transition from being an ESL student to a dedicated classroom teacher has profoundly influenced her approach to learning, culture, and building connections. Drawing on her own experiences as an immigrant, a Muslim woman, and a mother, Zebo is committed to fostering inclusive environments where students feel safe, acknowledged, and curious about the world around them.
You can also connect with Zebo on Instagram.
Q: Can you share a little about your journey from being an ESL student to becoming a teacher?
I arrived in America in 2010 with no knowledge of English—absolutely none. We came during the summer, and as the school year began, I entered the 9th grade. After an assessment of my English skills, the school placed me in ESL classes, a decision I will always be grateful for.
I found joy in my ESL classes. Surrounded by students from diverse backgrounds, sharing our languages and cultures while learning together was a truly enriching experience. It’s something I continue to cherish.
As my English skills developed, I eventually graduated from ESL. By my senior year, I was enrolled in regular English classes. Transitioning from knowing no English to participating in mainstream classes was both daunting and rewarding.
My first ESL teacher, Ms. O’Connor, was unforgettable. She was strict, firm, and tough—but I appreciated her for that. Alongside Ms. Tappu, they significantly shaped my educational journey, and I’m thankful to still be in touch with them. My path from being an ESL student to becoming a teacher holds a special significance in my heart.
Q: What does it mean to you to teach while wearing hijab, and how has that shaped your experience in your school community?
Initially, I struggled with thoughts about how others would perceive me because of my hijab. I worried about acceptance and treatment from those around me.
However, before I became a teacher, I worked as a teacher assistant at my children’s school, and that experience was transformative. From day one, the staff and community were warm, welcoming, and supportive. I was treated with the same respect as everyone else, regardless of my hijab.
This acceptance significantly boosted my confidence. Now, as a teacher, I wear my hijab with pride. To me, it symbolizes my identity, values, and strength.
Students have adapted well to my hijab. They’ve shown interest, asked questions, and now it’s simply an integral part of who I am as their teacher. Teaching while wearing hijab has reinforced the importance of representation and acceptance, demonstrating that one can be authentic while pursuing their passion for teaching.
Q: You’re known for teaching students about Ramadan each year. What does that look like across grade levels?
Every year, I have the privilege of visiting various classrooms as a guest speaker to share insights about Ramadan and Eid in an age-appropriate manner. I design engaging mini presentations complemented by hands-on activities like songs, discussions, and visuals tailored to each grade level.
To enhance the experience, I prepare Ramadan goodie bags, ensuring that the lessons are joyful and memorable. My aim is always to create an inclusive, fun, and educational experience that helps students grasp the significance of Ramadan and Eid.
Q: Why do you feel it’s important for all students to learn about Ramadan?
Understanding representation and cultural awareness is crucial. My children often learned about and received goodie bags for other holidays at school, so it was essential for them—and their peers—to see their own culture recognized as well.
Teaching about Ramadan fosters awareness, respect, and appreciation for diverse cultures. It helps students grasp not just the celebration but also its deeper significance. By sharing our traditions, we create an environment that promotes inclusion, empathy, and cultural understanding.
Q: Kids often ask about your hijab. What kinds of questions do you get?
At the start of the school year, students are usually quite curious. Their questions are innocent and sincere, such as “What is that on your head?” or “Why do you wear that all the time?” Some are more direct, asking, “Do you have hair?” or “Are you bald?”
My Special Ed students often come up with the funniest inquiries, like “What is that mysterious thing on your head?” or “I can see your hair, yay!” if they spot a little peeking out. Others ask, “Why don’t you show your hair?” or “Can you show me your hair?”
Q: How do you create a classroom environment where kids feel safe asking questions?
I always gauge the students’ ages and grade levels before responding. I strive to keep my answers age-appropriate and focus on cultural traditions rather than delving too deeply into religious aspects.
I use relatable, real-life examples, often turning explanations into stories, games, or activities. When students feel comfortable and respected, they are more inclined to ask questions, which is how genuine learning occurs.
Q: What message do you hope your students take away from these conversations?
I hope they understand that curiosity is a positive trait, and that differences should be respected rather than feared. Everyone has a unique background, and those differences should be celebrated.
Most importantly, I hope they learn kindness, empathy, and that asking questions—in a respectful manner—is a beautiful way to discover more about the world and the people in it.
Q: What advice would you give to teachers who feel unsure about discussing culture or religion?
Feeling uncertain is normal, especially when you care. You don’t need to have all the answers or perfect phrasing. Start small, keep it age-appropriate, and focus on culture, traditions, and shared values like kindness and respect.
By modeling openness and respect, teachers can foster the same attitudes in their students.
Q: Anything else you’d like people to know?
Education should be meaningful, joyful, and rooted in connection. As teachers, we embody many roles—listeners, counselors, protectors, and supporters—and it’s vital to show up for each child’s needs.
I aspire for my classroom to be a sanctuary where students feel safe, happy, and valued. I take immense pride in my culture and am always eager to share it.
Each student is unique, akin to the diverse flower section at Trader Joe’s—each one is beautiful, each one is different, and each one deserves the care needed to flourish.
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