About
I completed my undergraduate degree at the California University of Pennsylvania in 1991. I began my career as a 7th grade Life Science Teacher. As a high school Biology Teacher, I participated in the Pittsburgh Teacher's Institute, a collaboration between the Pittsburgh Public Schools, Chatham University, and Carnegie Mellon University. I also participated in multiple summer programs at John Hopkins University (2000), Carnegie Mellon University (2002), and the University of Pittsburgh (2004). In, 1994, I attended Duquesne University, located in Pittsburgh, Pennsylvania, and earned dual masters degrees in Elementary and Secondary School Counseling.
In 2008, I moved to Arizona and embarked upon my career in School Counseling. In 2013, I was awarded the ACTEAZ Counselor of the year. For 8 years I served as a School Counselor in a small suburban school district west of Phoenix and a large urban district east of Phoenix. At the end of the 2017-2018 school year, I decided to return to the classroom as a Secondary Biology Teacher. As a Teacher and Counselor, I facilitate academic lessons and interventions to increase student achievement and assist students with their goal of graduation and their post-secondary pathway choices. I aim to develop collaborative relationships with staff in support of an educational mission.
Part of my educational philosophy is “Teaching is not a certification; it is a gift.” In my opinion, to remain in the profession of Teaching, especially in the public-school system, one must rely on the drive that comes from the gift. In times of uncertainty, the gift pulls out the possibility of change. The change of the new day. The change of attitude. The change of dedication. "If educators don't know the solution exists within them, then there's no need for a book, workshop, or discussion to explore strategies, principles, best practices, and raised expectations. Students are fortunate to learn in a school environment that values, respects, and appreciates their culture." (Dr. Jawanza Kunjufu, 2012)
Specialties
Grade level
Subject
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Zebiba J.
Frequently asked questions
What is your typical process for working with a new student?
1. Informational Page
2. Phone Consultation - Parent with student
3. Set up
What education and/or training do you have that relates to your work?
Research Experience for Teachers:
Provide rewarding research experiences for high school teachers to create classroom environments that promote innovative discovery and learning.
Develop formal instruments that allow teachers to implement innovative design-based learning practices for high school math and the science curriculum.
Do you have a standard pricing system for your lessons? If so, please share the details here.
$50 dollars an hour
Explanation: Virtual representations included with some lessons
How did you get started teaching?
Linton Middle School
Seventh Grade Life Science
January 1994 – November 1998
What types of students have you worked with?
Different Demographics
Different Socioeconomic levels
Different Cultures
Describe a recent event you are fond of.
Tutoring Native American Students to assist them with passing their summer school coursework.
What advice would you give a student looking to hire a teacher in your area of expertise?
Don't be afraid to ask questions and find out experience, flexibility, availability, and grading expectations of your Teachers.
What questions should students think through before talking to teachers about their needs?
How students can best communicate with their teacher:
There are times when students will find it necessary to speak with a teacher. Check out the following communication strategies. They will help you approach your teacher in a constructive way and make your discussion positive and beneficial for all parties involved.
· If you wish to speak with your teacher, email her or him. First ask when it would be convenient to meet (before school, after school, or during the advisory period). Next, show up on time. This shows respect for a teacher’s time.
· In advance, because time will most likely be limited, decide the specific points you need to discuss and begin with the most important to you. You may even make a list of the points you need to talk about. This will keep you organized and let the teacher know that you are serious and thoughtful.
· Make eye contact. We all appreciate feeling that the person to whom we are speaking is listening. Eye contact allows you to appear attentive.
· Be prepared for the possibility that you may need to compromise. If the student and the teacher cannot reach a total agreement about an issue, ask your parent to contact the teacher. When you are reasonable, you encourage the person to whom you are talking to be reasonable and fair. (Source: Unknown)