I.

Contextual Information and Learning Environment

Contextual Information Data
Student Teaching Experience
Using this form, gather and record the information needed to write the narrative
portion of your Contextual Information section of your TWS. Please be aware that
additional information is required for this section (see instructions on TWS)
10t
h
120
0
27
yes
non
e

Grade Level
Total school enrollment

12

Females in classroom

15
Total classroom enrollment
Males in classroom
Free or reduced lunch participant at school (yes or no)

Instructional aides/para-professionals in cooperating classroom

Ethnicity of Students:
1

African American/Black

American Indian/Alaskan
Native
2
Asian
0
Hispanic/Latino
Language Proficiency of students
27
Fluent English Proficient
Identified Special Needs (IDEA
Categories)
0
Autism
0
Deaf-Blindness
0
Deafness
4

0
0
0
0

Emotional Disturbance
Hearing Impairment
Intellectual/Cognitive
Disability
Multiple Disabilities

Native Hawaiian/Pacific
Islander

20

White

0
0

Two or more races

Unknown ethnicity

English Language Learner

0
0
0
0
0
0

Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Speech or Language
Impairment
Traumatic Brain Injury
Visual Impairment

Instructional Implications
This class has no specific IEP disabilities that classify under the IDEA categories,
but that does not mean that there are not students who may need some extra help. The
first factor that I want to touch on is the cultural diversity in the classroom; this is huge in
a history classroom because of the cultural differences in American history. While
teaching I will have to take in to account the diverse backgrounds the students come
from and how they may view certain events in history such as the Ku Klux Klan, Trail of
Tears, internment camps, etc. All of these historical figures or events had an effect on
history, but they need to be approached in a way to teach their impact on history, while
also showing they may have not been the best approaches to problems of the time.
The next aspect of the class I want to touch on is there is an ESL student, this
student no longer qualifies as an ELL student; however, English is a second language.
For this student I will make sure to be clear and concise with my wording as well as be
open to any questions. I will be willing to read the questions for the student to ensure
understanding of the questions. This will ensure that they will be able to achieve at the
highest level.
Finally, the class and school have a very diverse population of students both in
race, but also with a social background. This will be taken in consideration when making
lessons to involve all students and make the material relevant for the students. This will
keep the material interesting for the students and will also keep their attention during the
lessons.