Teaching and Learning Context

Sr. Practicum

The purpose of the Teaching and Learning Context assignment is to help you become familiar
with the school and classroom in which you are teaching during your Sr. Practicum
experience. One of the most important aspects of teaching your students is knowing each of
your students and using this knowledge to meet their needs. Knowing your students requires
an understanding of the community, district, school and classroom where the student lives
and learns. The Teaching and Learning Context includes and discusses the following
characteristics of the school and classroom.

Demographic Information:
 Class size: 18 students
 Free and Reduced Lunch Percentage for the school: +90%
 Gender of students: 9 males and 9 females
 Students classified as English Language Learners: 3
 Students receiving services through an IEP: 18 under the categories of Cognitive
Impairment or Other Health Impairment
 Students receiving services through a 504 plan: 0
Support and Services
What is available in your school regarding:
 Paraprofessionals in the classrooms: 4 paraprofessionals, for progress monitoring, sight
words and writing, reading, and grammar. The paraprofessionals also teach leveled
math groups.
 Pull-out services available in the school and those used by students in your class:
Occupational therapy, speech therapy, counselling, and behavior therapy.
 Also include a weekly schedule of your classroom:
o Mondays: Typing, Science
o Tuesdays: Music
o Wednesdays: History, P.E., early release
o Thursdays: Library, P.E., Science
o Fridays: History, Social Studies
Environment
 Classroom environment – The classroom has five tables, one for each paraprofessional
and one for the special education teacher. The décor and theme are simple, but cute,
consisting of a modern farmhouse style. The classroom management plan is centered
around the school philosophy of safety, responsibility, and respectfulness. These
principles are reinforced daily as students are asked to be safe, respectful, and
responsible. When a student’s behavior is not in line with these principles, they have
three chances to improve their behavior. After three instances of unsafe, disrespectful,
 or irresponsible behavior, students “owe” the teacher time. Owing the teacher time
means they come in early, stay later after school, or miss some recess time.

 Proposed classroom environment – I would like to have simple decorations as well,

perhaps a neutral burlap theme. Depending on my students, too much color and décor
may be overwhelming. I’d like to implement similar principles but modify it slightly to
include three R’s: responsible, respectful, and ready. I believe that safety can be
encompassed by these principles. When a student is respectful, he does not pose a
threat to others’ safety. When a student is ready to learn, he shows through his
behavior and language that he is stable and in control of his emotions. When a student
is responsible, he acts thoughtfully to avoid harming himself or others. I like the three-
prompt approach to misbehavior as it progressively encourages students to make
appropriate choices. In each progressive prompt, I would also add providing options.
Acceptable choices should be presented to the student so that they may be in control of
their behavior and choose avenues that are acceptable to the teacher and student.
Students should also know what the positive or negative consequences will be as a
result of any choice they make.

 School environment –
o Learning initiatives: What is your school’s philosophy and do they have any
initiatives with students, communities, families, etc. to promote learning?
 The school’s philosophy is centered around Safe, Responsible, and
Respectful principles. Student accountability and agency is a strong
theme as students are encouraged to make appropriate choices. Daily,
students are asked to be safe, responsible, and respectful, and to “choose
to earn” positive outcomes.
 The school promotes drug-free initiatives, encouraging students and
families to say no to drugs and yes to positive choices.
 The school has a Parent Teacher Organization (PTO) which determines
the spending of its own budget.
 Parents are often invited to participate in activities with their students, in
and out of school.
o Schoolwide PBIS (SWPBIS): What are the schoolwide rules and positive
behavioral initiatives?
 The SWPBIS is centered around the school philosophy of safety,
responsibility, and respectfulness. These principles are reinforced daily as
students are asked to be safe, respectful, and responsible. When a
student’s behavior is not in line with these principles, they have three
chances to improve their behavior. After three instances of unsafe,
disrespectful, or irresponsible behavior, students “owe” the teacher
 and/or administrator time. Owing time means the students come in
early, stay later after school, or miss some recess/free time.

Teaching Application
Explain how the information gathered will influence how you teach the students in your
classroom and how you will adapt your instruction.

The students in this classroom come from across the district, this means that their educational,
religious, and ethnic backgrounds and socioeconomic statuses vary greatly. There are Hispanic
and Latino students whose parents may or may not speak English. There are students whose
families are upper or middle class whose families drive Ferraris. In the same classroom, there
are students who share an apartment with three other families. Understanding the diverse
backgrounds of these students helps me understand that some students receive more support
from home than others. I will not be assigning homework, as the students are young and have
significant disabilities which would require substantial support from home to complete
assignments. This means school-work needs to occur during school hours and I will manage my
time accordingly. I also understand that some parents may be working multiple jobs and are
unable to participate in school activities. Support and chaperones for class parties, activities, or
field trips may be limited. Additionally, since a large number of students receive free or reduced
meals, I understand that these students may be experiencing financial hardships at home. It is
important that each student feels safe and cared before being asked to learn. All the students
in this classroom qualify for special services under either Cognitive Impairment or Other Health
Impairment. Within these categories are various levels of performance, which means I will plan
my lessons accordingly to ensure they are appropriate for each student. I will reflect this
through universally designed lessons, small groups, and differentiated instruction.