Teaching practice is an essential part of teacher training that gives student teachers experience in the real classroom environment. The author's practicum experience teaching kindergarten and primary levels was very revealing, as she had never taught those age groups before. Kindergarten required short, fun activities adapted to students' short attention spans and inability to read/write. Primary students could read/write but also needed concise lessons. The author learned the importance of games and attractive activities for young learners. Overall, teaching practice provides invaluable first-hand experience of managing a classroom and applying teaching theories before entering the real world of teaching.

1. Conclusion on the practicum period
Miriam Novillo Hall 2017
Teachingpractice is an essential component of teacher training to become a teacher. It gives
studentteachersexperience andknowledgeinthe actual teaching and learning environment.
Duringteachingpractice period,astudentteacherisgiventhe chance to try the art of teaching
and to put in practice teaching theories and methods before actually getting into the real
world of the teaching job.
Teachingpractice representsthe range of experiencesto which student teachers are exposed
whenthey workinclassroomsandschoolsand the wayof prove the main learning styles they
have learnt during their teaching training.
My experience was very revealing because I have never taught in kindergarten and primary
levels.
Kindergarten was very demanding because it required from me a huge effort to think and
adapt activities to students who could not read or write yet. They also had a short period of
attention time therefore my activities should be short and concise. Activities should also be
funny,colored,withimages;theyshouldincludemusicandvideosamongothers.Kinder was a
period that demanded me to paint, sew, cut, paste, dance, sing, and deal with five years old
children´ problems. There were days when they were more motivated, communicative and
happy and there were also bad days when they cried all the time and I had to stop giving the
class and sit with them to talk or give them a hug.
Thisperioddemandedme toputinpractice all the teachingmethods Ilearnt during my career
as well asthe contentsof subjectssuchas childpsychologyandliterature.Ialso had to consult
several times the contents of Didactics to understand how to manage and dealt with young
students.
Primary period was also demanded because although children were able to read and write
they similarly needed short and concise activities, in addition, it was a very big and talkative
group. It was very difficult for me to catch their attention and to start and finish activities at
the same time with all of them. I always kept in mind that every student learns in different
waysand time therefore itwasachallenge forme to start andfinishworking with a topic with
the entire group at the same time.
I learnt a lot from these two periods. It was a new experience for me. It was amazing to see
howfast andeasy youngchildren canlearn.Ilearnthow relevantandimportant the game is at
these stagesof the learningprocess.Younglearnersneedattractive and funny activities. They
loved watching me dancing with them and singing and reading them stories.
I have beenteachinginsecondaryschool formanyyearstherefore this period was a bit easier
to me.Studentslovedworkingwithnovelsbecausefromthere they were able to draw means
to otherareas of knowledge.Takingthe novel asa starting point I could helped them to make

2. connections with other global and local topics. They also learnt to work with two different
cellphone´s apps that were very useful for them.
In conclusionIbelieve teaching´s practice is an essential step every future teacher should go
throughbecause itgivesthe teachera more vividexperience of the real teaching and learning
world.
Miriam Mariana Novillo Hall