PRACTICUM

As part of the BEd curriculum, we were assigned to do a practicum for everyone, which provided us with a hand-on teaching experience in a real classroom setting. During this practicum, we encountered students with diverse learning abilities, including slow learnerswho faced significant challenges in acquiring language skills. This experience highlighted the need for tailored approaches to address the unique language learning needs of slow learners , who often require additional support and accommodations to reach their full potential. This paper will explore the essential changes that can be made in teaching practices, classroom environment and assessment methods to create a more inclusive and supportive learning environment for slow learners, ensuring that every student has an equal opportunity to succeed in language learning 
                                      The needs of slow learners can also enhance teacher effectiveness, improve student teacher relationships and contribute to a more positive and productive learning atmosphere, ultimately benefiting all students and the teachers education system as a whole.

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