The article presents some thoughts and research results which establish the relationship between conceptions and practices of the spatiotemporal organization and teaching activities of a group of four teachers of the School District Bolivarian Republic of Venezuela. This sectional design was chosen because it facilitates the description of the group under study to respond to the problem statement. The results are obtained through instruments such as direct observation to identify ways of spatiotemporal organization and activities of classroom teaching and a structured interview to characterize teachers’ conceptions about the organization in space-time classroom and its relationship to teaching activities.