Teaching is not simply about standing in front of a class and distributing knowledge to a group of learners. Teaching is a much more complex procedure that requires educators to consider various educational components in order to maximize the true potential of the learner. Teachers are responsible for meeting the needs of a group of learners with varied needs and therefore have an obligation to meet the needs of learners with different levels of ability, knowledge, understanding, pre-exposure and d Experiment using a variety of strategies. including scaffolding. Teachers must also take into account the varying speed at which students learn, and then be able to meet the needs of all learners, regardless of their learning pace and abilities, as well as understand the development of understanding of a learner in educational environments and then being able to adapt learning. activities to meet the needs of their students. This essay will discuss educational concepts including the concept of zone of proximal development as well as concepts of scaffolding to aid learning. The zone of proximal development is an educational concept developed by Russian psychologist Lev Vygotsky defined as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined by problem solving under management or in collaboration with a more competent peer" (McKellin et. al, 2011) which "stems from the identification of a strong need for adaptation of learning activities, both in traditional classroom and in e- modern learning, to the current state of knowledge and abilities of the learner" (De Marsico, Sterbini and Temperini, 2013.) The concept of zone of proximal development...... middle of paper ..... .rrissey, A. and Brown, P. (2009). Maternal and toddler activity in the zone of proximal development for pretend play as a predictor of higher child IQ. Gifted Child Quarterly, 53(2), pp.106--120.JournalRubinstein-Avila, F. Scaffolding content and language requirements for “reclassified” studentsIn the text: (Rubinstein-Avila, 2014)Bibliography: Rubinstein- Avila, F. (2014). Scaffolding content and language demands for “reclassified” students. Voices from the Middle, 20(4), pp.32-33.JournalShabani, K., Khatib, M. and Ebadi, S.Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development.In the text: (Shabani , Khatib and Ebadi, 2010) Bibliography: Shabani, K., Khatib, M. and Ebadi, S. (2010). Vygotsky's zone of proximal development: Pedagogical implications and professional development for teachers. English language teaching, 3(4).