When considering classroom practices and appropriate instruction for students, the notion of ZPD or zone of proximal (or potential) development is more widely known. This concept is credited to Lev Semenovich Vygotsky, a world-famous theorist. Lev Vygotsky, born in Russia in 1896, was educated in the Socratic dialogues, (krist) with a background in literature, language, history and philosophy, as well as studies in the humanities (my reading). He then died at the age of 38 of tuberculosis in 1934. Vygotsky saw education as both an individual and a social experience. (valkenburg) positioning it as the driving force of child development (kozulin). It was Vygotsky's belief that it was important for children to have social interactions during education, to aid their development (my lect). The zone of proximal development is seen as Vygotsky's best known and best known ideas (my txtbk) although its popularity can often be misinterpreted (kozulin). The zone of proximal development is often described as the knowledge you have today and what you could know (Krist). The concept was invented by Lev Vygotsky in relation to standardized testing and children's developmental outcomes in schools (txtbk), Vygotsky suggested that the theory could be used in three contexts; development theory, applied research and as a school-based concept (levykh), with main focus on the third. Vygotsky believed that standardized tests only captured what was already mastered, that is, they provided a delayed view of what the student already knew which would in turn hinder his or her learning (txtbk). Vygotsky even went so far as to suggest how tests moved from being a purely individual task to being proctored (textbook), Vygotsky recognized the flaws of standardized tests… half of the paper… there are numerous techniques for teaching in the zone of proximal development, these include; shared activities, indirect assistance, mutual teaching (krist), diagramming, asking for reflective strategies (textbook), talking while modeling, and providing encouragement (lect). These tools can help lead a student to individual work (lect) to explore and take initiative (txtbk). The implications of teaching within the zone of proximal development may be a noisy classroom with group work encouraged, as well as extra planning for lessons (textbook). This style of teaching and the use of scaffolding within classrooms is considered extremely useful when working with children with disabilities (rutland), the requirements of a multicultural classroom for those with different levels of literacy (kozulin) offer greater opportunity for everyone to become self-directed. students.