Every child can learn if they are provided the opportunity.  Not every child learns at the same rate or the same way.  As a teacher, it is my responsibility to further each child’s learning.  Children have different learning styles as well as different instructional levels.  My teaching should appeal to different types of learners while also helping my students build upon their weak areas.   Howard Gardner’s categories of Multiple Intelligences will serve as a guide to issuing that different needs are met. His theory emphasizes the importance of the varied intelligences including linguistic, musical, logical-mathematical, spatial, body-kinesthetic, intrapersonal, interpersonal, and naturalistic.  While some students may not excel by the traditional definition of intelligence, each child brings personal strengths to the classroom.
    Vygosty’s zone of proximal development is the idea that the level of instruction that is challenging and enjoyable and leads to optimal growth.  However, it is not frustrating nor is it too easy.  Vygosty’s theory influences my belief that different reading groups are necessary to facilitate every child learning. Classroom instruction should be differentiated to serve the needs of all students.  Literature circles are a good way to achieve differentiated reading instruction for upper-elementary aged students.  Groups are arranged according to ability grouping but all the groups participate in related units organized around a specific genre, theme or author.  Games and puzzles should be set up around the classroom to provide meaningful engagement for students that need more challenging material.
     Teaching material in innovative and interesting ways can help material “stick”.  Children should participate in as many hands-on activities as possible.  For example, students are more likely to remember the outline and landforms of North Carolina if they construct a salt dough map than if they study a series of North Carolina map.
Classroom management should occur naturally.   In a classroom where children are actively involved in their learning, problems are less likely to occur.  Preventing problems is easier and more beneficial to the class than reacting to problems afterwards.  Expectations should be clear along with the consequences.  When an inappropriate behavior occurs, a teacher should be firm but fair.
     The Standard Course of Study should be followed to insure continuity in subject matter for students over grade levels but lessons should be flexible enough to incorporate the “teachable moments.”   For children learn best when their lessons are taught with creativity, energy and caring. Children need to feel safe and comfortable in order to learn.  I believe that often teacher’s need to address outside issues in order to get a child to a place where they can learn.  Every child can learn.