When considering classroom practices and appropriate education for students, the notion of the ZPD or Zone of Proximal Development (or Potential) is most widely known. This concept is attributed to world-renowned theorist Lev Semenovich Vygotsky. Lev Vygotsky, born in Russia in 1896, was educated in the Socratic dialogues (krist) with training in literature, language, history and philosophy, as well as the humanities (my course). He later died at the age aged 38 from tuberculosis in 1934. Vygotsky viewed education as both an individual and social experience (valkenburg), positioning it as the driving force in a child's development (kozulin). Vygotsky believed that it was important for children to have social interactions in education, to further their development (my lesson). The zone of proximal development is considered Vygotsky's best-known idea (my txtbk), although its popularity can often be misinterpreted (kozulin). The zone of proximal development is often described as what you know today and what you could know (krist). The concept was coined by Lev Vygotsky in relation to standardized testing and child development achievements in schools (txtbk), with Vygotsky wanting the theory to be used in three contexts; development theory, applied research and school-based concept (levykh), with main emphasis on the third. Vygotsky believed that standardized tests only captured what was already mastered, which gave a delayed view of what the learner already knew and would in turn hinder their learning (txtbk). Vygotsky even went so far as to suggest ways for testing to move from a purely individual task to an aided (manual) task, Vygotsky recognized the flaws of standardized testing......middle of article. .....there are many techniques for teaching in the zone of proximal development, these include: shared activities, indirect assistance, reciprocal teaching (krist), diagrams, asking for thinking strategies (manual), discussion while modeling and encouraging (reading). These tools can help lead a student towards individual work (reading) to explore and take initiatives (txtbk). Implications of teaching in the zone of proximal development may be a noisy classroom with encouraged group work, as well as additional lesson planning (textbook). This style of teaching and the use of scaffolding within classes is considered extremely useful when working with children with disabilities (rutland), the demands of a multicultural classroom for those with different levels of literacy ( kozulin) provide a greater opportunity for all to become self-reliant. the learners.