I believe that learning is an active process requiring engagement by students. As a teacher, it is my job to see that curriculum and classroom environment allow the students to be active participants in the learning process. Each student is a different learner and I am responsible for teaching to my different learners through my pedagogical practices and curriculum. The students should be constructors of knowledge and agents of their own lives in order to develop as a higher learner; however the presentation is the teachers role.An example of making sure that students are active learners in my science classroom would be allowing students to construct and experiment with ideas on the topic of environments in North America. The students would work in a group to list and explain different concepts about a specific environment (desert, tundra, prairie grasslands, rainforest, etc.). Their groups would present the information they recorded to the class. This would be in place of me standing in front of the class making them take notes while I tell them the aspects of the different environments. Active participation comes in many different forms; this is just one way that I could exemplify it in my classroom.Adolescent development is one of the most complex and intriguing development times in a humans life. Their bodies are changing, quickly, into young adults and they often feel like they dont have control over their emotions and body. Adolescent brains are not developing as quickly as their bodies at this stage; incapable of consistently making appropriate decisions because of their underdeveloped frontal lobe, which is involved in reasoning, higher order functioning, judgment, impulse control and memory. An under developed frontal lobe (which is the case in adolescents), while having the stress of peers, can lead to inappropriate decision making. As teachers, we need to be aware of this phenomenon and support our students. The main way is by getting to know our students and listening to them.Like Vygotsky, I believe that all children can learn, but also construct for themselves, through the sensory of the world. It is our job to help the learner understand the world and learn to be reflective. Vygotsky also discusses the zone of proximal development. This area is the difference between where the child can complete tasks alone and where they need assistance. In teaching, this is the area where we want to challenge our students but not make their task too challenging. We want them to be active learners and they cannot do that if the task is too easy or too hard. Scaffolding helps teachers lead students while in this zone of proximal development. It involves teachers providing appropriate support and leading students to their potential level of development in the zone of proximal development.The knowledge of constructivism helps me realize how important it is to try to engage and reach all of my students. In order for them to construct their knowledge, they need to have a physical (sensory) connection with the world. I need to teach in a way that my lessons involve students using their senses and constructing the learning for them. It is also important for students to learn to be reflective in their learning. It will be important for me to make sure to lead students to reflective thinking and have classroom discussion, so as to let the students lead each other to thinking.Vygotskys theory, in my classroom, would first of all involve me knowing my students well enough to be able to tailor to their level. I would make sure that I pre-teach useful vocabulary and review prior math and/or science concepts to have students connect information. When a student is struggling, I would guide them or prompt them to think about their problem versus me telling them the next step. In order for students to actively learn in class they need to rationalize the concept on their own. Group work can facilitate scaffolding and independent learning, while often leading to feeding off their peers for conceptual answers. All of this can lead to a more independent and active learner with the ability to be confident in themselves.