I have vast teaching experience, having spent many years teaching English as a second language and business studies in various countries. Throughout my career as a teacher, I have been passionate in my commitment to inspiring pupils' interests, instilling a sense of self-worth amongst the classroom, and ensuring that I bring the best out of each student. Throughout my teaching, I have taken the opportunity to develop my own teaching ideas and strategies. Differentiation forms a large part of my pedodgy practise. Differentiation can be linked back to Vygotsky’s (1978) intervention theory which centres on the importance of focusing on learners as individuals rather than on the curriculum (Daniels and Hedegaard, 2011). Instead of having a teacher-centred approach whereby the student just listens to what the teacher says; it is more child-centred with greater focus on supporting children’s assimilation of classroom practices, participation and contribution to their individual development (Daniels and Hedegaard, 2011). Achieving these centres on the acquisition, processing, construction and exposition of knowledge and the rationalisation of ideas (Munro, 2012, Brighton et al., 2005; VanTassel-Baska and Stambaugh, 2005). In my classes I change and adapt the methods of instruction to meet the needs of the learner. By altering instructional components such as content, process and product will enable the effective and successful incorporation of differentiated instruction based on ability level, learning preference and interest of students. Assessing pupils' work is essential in encouraging them to progress and build upon their knowledge. I employ a variety of assessment methods to encourage this progress. During the classes, I am constantly monitoring pupil progression. I believe students must be monitored to ensure a positive, independent pupil-centered environment for learning.