ConstructivismConstructivism is defined by About.com (2008) as a type of learning theory that explains human learning as an active attempt to construct meaning in the world around us. The site also explains that constructivism divides learning into two types: accommodation and assimilation. The focus is on the individual's desire and ability to learn, and the teacher or therapist is simply there to help guide self-directed learning. As for applying this theory within classrooms, teachers must first become proficient in what may prevent students from becoming active learners. Why can't they find meaning in what they learn? Why can't they manage and adapt within lessons and activities? It is the teacher's duty to find out these things as for some students this is the reality and they tend to struggle academically due to this. Until teachers understand this, their curriculum and lesson planning will fail. Once they become aware of what influences or affects students' constructive thinking, they are able to implement effective teaching methods that will effectively guide students in developing self-paced mechanisms of learning and applying the material taught. Main contributors (if any) and/or principles/theories Ernst von Glasersfield, a radical constructivist, was a well-known advocate of teaching practices that encouraged the student to be an active participant in his or her learning (Joldersma, 2011). He felt that knowledge was a connection between cognition and mind-independent reality. Von Glasersfield believed that learning, a conceptual activity, requires action on the part of the learner, including reflection, verbalization, and conversation… half of the article… and Brendel, J.M. (2009). Dysfunctional family structures and aggression in children: A case of school-based systems approaches with violent students. Journal of School Counseling, 71-33.Murray, A. (2011). Montessori's elementary philosophy reflects current motivation theories. Montessori Life, 23(1), 22-33. Neitzel, C. (2009). Child characteristics, home social-contextual factors, and academic peer interaction behaviors of children in kindergarten. Elementary School Journal,110(1), 40-62.Tennyson, R.D. (2010). Historical reflection on learning theories and educational design. Contemporary Educational Technology, 1(1), 1-16.Vazalwar, C.S., & Dey, N. (2011). Teacher skills and the use of innovative techniques to improve classroom practices: A discussion. Learning Communities: An International Journal of Education and Social Development, 2(1), 89-96.