The learning opportunities provided must draw on the strengths this child has already demonstrated and relate to his new learning needs. The teacher must be tentative, flexible, and immediately responsive to the best opportunity for a particular learner at this moment. (Clay, 2016, p. 24). Through careful observation of behaviors, abilities, and processes as well as systematic records of what children can do and can almost do, teachers can make better decisions about next steps for instruction. When teachers are teaching through student strengths and supporting what they can almost do, they are building the foundations for a self-extending system. The learner can then embrace new learning (DeFord, 2013).