Every student has their own preference for learning, whether it's visual, auditory, or kinesthetic instruction. Whatever their learning style, teachers' primary responsibility is to educate their students about the subject so that they can understand it. At the same time, teachers need to make sure that students are actually learning the content. There are teachers who assume that this type of instruction is sufficient to ensure that students are learning. However, student learning goes beyond direct instruction. For student learning to occur, teachers must also engage them in the lesson, establish a positive learning environment, and most importantly, assess their students. Student learning begins with teachers engaging students in the lesson through inquiry and peer interactions. In the fields of mathematics and science there are teachers who simply provide example problems on a blackboard and explain them verbally for the entire duration of the lesson. While these teachers accommodate visual and auditory learners, teachers should also receive feedback from students during teaching to gauge whether they are actually learning. For example, asking students thought-provoking questions or probing questions is one method of promoting student learning. Probing questions allow teachers to understand student knowledge and growth. Students also benefit from these questions, developing their thinking process skills and constructing meaning from the content learned. According to Gallenstein (2005), he asserts that “inquiry aids in the development of understanding of scientific concepts, helps students to 'know as we know' in science, to develop… halfway through the article… about how they see themselves as students. In short, teachers will face diverse student learning and will need to do more than just direct instruction that meets the school curriculum. Teachers must also realize that their responsibility should be oriented towards student learning. To ensure student learning, teachers must engage students in the lesson, establish a positive learning environment, and evaluate their students for the student's benefit. Works Cited Davis, E.A., Petish, D., Smithey, J. (2006). The challenges new science teachers face. Review of Educational Research, 76(4), 607-651.Gallenstein, N.L. (2005). “Engaging children in science and mathematics”. Journal of elementary science education. 17(2): 27-41.Tomlinson, C. (2008). “Learning to love evaluation”. Educational leadership, 65(4), 8-13.