Introduction
Many concepts and points must be followed to maintain a productive teaching process. Both students and teachers need to achieve successful outcomes. The two concepts of instructional strategies and learning environments complement the standards that allow teachers to engage students in the learning process.
Key Themes
The themes of appropriate strategies and environment are vital to establishing a healthy studying environment that will help to gain knowledge faster. It is evident in such standards as “Standard #3: Learning Environments” and “Standard #8: Instructional Strategies.” The main emphasis of this is to facilitate individual and collaborative learning, promote positive social interaction and help learners build a thorough understanding of the subject matter and its interconnections (Council of Chief State School Officers, 2011). Strategies and environment are closely connected because both focus on the same goal of improving the studying process. For instance, teachers apply a beneficial, calm, and friendly atmosphere to enhance learners’ interaction through various communicational approaches and other modalities as several educational tools. Therefore, they cannot exist separately in the required teaching theory.
Collaboration
Both mentioned themes highly rely on collaboration as a necessary process to realize teaching standards. For instance, to create shared values and expectations for respectful relations, challenging intellectual debates, and individual and group responsibility for high-quality work, the teacher works in collaboration with students and coworkers (Council of Chief State School Officers, 2011). The interprofessional partnership is working together in teams to make decisions that will lead to outcomes that both parties desire. Different professionals could attend to students’ various requirements as schools face more complex issues due to the student population. It is challenging for teachers to meet all of the demands of their students on their own due to time restrictions and a lack of resources (Borg & Drange, 2019). Thus, collaboration is essential to the teaching process, which is present throughout various standards.
Conclusion
Consequently, the need for instructional strategies and learning environments is realized during teaching activities. However, successful outcomes cannot be achieved without collaborative practices applied to both of them. Hence, establishing strong relationships between teachers and students must be realized as a part of the program.
References
Borg, E. & Drange, I. (2019). Interprofessional collaboration in school: Effects on teaching and learning, Improving Schools, 22(3). Web.
Council of Chief State School Officers. (2011). Interstate teacher assessment and support consortium (InTASC) Model core teaching standards: A resource for state dialogue. Washington, DC: Author.