Central to the Framework for Teaching is the notion that teachers functioning at the highest level of performance, distinguished, operate their classrooms as learning communities where students are engaged and assume considerable responsibility for their own learning. Opportunities for students to speak, listen, and reason are essential to such an environment, but the results are not accidental. In contrast, the ability to create an environment that fosters speaking and listening skills while promoting and enhancing the students’ ability to reason requires purposeful planning and skillful instruction. There are many natural connections between the Speaking and Listening Standards and the use of visual models for instruction with the Framework for Teaching. Some examples are listed below.