Title: All Teachers are Reflective Teachers
Headings: The Importance of Teacher Reflection
The Importance of Teacher Reflection
'Reflect-in-Action'
Methods of Teacher Reflection
What to Do With Reflections
Sources

Content: Instead, most teachers "reflect-in-action," a term coined by philosopher Donald Schon in the 1980s. This is the kind of reflection that occurs in the classroom in order to produce a necessary change at that moment. Reflection-in-action contrasts with reflection- on -action, in which the teacher considers his actions soon after instruction in order to be able to make adjustments for similar teaching situations in the future. Methods of Teacher Reflection
Despite the lack of concrete evidence supporting reflection in teaching, educators are generally required by many school districts to reflect on their practice as part of the teacher-evaluation process. There are many different ways that teachers can include reflection to satisfy evaluation programs and enhance their professional development, but the best method may be one where the teacher reflects frequently. A daily reflection, for example, is when teachers take a few moments at the end of the day to debrief on the day's events. Typically, this should not take more than a few moments. When they practice this kind of reflection over a period of time, the information can be illuminating. Some teachers keep a daily journal while others simply jot down notes about issues that they had in class. At the end of a teaching unit, once the teacher has graded all assignments, he may want to take some time to reflect on the unit as a whole.