1. Introduction Teaching without any reflection can lead to on the job. One way of identifying routine and of counteracting burnout is to engage in reflective teaching.

2. Reflective teaching It means looking at what you do in the classroom, thinking about why you do it, It means looking at what you do in the classroom, thinking about why you do it, a process of self-observation and self-evaluation. we identify and explore our own practices and underlying beliefs. a process of self-observation and self-evaluation. we identify and explore our own practices and underlying beliefs. This may then lead to changes and improvements in our teaching. This may then lead to changes and improvements in our teaching. Richards (1990:5) sees reflection as a key component of teacher development. He says that self- inquiry and critical thinking can "help teachers move from a level where they may be guided largely by impulse, intuition, or routine, to a level where their actions are guided by reflection Richards (1990:5) sees reflection as a key component of teacher development. He says that self- inquiry and critical thinking can "help teachers move from a level where they may be guided largely by impulse, intuition, or routine, to a level where their actions are guided by reflection

3. Types of reflection

4. Technical rationality It examines teaching behaviors and skills after an event, such as a class. It examines teaching behaviors and skills after an event, such as a class. The focus of here is on effective application of skills and technical knowledge in the classroom. The focus of here is on effective application of skills and technical knowledge in the classroom. The beginning teacher is trying to cope with the new situation of the classroom (Fuller 1970). The beginning teacher is trying to cope with the new situation of the classroom (Fuller 1970).

5. reflection-in-action According to (Schon 1983, 1987), the teacher has to have a kind of knowing-in-action. According to (Schon 1983, 1987), the teacher has to have a kind of knowing-in-action. Reflection-in-action, again according to Schon (1983, 1987), is concerned with thinking about what we are doing in the classroom while we are doing it. Reflection-in-action, again according to Schon (1983, 1987), is concerned with thinking about what we are doing in the classroom while we are doing it. reflection-in-action is a reflective conversation with the materials of a situation. reflection-in-action is a reflective conversation with the materials of a situation.

6. Reflection-on-action Reflection-on-action deals with thinking back on what we have done to discover how our knowing-in- action may have contributed to an unexpected action Reflection-on-action deals with thinking back on what we have done to discover how our knowing-in- action may have contributed to an unexpected action This includes reflecting on our reflecting- in-action, This includes reflecting on our reflecting- in-action,

7. Reflection-for-action Reflection-for-action is different from the previous notions of reflection Reflection-for-action is different from the previous notions of reflection reflection-for-action is the desired outcome of both previous types of reflection, reflection-in-action and reflection-on-action; reflection-for-action is the desired outcome of both previous types of reflection, reflection-in-action and reflection-on-action; In order to benefit from the past and to guide an efficient future plan In order to benefit from the past and to guide an efficient future plan

8. Why it is important Many teachers already think about their teaching and talk to colleagues about it too. Many teachers already think about their teaching and talk to colleagues about it too. You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today." You might think or tell someone that "My lesson went well" or "My students didn't seem to understand" or "My students were so badly behaved today." we may tend to jump to conclusions about why things are happening. We may only notice reactions of the louder students. we may tend to jump to conclusions about why things are happening. We may only notice reactions of the louder students. Reflective teaching therefore implies a more systematic process of of gathering information Reflective teaching therefore implies a more systematic process of of gathering information If a lesson went well we can describe it and think about why it was successful. If a lesson went well we can describe it and think about why it was successful. If the students didn't understand a language point we introduced we need to think about what we did and why it may have been unclear. If the students didn't understand a language point we introduced we need to think about what we did and why it may have been unclear. If students are misbehaving - what were they doing, when and why? If students are misbehaving - what were they doing, when and why?

9. The process of reflection You may begin a process of reflection in response to a particular problem that has arisen with one or your classes, or simply as a way of finding out more about your teaching. You may begin a process of reflection in response to a particular problem that has arisen with one or your classes, or simply as a way of finding out more about your teaching. You may decide to focus on a particular class of students, or to look at a feature of your teaching (dealing with misbehaviors ) You may decide to focus on a particular class of students, or to look at a feature of your teaching (dealing with misbehaviors ) The first step is to gather information about what happens in the class. Here are some different ways of doing this. The first step is to gather information about what happens in the class. Here are some different ways of doing this.

10. Teacher diary 1. -This is the easiest way to begin a process of reflection since it is purely personal. 2.-write in a notebook about what happened. 3.-your own reactions and feelings and those you observed on the part of the students. 4.-pose questions about what you have observed. 5.-Diary writing does require a certain discipline in taking the time to do it on a regular basis. 5.-Diary writing does require a certain discipline in taking the time to do it on a regular basis.

11. Peer observation (visiting teacher)  -This may be with a simple observation task or through note taking.  -This will relate back to the area you have identified to reflect upon.  -For example, you might ask your colleague to focus on which students contribute most in the lesson,  -what different patterns of interaction occur or how you deal with errors.

12. Recording lessons Video or audio recordings of lessons can provide very useful information for reflection. You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see. Video or audio recordings of lessons can provide very useful information for reflection. You may do things in class you are not aware of or there may be things happening in the class that as the teacher you do not normally see. Audio recordings can be useful for considering aspects of teacher talk. Audio recordings can be useful for considering aspects of teacher talk. How much do you talk? How much do you talk? What about? What about? Are instructions and explanations clear? Are instructions and explanations clear? How much time do you allocate to student talk? How much time do you allocate to student talk? How do you respond to student talk? How do you respond to student talk? Video recordings can be useful in showing you aspects of your own behavior. Video recordings can be useful in showing you aspects of your own behavior. Where do you stand? Where do you stand? Who do you speak to? Who do you speak to? How do you come across to the students? How do you come across to the students?

13. Five-minute paper or questionnaires A few minutes before the end of the lesson, the teacher asks everyone to take out a sheet of paper and ask your students what they think about what goes on in the classroom A few minutes before the end of the lesson, the teacher asks everyone to take out a sheet of paper and ask your students what they think about what goes on in the classroom Their opinions and perceptions can add a different and valuable perspective. Their opinions and perceptions can add a different and valuable perspective.

14. Group discussions. Group discussions can simply be a group of teachers who come together for regular meetings to reflect on their work.. Group discussions can simply be a group of teachers who come together for regular meetings to reflect on their work. A teacher trainer (or moderator) should provide encouragement and support for the group. A teacher trainer (or moderator) should provide encouragement and support for the group.

15. Critical friends. Groups and individuals link critical friendships in some way to observations of classes.. Groups and individuals link critical friendships in some way to observations of classes. In this way the critical friends can have an open dialogue which is grounded in their observations and experiences. In this way the critical friends can have an open dialogue which is grounded in their observations and experiences. Colleagues can engage each other in systematic reflection and thus direct each other's professional self- development. Colleagues can engage each other in systematic reflection and thus direct each other's professional self- development.

16. Dialogues with the supervisors Classroom assessment Classroom assessment

17. After the process After collecting all this stuff we then have to spot our weak points in order to remedy and make our teaching effecient depending on reflection. After collecting all this stuff we then have to spot our weak points in order to remedy and make our teaching effecient depending on reflection. Identify anything puzzling about the teaching learning process Identify anything puzzling about the teaching learning process Retene those important changes and apply them in teaching learning behaviors and responses Retene those important changes and apply them in teaching learning behaviors and responses Try to bear in mind these notes during devising our lessons plans Try to bear in mind these notes during devising our lessons plans

18. Reflective teaching is a cyclical process, because once you start to implement changes, then the reflective and evaluative cycle begins again. Reflective teaching is a cyclical process, because once you start to implement changes, then the reflective and evaluative cycle begins again. What are you doing? What are you doing? Why are you doing it? Why are you doing it? How effective is it? How effective is it? How are the students responding? How are the students responding? How can you do it better? How can you do it better?

19. Conclusion. Dewey (1933:87) said that growth comes from a "reconstruction of experience" so by reflecting on our own experiences, we can reconstruct our own educational perspective. As a result of your reflection you may decide to do something in a different way, or you may just decide that what are you are doing is the best way. And that is what professional development is all about. As a result of your reflection you may decide to do something in a different way, or you may just decide that what are you are doing is the best way. And that is what professional development is all about.