ABSTRACT
This chapter discusses the necessity of prospective and practicing teachers developing as reflective practitioners to manage today’s classrooms effectively. It provides a background of theory and research on reflection, explicating the links between building reflective practice and classroom management. The various levels in the reflective continuum as well as dimensions of reflection characterized in the literature as reflection-in-action, reflection-on-action, and reflection-for-action are discussed, drawing implications for classroommanagement. Also included are the habits of mind and practices teachers need to develop to manage classrooms as reflective practitioners. Finally, the chapter suggests active processes and mediating structures most conducive for developing an “enabling culture” for reflection on management practices.
