ABSTRACT
Reflection treats educational events as a subject for perpetual reevaluation. It could be argued that constantly going over what should or might be done in various situations is a recipe for dithering, inaction or indecision. This chapter explores the problems of communicating with resistant students through the lens of reflective or reflexive practice. It outlines some strategies for training teachers in dealing with problematic classes, covering methodologies that can be used in training sessions. The chapter views various case studies through the lenses of different theoretical models of reflective practice, such as Tripp and Brookfield. Dr Trotwood was warned that the Events Management Degree class at Duff University was problematic.
