Bahareh Mahdavi Resketi - Garmsar Branch, Islamic Azad University, Garmsar, Iran

The present study is aimed at investigating the relationship among Iranian EFL teachers’ reflective teaching, reflective thinking and classroom management ability. To this purpose, ۱۰۲ male and female EFL teachers, aged between ۲۵ and ۴۰, with different academic background who were teaching at different levels, were chosen to fill in three questionnaires on reflective thinking, reflective teaching and classroom management. In this connection, the Spearman Rank-Order correlation was used as the analytical method to analyze the data and to come to the conclusion. The obtained result showed that there was a positive correlation between teachers’ reflective teaching and class management. A strong relationship was observed between reflective thinking and class management and there was also a positive correlation between teachers’ reflective thinking and reflective teaching.

class management, reflectivity, reflective teaching, reflective thinking