App 08
Teacher Reflection Guide
Support reflection and growth after teaching.
Mode 1
Help.
Help Mode Menu
Tell me about the session
you would like to reflect on.
Things to think about: What kind of session? For example: a beginner class, workplace session, one-to-one session, online group, breathing practice, body scan, short talk, course session or retreat session. What was the main aim? For example: grounding, focus, compassion, stress, sleep, working with thoughts, body awareness or simply introducing mindfulness. What happened in the session? For example: the group engaged well, people were quiet, someone became emotional, the timing felt rushed, the practice felt flat, or something unexpected happened. What felt good or alive? For example: a moment of connection, a useful question, a strong practice, good silence, warm participation or a clear teaching point. What felt difficult or uncertain? For example: pacing, confidence, wording, group response, silence, emotional sensitivity, scepticism, time pressure or a practice that did not land. What would you like help reflecting on? For example: what worked, what to improve, what the group needed, what you noticed in yourself, or how to adapt the next session.
Here is a sample prompt: “Please help me reflect on a 30-minute online workplace session on grounding. The practice went well, but the discussion felt quiet and I’m not sure whether I asked the right questions.” Now...as you feel more confident...begin to type...
Things to think about: What kind of session? For example: a beginner class, workplace session, one-to-one session, online group, breathing practice, body scan, short talk, course session or retreat session. What was the main aim? For example: grounding, focus, compassion, stress, sleep, working with thoughts, body awareness or simply introducing mindfulness. What happened in the session? For example: the group engaged well, people were quiet, someone became emotional, the timing felt rushed, the practice felt flat, or something unexpected happened. What felt good or alive? For example: a moment of connection, a useful question, a strong practice, good silence, warm participation or a clear teaching point. What felt difficult or uncertain? For example: pacing, confidence, wording, group response, silence, emotional sensitivity, scepticism, time pressure or a practice that did not land. What would you like help reflecting on? For example: what worked, what to improve, what the group needed, what you noticed in yourself, or how to adapt the next session.
Here is a sample prompt: “Please help me reflect on a 30-minute online workplace session on grounding. The practice went well, but the discussion felt quiet and I’m not sure whether I asked the right questions.” Now...as you feel more confident...begin to type...
Mode 2
Coach.
Coach Mode Menu
I can help you reflect
on your teaching in a calm,
useful and non-judgemental way.
Things to think about: The aim What you wanted the session to support, explore or make possible. What happened What you noticed in the group, the practice, the discussion or the overall flow. What worked What felt clear, alive, useful, connected or well judged. What felt difficult Where the session felt rushed, flat, uncertain, awkward, emotional or hard to manage. The group response How people seemed to engage, participate, struggle, reflect or respond. Your own teaching presence What you noticed in yourself, including confidence, pacing, language, steadiness or uncertainty. The design choices How the structure, practice, talk, story, timing or closing affected the session. The learning point What this session may be teaching you about your approach. The next session What you might keep, change, simplify, adapt or try next time.
Remember...You can ask anything related to coaching.
Things to think about: The aim What you wanted the session to support, explore or make possible. What happened What you noticed in the group, the practice, the discussion or the overall flow. What worked What felt clear, alive, useful, connected or well judged. What felt difficult Where the session felt rushed, flat, uncertain, awkward, emotional or hard to manage. The group response How people seemed to engage, participate, struggle, reflect or respond. Your own teaching presence What you noticed in yourself, including confidence, pacing, language, steadiness or uncertainty. The design choices How the structure, practice, talk, story, timing or closing affected the session. The learning point What this session may be teaching you about your approach. The next session What you might keep, change, simplify, adapt or try next time.
Remember...You can ask anything related to coaching.
Mode 3
Science.
Science Mode Menu
I can explain the science behind
reflective practice for mindfulness
teachers in clear, practical language.
You might like to know: Reflective practice Why looking back on a session helps teachers develop skill, judgement and confidence. Experiential learning How teaching experience becomes learning when the teacher notices, reflects and adjusts. Attention and self-awareness Why noticing your own presence, reactions and choices can improve future teaching. Learning from what worked Why strengths are as important to study as difficulties. Learning from difficulty Why uncertain or awkward moments can become useful information rather than signs of failure. Group response Why it helps to reflect carefully on what the group seemed to need, without assuming too much. Teaching presence How pacing, tone, confidence, silence and responsiveness shape the learning environment. Feedback and adjustment Why small changes in structure, language, practice choice or timing can make a session work better. Self-compassion and growth Why kind reflection supports learning better than harsh self-criticism. Professional boundaries Why reflection should not become diagnosis, therapy or over-interpretation of participants.
Remember...You can ask me anything about science and scientific principles.
You might like to know: Reflective practice Why looking back on a session helps teachers develop skill, judgement and confidence. Experiential learning How teaching experience becomes learning when the teacher notices, reflects and adjusts. Attention and self-awareness Why noticing your own presence, reactions and choices can improve future teaching. Learning from what worked Why strengths are as important to study as difficulties. Learning from difficulty Why uncertain or awkward moments can become useful information rather than signs of failure. Group response Why it helps to reflect carefully on what the group seemed to need, without assuming too much. Teaching presence How pacing, tone, confidence, silence and responsiveness shape the learning environment. Feedback and adjustment Why small changes in structure, language, practice choice or timing can make a session work better. Self-compassion and growth Why kind reflection supports learning better than harsh self-criticism. Professional boundaries Why reflection should not become diagnosis, therapy or over-interpretation of participants.
Remember...You can ask me anything about science and scientific principles.
Mode 4
Storytelling.
Stories Mode Menu
I can show you short teaching stories about
skilful reflection after mindfulness teaching.
You might want a story about: A teacher reflecting after a session that felt flat How the teacher looks beyond self-criticism and notices what the group may have needed. A teacher learning from what worked How a teacher studies a strong moment instead of only focusing on problems. A teacher reflecting on difficult silence How a teacher explores whether the silence was awkward, useful, overloaded or simply unfamiliar. A teacher after an emotional moment in the group How the teacher reflects with care, without diagnosing or over-interpreting what happened. A teacher who felt they talked too much How reflection helps the teacher simplify the next session and create more space. A teacher who lost confidence How the teacher uses reflection to separate one difficult moment from their whole ability as a teacher. A workplace session with limited engagement How the teacher reflects on language, relevance and group context rather than blaming the participants. A practice that did not land How the teacher reviews the practice choice, timing, instructions and audience fit. A teacher noticing their own reaction How the teacher reflects on their own nerves, assumptions or desire to make the session work. A teacher preparing differently next time How one small reflection leads to a clearer structure, simpler language or better pacing.
You can choose one of these, or ask for a story about any teaching reflection situation you are facing. I’ll tell a short story and draw out the teaching lesson.
You might want a story about: A teacher reflecting after a session that felt flat How the teacher looks beyond self-criticism and notices what the group may have needed. A teacher learning from what worked How a teacher studies a strong moment instead of only focusing on problems. A teacher reflecting on difficult silence How a teacher explores whether the silence was awkward, useful, overloaded or simply unfamiliar. A teacher after an emotional moment in the group How the teacher reflects with care, without diagnosing or over-interpreting what happened. A teacher who felt they talked too much How reflection helps the teacher simplify the next session and create more space. A teacher who lost confidence How the teacher uses reflection to separate one difficult moment from their whole ability as a teacher. A workplace session with limited engagement How the teacher reflects on language, relevance and group context rather than blaming the participants. A practice that did not land How the teacher reviews the practice choice, timing, instructions and audience fit. A teacher noticing their own reaction How the teacher reflects on their own nerves, assumptions or desire to make the session work. A teacher preparing differently next time How one small reflection leads to a clearer structure, simpler language or better pacing.
You can choose one of these, or ask for a story about any teaching reflection situation you are facing. I’ll tell a short story and draw out the teaching lesson.