INTRODUCTION

In professional education, the practice of reflection is a main tendency in considering good teaching and learning practices. Most studies in this area show that reflection can increase the teachers’ ability to deliver learning material, have better lecturer-student relationships and develop classroom management skills. 

Unfortunately, most lecturers find it tricky to make reflections as there are many aspects that come into consideration.  Furthermore, they do not document the ways in which they develop reflective thought to analyze and interpret problems happening in their teaching practice. 

As academic lecturers in matriculation colleges for the one-year-programme, we normally encounter problems of time constraint to finish the syllabus hence it is undeniable we may compromise the reflection part by doing a short and superficial reflection. Hence, the reflection is not effective and has little or no impact on our teaching practices. So, in order to encourage the lecturers to be reflective, a thorough and concise reflection checklist with justifications is created to encourage lecturers to carry out reflections immediately after the class. This is to help the lecturers to have a guided reflection which focuses on the most important aspects in everyday lecturer-student interaction. Consequently, this impactful reflection practice will contribute to effective teaching and learning processes.