Freire's philosophies regarding learning, teaching, and teachers' reflection on the process are cyclical in nature. He has intertwined theory, practice and reflection to become an effective educator. Freiree quoted Francoss Jacob when he wrote “We are programmed, but to learn” (2005, p. 124). Freire had much to say about theory and practice, urging teachers to step away from their everyday world and look closely and critically at what happens in that realm in order to renew their curiosity, what he called “thinking about practice ” (p. 140). By thinking about practice you begin to practice better. In addition to practice, we must add scientifically supported theory. Critical reflection of both theory and practice illuminates the need for further learning to begin the cycle again. Characteristics of the teacher as a learner Learning must begin with the teacher's acceptance of the role of a learner by being willing to study and being willing to commit to becoming a professional educator, well-prepared and striving relentlessly to advance one's practice (Frere, 2005). As teachers become committed to becoming students, they can educate others more adequately. Teachers should not neglect professional preparation; however, they must also consider part of their scholarship efforts to build relationships with their students. In developing relationships with students, Freire suggested spending time talking and listening to students to get to know them and gain their participation in class. This warning has been put into practice by numerous other educators. Although many of the strategies in Tom Daly's book were simple classroom management advice (2013)...... middle of paper ...... dimensions of reflection: a conceptual and contextual analysis. International Journal of Progressive Education, 1(3), 58-77.Paul R. (1995). Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation for Critical Thinking.Shor, I. (1986, November). Equality is excellence: Transforming teacher education and the learning process. Harvard Review, 36(4), 406-426.Smith, M. K. (2001, 2013). Chris Argyris: Theories of action, double-loop learning, and organizational learning. In The encyclopedia of informal education. Retrieved from [http://infed.org/mobi/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/Zeichner, K. & Noffke, S. (2001). Practitioner research. In V. Richardson (ed.). Handbook of teaching research (4th ed., pp. 298-300). Washington, DC: American Educational Research Association.