This paper discusses "Doing Theory in the Methods Class: Focused Reflection," a chapter from the book "Whole Language Voices in Teacher Education" edited by Kathryn F. Whitmore and Yetta Goodman. The book chapter focuses on guided classroom reflection as a key element in the education of preservice teachers, exploring whether teacher educators demonstrate reflective practice in their courses. Two aspects of teacher education courses in language arts specifically designed to demonstrate reflective strategies for teaching and learning are discussed: the literature on reflectivity in learning, and course overviews and their relation to data collection and analysis. Then, the emergent themes in those data and implications for reflective teacher education are examined. The paper also looks at some new aspects of course reflection which have contributed to greater ownership of the courses by students; critical feedback for the professor; immediate negotiation of course content/methods; increased opportunities for voice and choice among students; and outstanding course evaluations. Two appendixes provide a set of protocols for reflection strategies and a sample feedback sheet. (Contains 21 references.) (ND)