In this article, the author discusses the importance of incorporating more methods that promote reflection-in-action--or reflecting on the immediate thoughts and reactions that a person has while performing an act, the time "during which one can still make a difference to the situation at hand"--into response situations. Reflection is something that needs to occur right from the beginning, from the first time that one puts pen to paper or types out a response to a student, or the first time that a student walks into a conference. To emphasize this argument, the author models a way that teachers can reflect on their responses during this most critical point: while they are responding. Specifically, he focuses on orally reflecting on responses through recording and reflective listening.