Reflecting simply put is the act of thinking about something while seeking a deeper level of understanding. Reflective practice is applying this thinking systematically by making questions, collecting data, and analysing it in order, not to prove something, but to comprehend and act upon reality. It is also an ongoing process that involves everyone, not just the teacher. Farrell, for example, says that "reflective practice is not isolated introspection; rather, it is evidence-based, in that teachers need to systematically collect evidence (or data) about their work and then make decisions (instruction and otherwise) based on this information. Reflective practice, then, is a compass that allows us to stop for a moment or two and consider how we can create more learning opportunities for students" (2012, p. 15). It is understandable that many teachers find it difficult to take full advantage of reflective practice as it is time-consuming, daunting for novice teachers and requires a high level of autonomy and self-esteem from the reflective teacher. Moreover, reflective practice does not seem to be promoted as it should because it would encroach on teachers' time in class if reflective hours were considered as part of the teaching process. Because of that, author Rose Bard decided in 2012 to pursue and implement reflective practice systematically rather than informally. Accordingly, she decided to start with the following typical teachers' misconceptions in mind: (1) If the material has been used by others, it must be good; It worked for them, it will work for me; (2) Keeping a reflective journal takes loads of time which I don't really have; and (3) I think the lesson was successful, they all seem to enjoy it. These three points were at the core of Bard's quest in pursuing understanding of what was going on in her own classes. Reflective practice naturally makes us question what we believe, but Bard had no doubt that these three questions could also open an array of possibilities.