Reflective practitioners engage in a continual cycle of self-observation and self-evaluation to understand their own behaviours and the reactions they elicit in themselves and learners (Brookfield, 1995; Thiel, 1999). The purpose is not necessary to solve a specific problem or question identified at the outset, as in practitioner research, but to continuously examine and enhance practise in general (Cunningham, 2001). Reflection Modelling There are numerous types of reflection. Schön (1991) distinguished two types that are especially important in the development of teaching practise: In both cases, you will expand on previous knowledge by connecting it to current and future practise. In other words, in order to effect positive change, you will step back from your instruction, assess it, and extract meaning from it. Some practical methods of reflective practise have been developed by integrating teaching and reflecting to learn more about how we educate and the influence it has on student learning. The fact that these models all incorporate Schön's concept of 'Reflection-on-Action' is what unites them.