judgements of events and the discussion about the learning and teaching between tutor, mentor and colleagues. Tutors reflect on their teaching experiences specifically when they are not experienced and have seen a lesson that did not progress well. This may be called ‘common-sense reflection’. It is essential to express our reflections in some systematic way in order not to forget thoughts and develop on that experience for further reference. This might be carried out through self-reflections or evaluations after the event through keeping a log or journal. It might also include learner feedback and peer observation of teaching.Reflection in itself is not enough for promoting learning and professional development. Unless acted upon, reflection on its own without an action equals no development.Kolb’s theory model, I observed that it hugely depends on ‘trying and re-trying’ of the complete instead of the step-by-step approach preferred by Argyris and Schon, the pitfalls are in the detection of small errors that lead to the complete inefficiency that could become enormous making smaller detail to be overlooked. The impact of the above-mentioned theories, models and principles amongst others is obvious in the reflective tutor and in my own practice, reflection is an importance aspect of my practice and Schon’s Ladder of reflection is an easy means of quantifying and analysing the advances and shortcomings of my practice, paving way for assessment and re-assessment of small aspects of teaching to be analysed and modified without changing the main part of the content and delivery.