Today, the need to reflect on our teaching methods has become a crucial component of successful learning. During our teaching, we somehow tend to overlook our choice of teaching methods, classroom management, and classroom dynamics. We often neglect to consider the motivations behind our teaching behavior (Senior, 2006). Subsequently, the inclination to disregard such practice, whether consciously or otherwise, keeps our teaching stagnant.

Since "self-study" habits contribute to successful learning, teachers all over the world are invited to reflect on their teaching practice to inspect the link between their teaching and beliefs (Moayeri, Rahimi 2019). Reflective teaching practice dives into cognitive and metacognitive dimensions. In a reflective teaching process, the teacher queries their practice. All the interactions and reactions happening inside the classroom, all the planning and thinking done before and during the lesson session, and eventually the overall teaching routine concerning the learner is put under scrutiny. This process of questioning our teaching is not a random act of intuition, but rather an evidence-based operation.

As we previously mentioned, many of us aren't aware of ourselves inside the classroom. Sometimes, teachers don't even recognize the heavy load their words carry. Teachers need to account for this, and they need to explicitly be invited to cogitate about it (Farrel 2007). Teachers are required to discuss the concept of "reflective teaching practice" and try to make sense of it. Our main concern is reaching a consensus on the importance of our central case because "Reflection is inevitably connected with extremely individualized interpretations of such notions as beliefs, identity, work history, and passion" (Moayeri, Rahimi, P.138). At this stage, educators, and education inspectors in our case, start sharing peer-reviewed articles, and journals on the procedure of our topic matter.

The next phase for the teacher is to start collecting solid information about the overall classroom dynamics. He walks with every step during the lesson and takes notes. He observes, analyses, compares, and then dares to make inferences. This careful ritual locates the teacher in a more advantageous angle, enabling her to see how his beliefs affect the overarching learning process. As a result, this building up of such vision justifies any possible changes made in our teaching practice.

It is worth mentioning, that not all language teachers are capable of seeing themselves in their teaching practice (Senior 2006), meaning that not all teachers are capable of seeing the reflection of their impressions and beliefs in the classroom nor there are they willing to contemplate it on any occasion. There is no doubt that our beliefs are crucial parts of our practices. The way by which we perceive ourselves, and our students is critical to successful classroom management skills. The choices we are making to conduct a session, and the reasons behind those choices are necessary to be aware of and question.

Reflective teaching practice is not only important for individual teachers but also for the broader education system. When teachers engage in reflective practice, they are more likely to identify areas of improvement in their teaching, which can lead to better student outcomes. In addition, reflective practice can help to create a culture of continuous improvement within schools, as teachers share their insights and collaborate to develop effective teaching strategies. This can ultimately lead to a more successful and supportive learning environment for students.

Furthermore, reflective teaching practice can also have a positive impact on teacher well-being. By taking the time to reflect on their teaching, teachers can gain a greater sense of control over their work and feel more confident in their ability to make a difference in the lives of their students. This can help to reduce stress and burnout, which are common issues in the teaching profession. By promoting reflective teaching practices, schools can create a supportive and sustainable work environment for their teachers.

In conclusion, reflective teaching practice is an essential component of effective teaching and learning. By taking the time to reflect on their teaching methods, classroom management, and classroom dynamics, teachers can identify areas of improvement and develop more effective teaching strategies. This can ultimately lead to better student outcomes and a more supportive learning environment. In addition, reflective practice can help promote beneficial teaching practices and allow teachers to know where exactly they stand in the education process. Besides this knowledge and insights create a sustainable and supportive work environment. It is therefore crucial for schools and educators to prioritize reflective teaching practice as a fundamental aspect of professional growth and development.