This report delves into the application of the Gibbs reflective cycle and Schon's reflection-in-action model within a teaching and learning context. The student analyzes a classroom scenario where a child's inability to see the board disrupts the class. The report uses the Gibbs model to describe the situation, feelings, evaluation, analysis, and action plan. It also explores Schon's model, reflecting on the incident before and after, and considering the thinking process to bridge the gaps, and summarizing the entire situation. A combined model is proposed, integrating both Gibbs and Schon, to enhance reflective practice, emphasizing understanding incidents, identifying positive and negative aspects, improving weak areas, and summarizing the incident. The report concludes with a justification for reflective models in teacher development, highlighting their role in improving teaching practices.