The present study has been conducted for fifteen weeks during the first semester of thernpresent academic year. Disciplinary problems, lack of preparedness of students beforerncoming to school, lack of direct involvement of students in classroom exercises,rnproblems of posing questions and of organizing their own notes have been identifiedrnand tackled with contextual solutions along the study.rnClassroom observations, test and exam results, focus group discussion with studentsrnand the deliberation of the research report to the general teaching staff members werernthe instruments for data gathering. Reflection on the contextual problems led me torndesign appropriate strategies, actions and observations along with data collection werernthe next steps; the cycle ended up with the recognition of change with respect to thern/rnstrategies interventions .rnThe attendance problem of grade twelve students have been improved, students becamernaware of the knowledge reconstruction paradigm and had demonstrated in theirrnconceptions of the necessity of preparedness before coming to school as part and parcelrnof the classroom .activities. Their tendencies towards attempting classroom activities,rnhow to probe into new ideas and the habit of organizing their own notes have beenrnimproved through the process. Their progressive tests and final exam results were alsornenhanced, though they faced them without any prior orientations and couching, as arnstrategy so as develop a habit of independent learning. Dialoguing became the feature ofrnmy class and we were friendly by narrowing the teacher-student dichotomy.rnMy conclusion is that reflective teaching was a fruitful approach to teaching chemistryrnin the plasma context