Whether the kids perform well or badly in the public examination, it seems common for teachers to attribute it to their innate learning ability. It is more often when the performance is poor. The attribution is as superficial as if teachers are just a display on the campus in students’ growth. In a nutshell, it is typically a fixed mindset. “Without reflection, we go blindly, creating more unintended consequences and failing to achieve anything useful. — Margaret Wheatley.” As teaching professionals, teachers are accountable for keeping growing and enhancing. We must review our teaching quality consistently. Yet, a school calendar is packed enough so that self-review is difficult to prioritize. One solution is to use reflection activities as a core part of regular teacher meetings to maintain a consistent and meaningful routine. The student’s performance in the public examination has improved in recent years. We encourage the teaching team not to attribute the attainment to the kids’ abilities simply. Instead, consider how the school atmosphere and classroom teaching have changed over the years.”Do not think of yourself more highly than you ought, but rather think of yourself with sober judgment, according to the faith God has distributed to you. – Romans 12:3.” When we regularly examine our strengths, limitations, triumphs, failures, and goals, we adjust our practice, ensuring that we are on track with success.