The intent of reflective practice is to help the teacher/learning coach to evolve and develop the quality of their teaching through continued personal development. While most teachers have been doing this for years, reflective models or methods have formulated a structure that can be followed and adapted to best suit their methods. It is an ongoing process that takes feelings and emotions into consideration and therefore will not always have a definitive answer/end. Since most reflection models require subjective and objective thinking, there is a willingness to be honest and engage in constant self-evaluation. It calls for the teacher to become flexible, analytical and socially aware when approaching the chosen reflection model. The two reflective models I have chosen to compare are Gibbs and Rolfe. I will first begin by discussing the Gibbs Reflective Cycle – In the nursing field the most commonly used cycle is the Gibbs Reflective Cycle, it proposes that theory and practice enrich each other in an infinite loop. The reflective cycle can be defined as a process that allows you to systematically think about the phases of an experience or activity by addressing the following questions in a cycle: DESCRIPTION, FEELINGS, EVALUATION, ANALYSIS, CONCLUSION and ACTION PLAN. Positives of the Gibbs Model - I will address these points from my experience and perspective as a secondary school teacher. At first glance, Gibbs' reflection cycle seems familiar and simple. such as description, evaluation, analysis are all relevant to my teaching field as a Design and Technology teacher. For 10 years I have used these words as a structured platform to guide my students in their work tasks from ks3 to ks4 and..... .center of the paper..."this is the one for me", it seemed simple, it had immediacy and result. Being so minimal or overly simplified, it may also be too minimal and may not always have the capacity to allow the individual to be sufficiently affective in thought process and true feelings. Is it possible to hide truer thoughts and feelings from Rolfe's method? Was it targeted at a particular individual or a situation where time and not pure rationalization is the key? Rolfe's model does not really go beyond questions about whether or not practice is working to critically examine values ​​and how practices lead to change, commitment to quality and respect for difference. As I have already said, the last question may make the greatest contribution and therefore may be the most important and therefore this way of thinking may limit the individual from asking more important questions in relation to himself.