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When we reflect, we are thinking. When we are thinking, we may not necessarily be reflecting.  Reflecting is thinking in context. That is, we are trying to make meaningful and relevant connections between the situation (an object, an event or a problem) and what we know or have experiences about.   

For example, if we think of an apple and the image of this fruit will appear in our mind. If we are asked to reflect on an apple, the same image may appear but we have to find something or someone related to an apple while we reflect on it.  It may be an iPhone or a friend whom I had visited at the hospital when I brought him some apples.  It may also be on memories of the childhood story about William Tell that we have heard during our reading lessons at primary school.

Scientists can think and learn about the coronavirus, but by habitually reflecting on its characteristics and making connections, they discover, innovate, and invent, Hence, useful, meaningful and sustainable ideas arise to help us deal with the virus.

A reflective habit of learning helps build a sense of confidence, stability and enthusiasm in learning and handling situations in life.

"“Reflection is one of the most underused yet powerful tools for success.” – Richard Carlson (Author of "Don't sweat the small stuff", 2011)

“Reflective thinking turns experience into insight.” — John C. Maxwell, American author and leadership guru.

We all think and yes, we all also reflect. However, not everyone reflects to the same extent and with sufficient depth when facing or dealing with a situation.  Some of us may be habitually impulsive and others may be overly cautious when making decisions.  A reflective learner tends to be be more measured when responding to a situation.  That is, she or he is more likely to be proactive, the first of the "7 Habits of Highly Effective People" by Steven Covey (1997).  

Covey explained that when facing a stimulus, we can either respond reactively or proactively.  A reflective learner, on the other hand, will tend to "stand back" to assess the situation (Observe and Generate all possibilities and alternatives), before making a decision (Relate by linking what is known to what is the best way forward).  

By habitually observing, generating and relating, these basic thinking skills help us become more proactive and effective in responding to life situations.  We will be less likely to be impulsive or be overly cautious when facing or dealing with a situation.  The assessment of, and the decision we make from, the situation will then be more measured, sustainable and meaningful.

SGReflect aims to help parents and teachers understand the concept of Reflective Learning from their perspectives as adult role models in learning as well as in their daily engagement with their children. Rather than expecting children to learn by rote and through exposure to suggested examples and solutions to problem, they can encourage their children to reflect as they learn in school, at home and in life. 

There are already many metacognitive* learning strategies being encouraged in school lessons. What teachers and parents can do is to provide conducive learning opportunities for their children to frequently observe (keenly and thoroughly), generate (all possibilities and alternatives) and relate these generated information to their needs and expectations.  With practice, and like  scientists, technologists, inventors, innovators and the "highly effective" ordinary people in life, our children can be developed into reflective learners while at school. (* Metacognition: Thinking-about-thinking)