of insight into practice. As we talk to each other about critical events in our practice, we start to realize that individual crises are usually collectively experienced dilemmas. Analyzing our autobiographies allows us to draw insight and meanings for practice on a deep visceral emotional level. Lens 2: Our learners' eyes. Seeing ourselves through learners' eyes, we may discover that learners are interpreting our actions in the way that we mean them. But often we are surprised by the diversity of meanings people read into our words and actions. A cardinal principle of seeing ourselves through learners' eyes is that of ensuring the anonymity of their critical opinions. We have to make learners feel safe. Seeing our practice through learners' eyes helps us teach more responsively. Lens 3: Our colleagues' experiences. Our colleagues serve as critical mirrors reflecting back to us images of our actions. Talking to colleagues about problems and gaining their perspective increases our chance of finding some information that can help our situation. Lens 4: Theoretical literature. Theory can help us "name" our practice by illuminating the general elements of what we think are idiosyncratic experiences. Nguyen Nhat Quang's iceberg of reflection 2022 Reflection is not linear, uniform, and homogeneous. Nguyen Nhat Quang (2022) adopts Fleck (2012)'s classification of reflective practices into an iceberg of reflection. That is, reflection consists of different layers representing four stages. Descriptive reflection is the tip of the iceberg as it manifests as narratives of reality without any multilateral accounts and analyses to bring forward a change in individual perspective. Dialogic reflection, just below water surface, represents the interdependence and correlations of experiences through iterative self- questioning cycles seeking reasons for an action. After identifying these reasons, this process can provide the reflectors with alternative interpretations. Following repeated cycles of dialogic reflection, transformative reflection allows the reflective practitioners to revisit issues with alternative solutions that may create more transformative and welcomed outcomes compared to those in the past. Critical reflection, the deepest level of reflection, goes beyond the reflection-on-action process by looking at what, why, and how an incident or series of incidents happened through an ecological well-rounded lens inclusive of social, historical, political, and cultural factors. It is important to note that not all reflective practices are able to reach all four layers as the depth of reflection is subjective to reflectors' cognitive, metacognitive ability as well as their sociocultural background.