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