As a result, it is absolutely necessary for these students to be careful in the way they look at their practice.
As Larriveea (2009) says, reflective practice has become the de facto method for improving work and it has been used in almost all fields of works from medicine to education. Education leaders and teachers must also be able to use reflective practice as a way to help in improving their work. The principle behind reflective practice is the fact that it is expected to help the worker to pull form his or her work and to think about her works. This then helps he person to be able to improve the way they do work. Reflective practice is also expected to help a person to solve difficult problems that may arise from his day to day work. Leaders in education can use reflective proactive as a way to improve the way teachers are able to help the students to learn. Reflective practice for educational leaders is especially useful in dealing with situations where the teacher may be having problems with one or more students such as student who for one reason or the other is unable to keep up with the rest of the class (Danielson, 2009). Reflective practice is seen to combine some of the best qualities of leadership such as initiative, knowledge, trustworthiness, and action. Reflective practice helps the person to be proactive and to be initiative whenever faced with a dilemma. In education, teachers and educational leaders are faced with constant problems that have predetermined solution. For instance, a teacher may find himself in a situation where the procedures laid out in the curriculum may not be applicable. In such a situation, the teacher may be the one taking the initiative to deal with situation. Additionally, the teacher will need to have knowledge that will help them develop a solution for a certain problem. However, eve as the teacher is being proactive and