Reflective thinking enables the teachers to adopt, monitor, revise, and evaluate their own teaching practices according to the instructional context. Teachers’ cognition influences students’ performance and is reflected in learning outcomes. Teachers’ experience in adhering to teaching methods and materials is a reflection of their past actions and their consequences. This includes allowing themselves to commit mistakes and think independently for finding better teaching methodology, and the same is also reflected in their teaching practice. Reflective thinking teacher allows the learners to make mistakes in their learning and helps independent thinking for self-regulation. This kind of reflective thinking develops teacher metacognition which makes them to be aware of and assess their own teaching practices and empower them to assimilate the necessary changes in the new teaching environment. Equally, the reflective teacher thinker teaches the subject with necessary thinking skills to be learned by the students in the academic context for persistent success. The paper addresses the role of reflective thinking in teaching-learning process in order to mold teachers’ cognition in action in the speculative context. It also examines how a reflective thinking teacher employs various strategies to act independently in their thinking by making significant changes in the traditional teaching method.