Several years ago the author attended a week-long orientation for a new job she was taking as an English teacher in an affluent suburb of Chicago. On the first day, the school's director of student activities led all of the new teachers in an "icebreaker," wherein they were taught how to juggle. However, the author could not juggle. When it was time to stop practicing and to start showing what they had learned, she had yet to figure out how to keep three of the student director's bright objects rotating in the air simultaneously. Instead, during the demonstration portion of the activity, she had to settle for tossing just two back and forth with some resemblance of a juggling rhythm. However, it turned out, while this particular teacher orientation session did little to qualify her as an acrobat, it did make her a more effective teacher. It did so because it led her to add a new element to the way she uses reflection to improve her teaching. Although in this case her discovery of an additional resource to draw on when deciding how to interact with students occurred serendipitously, she believes it is one that professional development could and should introduce deliberately to educators as a possible new tool to use in their work with students. As a classroom teacher, she would like to recommend that teacher educators and teacher leaders who work with preservice and practicing teachers add a third dimension to the model of professional development that she has most often experienced and has seen most often recommended in professional journals. She would also like to suggest that in addition to sharing research about issues in the field that teachers are experiencing in their own classrooms and to encouraging teachers to examine their own classroom observations in light of that research, teacher educators should encourage teachers to journal about, take notes on, and ask themselves questions about their own learning experiences.