This self-administered self-study examined a high school teacher's thought processes during the planning and teaching of lessons, and after the lessons had been completed--identifying levels of reflectivity, interactive thoughts, and decisions. Video tapes, teacher journal entries, and peer interviews were used to help stimulate recall and explore changes in teaching practices. The teaching units examined were two literature lessons for a class of 10th graders based on "The Contender" by Robert Lipsyte. Some of the reflection correlated with reading and research on John Dewey's ideas that learning must be based on experience and with the theory of construction of new knowledge through the use of charts and graphic organizers. The study components, journal entries and peer dialogues, did stimulate recall of thoughts and feelings and encouraged reflection. The self-study provided the subject with more insights than any other previous observations or evaluations. It also raised awareness of the complexity of thought processes and suggested the rethinking of routines and strategies. (Contains 25 references.) (JB)