This chapter begins by outlining Dewey's model for reflective thinking. It then applies this method to examine, using data from a previous study, the power differential between teachers and students, and the fact that students often do not feel welcome or any sense of ownership in the classroom. Hypotheses are developed to help think about alternative methods teachers can use to create classroom environments imbued with a sense of hospitality, including the role of greater freedom of movement. The hope is to help teachers take this initial reflection and extend the exploration to their own practice. The ultimate aim is that teachers will be better able to form positive relationships that give students a sense of control over their learning, movement, social interactions, and self-care in order to increase happiness, learning, and self-efficacy.