affirmations or denials--what part of reflection is that?

Part of Karen's comment is:

"some teachers don't allow themselves to truly reflect, simply because they resist change--their reflections consist only of affirmations." 

I believe they may also consist of denials, too.  I know that when things get hard--low scores on significant tests, too many initiatives, too much to do in too little time, etc., that I hear a lot of excuses. . . . it's human nature in some measure, but it sure defeats/slows down/stops growth and change.