Teacher reflection despite its conceptual and practical problems has been deemed crucial regarding teacher development. However, direct intervention in which instruction specifies what it is that learners will learn and when they will learn it, may lead to an artificial reflection in light of teaching failure. This artificiality seems reasonable when teachers' personality is taken into account, as teachers like all other human beings are slaves to their ego, rendering reflection as a means of justifying the way they teach. On the other hand, indirectly intervening in the process of learning with the purpose of merely creating conditions where learners can learn seems to be face-saving on the teachers' part, giving rise to a more realistic reflection. Indirect intervention due its relative newness may be too radical for some teaching contexts, especially if teachers view classroom learning as necessarily analytical. Thus, the present paper argues in favor of indirect intervention, by examining the literature and then moving towards more practical forms of indirect intervention emblazoned through task-based language teaching (TBLT). As indirect intervention always opts for the implicit, this paper concludes by proposing a concrete case for tweaking extensive recasts by means of gambits.