What does a teacher look at to know that a student s mind is not focused on learning?

The performance in class, as well as the attitude towards homework. It can all show whether the student has a mind or is serious about learning.

In addition to looking at the students' academic performance, it is also necessary to communicate and solve problems with them privately.

When a student is absent-minded, his eyes are distracted, and he is not listening attentively.

The teacher can tell that a student's mind is not on his studies by looking at his movements and appearance.

What the teacher looks at to know that a student's mind is not on learning is to look at the quality of his homework.

Summary. Hello, if you are a new teacher, you have paid for one or two years or two or three years, and the teacher generally can't see too many students' minds. But you can also see a little bit, but after all, they all came from their student days.

If you are a new teacher, you will pay for one or two or two or three years, and the teacher will generally not be able to see the Naifan mind of the vast majority of students in the group. But you can also see a little bit, but after all, they all came from their student days.

If it is an old teacher, it is an old teacher who has been teaching for thirty or forty years, and he can generally see the students' minds at a glance.

Our homeroom teacher is a young male teacher, I like him, and when I look at him, he blushes shyly, do you think he can see it.

It can generally be seen. Classmate, how old are you? What grade are you in?

I'm 18 years old and a freshman.

That's generally visible. Going to college is not allowed to be in love between teachers and students. I found out that you male teachers could be fired.

No, I just had a crush on him, we only had normal teacher-student communication, and we didn't fall in love.

That's okay, if you want to fall in love, you have to be out of college for four years before you can pursue him.

Basically, there's only one way. But you have to keep your teacher and student at a distance.

1. Do ideological work for the students, so that they can truly understand what quality education is, what they should do in the implementation of quality education today (learn to be a person, learn all kinds of scientific and cultural knowledge, and improve their quality in all aspects), why (needed for national construction, fierce social competition) and how to do it (work against time, unite and cooperate with others, etc.). Only when the ideological work is done thoroughly can the work in other areas be carried out. The development of students' ideological work is mainly to use the time to meet with students at the beginning of the school year and the time of class meetings.

Teachers should grasp all available resources and materials according to the texts they have learned, and carry out ideological education for students, so that they can truly understand the importance of learning. For example, on the first day of the long vacation, the class teacher and the teachers first gave the students their own personal experience or examples to vividly talk about the importance of knowledge in today's increasingly competitive world, so that they can truly realize the importance of learning from the ideological perspective. Then, the class teacher used the class meeting time to let the students prepare a little, express their views on the stage, and express their determination to study seriously.

2. Make full use of the quantitative evaluation of the group. The performance of the students is evaluated by adding or subtracting points. This requires teachers and class representatives to grasp each student's performance in the classroom in a timely manner and identify typical examples.

For example, during the pre-test, students who move slowly are criticized by name and their group is deducted corresponding points; For students with excellent performance, the group encourages, appreciates and rewards them. At the end of the lesson, the scores of each group are recorded in the evaluation column. In this way, for the sake of the collective honor, the students have a sense of tension, and they all want to win more points for the group through their excellent performance, and fully reflect their own value.

Naturally, the students' enthusiasm and initiative in learning and presentation are mobilized to the greatest extent. In this way, whether it is the change in space or the progression of the learning process, the students act very quickly and the teaching task can be successfully completed.