I also taught middle school and am still familiar with middle school life, and many things are still fresh in my mind. As for the issue you are talking about, I have experienced it first hand, but I don't think it falls under the category of not taking teaching seriously, so you have to be rational about it.

First of all, we have to figure out what this teacher teaches. 如果是班主任，他们和学生每天接触的时间最多，所以他们认识学生最快；如果是主科老师，他们每天给学生上的课最多，所以他们也很快能叫出班上学生的名字；如果是副科老师，他们每周可能只和学生见上一次或者两次面，除了要完成教学进度外，也许留给他们认识学生的时间就不多了。

Secondly, we have to know how many students are in this class. If it is a standardized class, you may know them faster; if there are only a few students in a rural teaching site, you may be able to name them after meeting them; if there are more than a hundred students in the class, can you name all of them in half a year? Not to mention half a year, but even a year is hard enough. I have encountered a class of one hundred and twelve students, and if the teacher wants to walk along the classroom aisle from the front to the back, he has to move his body sideways and slowly to the front, and the teacher who is a little bit fat does not even have to think about it.

Besides, whether or not to call all the names of the students in the class does not belong to the question of whether or not teaching is serious. Some teachers, teaching is very serious, careful preparation, class excellence, meticulous correction of homework, counseling students is more enthusiastic and thoughtful. Maybe he is good at research, explanation, happy to preach, but he just do not like to remember the names of the students in the class, can you say that he is not a good teacher? Can you say that he is not a good teacher because of this? Can you complain that he is not serious in teaching simply because he cannot remember all the names of the students in the class? Obviously, this kind of evaluation is unscientific, unreasonable and wrong.

Then why do some people still think so? This is mainly because society has always demanded a lot from teachers and even sanctified and demonized them, which teachers can understand. But understanding is mutual, teachers are human beings, not God, they have their ideals and pursuits, they know the nature of their work and responsibilities, they have their bottom line, they also know that there is something to do and something not to do. May society have more understanding, and I hope that everyone has a responsibility.

This situation is relatively rare. However, it cannot be ruled out. Some teachers really can't remember their students' names. There are so many situations. For example, he has more students in his family, or he teaches more classes. Or he has been teaching for a longer period of time. So it is possible to confuse current students with former students. But most teachers. All remember the names of the students in their classes. Sometimes failing to remember a student's name once in a while doesn't make him irresponsible for his job. It could just be a memory problem. But his teaching was better. It was well liked by the students. The teaching results are better. So, sometimes he can't remember individual children's names. It's understandable. But the teacher should also know. If you can't remember some children's names, once you can't remember them then what about the second time. It is also a sign of respect to remember the children's names by all means. I am a teacher myself. So I guess it's better to be a teacher and do your own thing. Including remembering children's names.

This phenomenon is normal and not surprising.

Let's just say I am:

Born face blind, and never pay attention to look at each other's faces, always feel staring at other people's faces, a little rude. Moved to a new home more than two years ago, the neighbors still do not know, go out and someone said hello to me, just politely nodded, went over and asked my husband, who is he? This is a common thing.

When I was a classroom teacher, I had to memorize the names of the students within a few days to facilitate my work. The students were seated in rows, and then a list was written out according to their seats and glued to the lectern, and when I had time to look at it, I quickly memorized it, but sometimes there were children who were in the class and I knew them, but when they went out, they looked familiar and didn't recognize them.

When the subject has fewer courses and recognizes in slower, it takes longer for the whole class to recognize it, but say, if you don't recognize all of them in six months, you're teaching a small subject.

Those who teach small subjects, such as Geography, Biology, History, and Civics, teach many classes and fewer courses, and it is unlikely that they will recognize all of their students, especially those like me, who really don't recognize all of them.

So, to judge a teacher's accountability based solely on the extent of his or her knowledge of the students is a bit of a stretch and a bit of a hard sell.

Of course, it helps for teachers to know more about their students to improve their grades. We teachers have a list of the students we teach, and we look at it again every day, so we are familiar with the students' names, but sometimes we can't match them. We have two classes a week, so we don't have much time to contact the students except for lectures, but I promise, it won't affect the students' grades.

So, knowing the students has something to do with accountability, but not much.

Is a teacher's work ethic measured by whether he or she remembers students' names? Is a good teacher a good teacher if he or she remembers the names of the students? Is a teacher who can't remember his students' names not a good teacher? It is a bit ridiculous to evaluate teachers' work attitude in this way.

For larger schools, teachers of specialized subjects are assigned to more than one class. For example, in the Civics, Science, Physical Education, Music and Art courses, some of them have seven or eight classes, and some of them are cross-grade, with one class having two lessons per week and more than 400 students, and the teacher may quickly remember the names of those students who are particularly outstanding or who have special behaviors or distinctive features. For example, the teacher will quickly remember the names of students who are mischievous, who are often criticized by the teacher, and who are often talked to by the teacher.The classroom will be organized when these students are managed well.

Class cadres are teachers' helpers and leave a deep impression on teachers. Those students who are particularly active and outstanding in the classroom will make the teacher marvel at their eloquent expressions and new and unique ideas, and the teacher will remember their names very quickly.

If a teacher is responsible for the main subject of a class and still cannot remember the names of the students after a semester, it is a bit unreasonable. Remembering the names of the students will make it easier to understand the students' learning situation and stimulate their interest in learning.

Last semester, after my midterm exams, I took over the fourth grade language class. There were more than 70 to 80 students in the class, so it was very inconvenient to ask questions without knowing the students' names. It was very inconvenient to ask questions because I didn't know the names of the students in class. I couldn't check their homework one by one, so before the first class, I went into the class in advance and asked the class monitor to write a seating plan.The class president was very attentive and put a list of all the group leaders on the seating chart, with another pattern on top, which was very eye-catching.The list of all students is written clearly in order of seating.When I asked questions in class I intentionally memorized what the name of the first student in the first few rows was, what he looked like, and what his characteristics were. The whole class I remembered pretty much in two weeks.

Other teachers ask questions in class according to the student number. They do not call students by their names but by their student numbers, and they also register their student numbers for homework management. Sometimes I ask teachers whether this method is feasible.Some teachers then feel that operating the classroom in this way saves more time and can improve classroom efficiency.

Therefore, we have to evaluate teachers' work attitude objectively, and we should not measure teachers' work simply by whether they memorize students' names or not。

Maybe this teacher is not very competent, I quite admire my little grandson kindergarten two security guards, one day he called my grandson's name and can say my grandson's class, I asked him how he knew? I asked him how he knew that. He said, "Most of the kindergarteners can basically tell me their names, and they know which class they are in.

Is a junior high school teacher who has been teaching for six months and still can't name the whole class not considered to be teaching unserious? What do you think?

Teachers call students by name , how many students by name? How long does it take to name all the students in the class? There are many different situations: teachers who are classroom teachers and those who are not, teachers who teach the main subject and those who teach the subsidiary subject, teachers who teach the main subject in one class and those who teach the main subject in two classes, and so on, and so forth, and so on, and so forth, and so forth, and so forth, and so forth, and so forth, and so forth, and so forth, and so forth, and so forth, and so forth, and so forth, and so forth.

As a classroom teacher, because of the work of the classroom teacher, the names of the students should be memorized as soon as possible to facilitate the work of the classroom teacher. Remember the names of the students in the class, the best way, in the upper right corner of the desk, set a table, the teacher can be seated, the teacher can see at a glance on the seat of the students, what is the name, in a very short time, the teacher can be called on the name of the students, you can quickly memorize the names of the students.

Other classroom teachers can also memorize students' names very quickly through the seating plan. It is more important for classroom teachers to be able to call out students' names as soon as possible, because classroom teachers need to call out students' names when they are in direct contact with them, when they are talking to them and when they are trying to find out what is going on with them.

It is not very important for other teachers, especially those teaching the attached subjects, to call on the names of the students, because calling on the names of the students does not have much to do with the teacher's teaching. Of course, it is certainly very good to be able to call on the names of each student very quickly, and it is easy for the teacher to communicate with the students, and it can also show that the relationship between the teacher and the students is very familiar. This is also a very good thing.

In general, the teacher can not call on the student's name, this and the teacher teaching serious or not serious has no direct relationship, the teacher on the class as long as the serious preparation, serious lectures, this is teaching seriously. Call on the student's name, each teacher's specific situation is not the same, some teachers have a good memory, quickly remember the student's name, some teachers have a poor memory, a long time can not call on the name of the class, and if the teacher pays attention to remember the student's name, call on the student's name on the quicker, did not pay attention to this problem, remember the student's name on the time will be a little longer. But on the whole, whether a teacher other than the homeroom teacher can call students by their names has nothing to do with whether the teacher is serious about teaching or not. Therefore, I think that if a junior high school teacher can't call the names of all the students in the class after teaching for six months, it can't be generalized that the teacher is not serious in teaching. Thank you all.

A junior high school teacher who teaches for half a year and still can't call the names of all the students in the class can say with certainty that this is a mixed-up master, definitely can't become an excellent teacher, and may even just pass the passing line at most.

The question then becomes, what would be the problem with a teacher who can't call the whole class by name?

Problem #1: Being around adolescent students and not being able to call them by name can be ignored by them.

Every junior high school student is especially concerned about their own impression in the eyes of the teacher, if the teacher who has taught them for half a year, but still can not call their own name, this student will be very lost in the heart, and always feel that the teacher is not good for them, do not care about their existence. This sense of loss will lead to some students not caring about the teacher as well, and even losing interest in the class taught by the teacher. If the teacher criticizes a few more times, the rebellious mentality will make a student who was originally very honest, may become a prick. A teacher who is disregarded by his or her students is miserable, just as a parent who has a rift in his or her relationship with a child is very difficult to repair.

Problem 2: The fact that you can't call your classmates by name after six months of teaching shows that this teacher is too lazy.

Experienced teachers will, after taking over a class, arrange the seating arrangements, then make a seating plan, write down the names of each student in the plan, then spend a few days memorizing the names of these students, and then stand on the podium and then memorize the looks of each student according to the names. It can be said that memorizing the names and looks of each and every one of your classmates is a must for teachers, and they can never be lazy. If any teacher is lazy, he or she will not be able to understand the family situation, personality traits, strengths and weaknesses, and basic learning ability of each student.

Question 3: A good teacher-student relationship begins with addressing students by name in a cordial manner, as all good teachers do.

Thinking back to when I was in middle school and high school, the worst classroom management was often the teacher who couldn't even remember the names of the students in the class. Teachers who only cared about teaching would naturally ignore classroom management, and the lack of classroom management would inevitably make the classroom order chaotic. The teacher who has a good teacher-student relationship will often call out the students' names, and will also take the initiative to go to the middle of the students, seize the recess, study sessions, school activities and other occasions to interact with the students. The better the relationship with the students, the more opportunities the teacher has to engage with the students.

concluding remarksNames are symbols, and if a teacher can't even name the whole class, it's unlikely that he or she will be loved by the students. Some teachers care about how they are perceived by their students and how they are perceived by their students, so good teachers prioritize building a good relationship with their students. Good relationships can make teaching and learning easier to manage because it is a process of mutual delight.

It doesn't belong, and different people look at it differently. A teacher may be so preoccupied with the specifics of teaching that he or she neglects to look beyond the teaching. This is normal, and much better than some teachers who only memorize every student's name, but the academics are empty. Of course, it would be better to memorize the name of each student on the basis of academic enrichment. Nowadays, the tendency to memorize names is a sign of respect, but some teachers just don't take that seriously, and there's no excuse for that. Whether a teacher is really responsible or not, or to see its teaching attitude, the norms of the teacher and other mainstream aspects. What do you think, my friend?

As a teacher, I would like to talk about my views on this matter.

I think a good teacher should recognize all the students in the class and call all the students by name

When I was in school, I cared a great deal about whether or not my teachers could call me by name. It was natural to be filled with affection for teachers who recognized that I could call them by my name.

Some teachers, when asking questions in class, obviously have a seating chart on the lecture table, but they don't look at it, and use their fingers: yes, that's you, answer this question!

Either: this row, third from the bottom; or: next, at the same table, etc.

Make it seem as if the student doesn't have a name.

Since then, I've made it one of the criteria for judging whether a teacher calls a student by name or not as to whether or not that teacher is qualified.

Later, I went to teacher training and became a teacher after graduation.

Whenever I take over a new class, getting to know the students in the class becomes part of my lesson planning.

When I ask questions in class, I never point to a student and tell them to stand up and answer the question, or say: get up at your table and answer the question.

When you patrol the classroom after a lecture, you also recognize the names of students.

I call out the names of my students when they meet me on campus to say hello.

I can still call out their names when I meet them again, years after they have graduated, and I read the emotion and respect in the eyes of these students whose names are called out.

Although, a teacher who can call out the names of students is not necessarily a good teacher, a good teacher should be able to call out the names of students, which is the minimum respect for students.

Teachers who can't name their students don't fall into the category of not taking teaching seriously

Teaching seriously or not is not the same thing as calling out a student's name.

A teacher who can't name his students can be said to be a good teacher if he prepares carefully for class, has a solid lesson, the class is great, and the students are highly motivated.

In fact, the ability to call a student by name has something to do with the teacher's emotional intelligence.

Teachers who can't consciously call out to their students in their names may have some deficiencies in emotional intelligence; they don't understand the psychology of their students and don't value equality and mutual respect between teachers and students.

If colleagues can't call each other by their first names, and when they meet, they say, "So, Mr. What's-his-name, how many classes are there this morning? It's 100% awkward. Colleagues can't call each other by their names, and teachers can't call their students by their names.

Therefore, I believe that as a teacher, being able to call out a student's name when asking questions in class is a minimum requirement of respect and professionalism.

I am Long Moon Cold Snow, welcome to follow and talk about education together.

It doesn't mean that the teacher is not serious about teaching.

I remember when I was in college, there was a professor of aesthetics who said to us with a smile in his first class, "Please forgive me, students, I have partial amnesia and I can't remember everyone's name. This teacher was so serious and lively in his lectures that I still remember him after nearly 30 years.

Take myself as an example, when I first became a teacher, I quickly memorized the names of more than a hundred students, and some of them have not forgotten to this day. What about now? Teach two years of students, sometimes also called the wrong name, teaching attitude has not changed, just older, memory loss, some of the things in life, sometimes turn around and forget.

Many teachers have reached a certain age, half a lifetime of hard work, physical fitness decline, lack of energy, the heart but not enough. However, as long as they go to the podium, they will still be fully committed, and the sense of responsibility is not missing.

So the teacher who can't call his students by name may also be a very conscientious teacher.

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