As a teacher, I find that students really need to be cautious when discussing themselves. The following are a few professional suggestions that can protect the relationship between teachers and students while observing signs. Please be sure to use them in compliance with professional ethics and laws.： **1. Non-verbal signal capture (need to be judged in combination with teaching scenarios)** 1. Classroom micro-expression observation: When you change your position or turn around to write on the board, pay attention to whether there are instantaneous reactions such as students suddenly lowering their heads to hold back a smile, and quickly exchanging eyes. These unintentional behaviors may be more referential than continuous gaze. 2. Group dynamic analysis: Record unnatural noise fluctuations in the classroom for a specific period of time (such as the day after the new hairstyle is changed), focusing on the body language synchronization rate of students in the third to fifth rows (socially active areas). 3. Item association clues: Pay attention to whether there are stick figure symbols related to your characteristics (such as glasses, hairstyle, etc. abstract expressions) on the edges of students' painting assignments and drafts. **2. Collection of information on teaching scenarios** 1. Classroom interaction design: Set the theme of "describing characters" in the composition class, and obtain indirect feedback by analyzing the metaphorical preferences in the students' exercises. 2. Multimedia teaching utilization: When using classroom feedback software, the anonymous link can set up an interesting questionnaire for "image suggestions to teachers" (anonymity and non-mandatory must be clearly stated) 3. Environmental creation observation: When organizing the classroom after class, pay attention to whether there are any falling notes around the podium (it is recommended to ask another teacher to be present to witness before checking) **3. Professional relationship handling skills** 1. Mirror image response test: Suddenly change a certain appearance detail (such as taking off the necklace you are used to wearing), and observe whether there is an immediate increase in eye contact in the student group. 2. Application of educational psychology: Observe the micro-expression changes and enthusiasm of specific students during the discussion on the theme of "Respecting diversity" in the class meeting 3. Third-party collaborative observation: cooperate with psychological teachers to design a survey on the "aesthetics of middle school students", and integrate the teacher's image as a sub-topic. **4. Response suggestions** 1. Cognitive reconstruction: transform the appearance discussion into teaching materials, such as self-ridicule when explaining the concept of "stereotype". 2. Image management: maintain a stable appearance in line with professional norms, and reduce the fluctuations in attention that may be caused by frequent appearance changes. 3. Authority construction: Shift the focus of students' attention by enhancing the professional charm in teaching interaction (such as vivid board books and wonderful cases) **Important reminder：** - Avoid using any recording and video equipment to collect information -Treat the content of students' electronic devices with caution, and do not actively review them unless they are explicitly violated. -When conclusive evidence is found, it should be handled through the intervention of the school psychological counseling room -If there are signs of bullying on campus, immediately start the school crisis management process Professional advice: Instead of passive defense, it is better to actively transform the appearance characteristics into teaching characteristics. Many outstanding teachers will develop their distinctive characteristics (such as bald head, special accent, etc.) into unique classroom memory points, which can not only relieve the pressure of discussion, but also enhance the charm of teaching.