First, they are too lazy to participate in teaching and research activities, they don't go to those open classes, and they don't care about all kinds of evaluations and awards.
Second, they don't like to study textbooks and make courseware as much as they did when they were younger. As for the new education reform activities, I don't care much about them, and it feels like it has nothing to do with them.
Third, they are also estranged from young people, preferring to eat and walk with a group of people who are about to retire. Maybe I think it's more interesting to talk about with my peers.
Fourth, no more chirping and no complaining. I used to have opinions about everything in the school, but now I don't bother to talk about it.
It doesn't matter if the students study or not, whether the grades are good or not, whether you sleep in class or not?
Fifth, as for the homework, there is less left, and there are fewer approvals, and the eyes are dazzled and cannot see clearly. Pay more attention to exercising, and take a few laps around the playground from time to time.
Sixth, they are also more tolerant and rational in their evaluation of students, no longer just judging heroes by their grades, but focusing on the all-round development of students.
Seventh, they begin to enjoy other aspects of life, such as traveling, photography, flower raising, etc., and look for hobbies after retirement.
Eighth, they pay more attention to getting along with their families, spending more time with their families, and enjoying family fun.
Ninth, they are open to changes in education policy, willing to learn new things, and adapt to the new educational environment.
Tenth, they began to pay attention to their physical and mental health, actively undergo physical examinations, and pay attention to diet and exercise.
Eleventh, they have a more harmonious relationship with their colleagues, less competition and strife, and are more willing to help and support each other.
Twelfth, they are more concerned about the growth of students, and are willing to give more guidance and help to students, so as to become good teachers and helpful friends to students.
Thirteenth, they began to plan their retirement life, such as attending senior colleges, joining community groups, etc., and actively expanding their social circles.
Fourteenth, they reflect on their past teaching experiences, summarize lessons learned, and write teaching memoirs.
Fifteenth, they are full of expectations for the future of education and are willing to contribute to the cause of education with their experience and wisdom.
Sixteenth, they began to pay attention to social hot issues, actively participate in public affairs, and contribute their own strength to social development.
Seventeenth, they pay more attention to the individualized education of students, respect students' interests and strengths, and encourage students to pursue their dreams.
Eighteenth, they are more active in the application of educational technology, learning to use new media and Internet resources to improve teaching effectiveness.
Nineteenth, they are more concerned about the mental health of students, willing to listen to students' voices, and provide emotional support and help.
Twentieth, they begin to enjoy the freedom of retirement, no longer limited by working hours and pressures, and live a free and easy life.
Twenty-first, their love for education has never changed, and they still care about the growth of students and the development of education.
Second, they are more patient and meticulous in the education of students, and pay attention to cultivating students' moral character and ability.
Twenty-third, their sense of mission and responsibility for education still exists, and they continue to contribute silently to the cause of education.
Twenty-fourth, they give more encouragement and affirmation to the growth of students, and stimulate students' self-confidence and potential.
Second, they pay attention to the innovation and reform of education, and actively participate in educational research and exchange activities.
Twenty-sixth, they are full of confidence in the future development of students and believe that every student can become a useful talent.
Twenty-seventh, they have become more firm in the values of education and insist on cultivating students' moral character and sense of social responsibility.
Twenty-eighth, they pay more attention to and support the individualized development of students to help students find their own development path.
Twenty-nine, they have a clearer sense of social responsibility and mission in education, and work hard to cultivate outstanding talents.
Thirdly, they pay more attention to cultivating students' innovation ability and practical ability in the education of students.
Thirty-first, they are full of hope for the future development of education and believe that education can change the destiny of society and the country.
Thirty-second, they pay more attention to the education of students, such as cultivating students' global vision and cross-cultural communication skills.
Thirdly, they have paid close attention to the reform and development of education and actively participated in the formulation and implementation of education policies.
Thirty-fourth, they pay more attention to the education of students, and cultivate students' teamwork spirit and communication skills.
Thirty-fifth, they attach more importance to the values of education and insist on cultivating students' moral character and sense of social responsibility.
Thirty-sixth, they pay more attention to cultivating students' innovative thinking and practical ability in the education of students.
Thirty-seventh, they have a firmer sense of social responsibility and mission in education, and work hard to cultivate outstanding talents.
Thirty-eighth, they pay more attention to the education of students, and they pay more attention to cultivating students' global vision and cross-cultural communication skills.
Thirty-nine, they are full of confidence in the reform and development of education, believing that education can change the destiny of society and the country.
Fourthly, they are full of enthusiasm and responsibility for the education of students, and continue to contribute silently to the cause of education, becoming a guide and role model for students.