First of all, primary and secondary school teachers should further scientifically arrange time to participate in precise poverty alleviation work. Primary and secondary school teachers generally spend one-fifth of their working time on rural poverty alleviation, that is, one day a week on average. Arranging the time to participate in the precise poverty alleviation work on weekends or in winter and summer vacations will delay the rest time of teachers, but it will not affect school teaching and students' learning.

Secondly, primary and secondary school teachers must choose appropriate ways to participate in precise poverty alleviation. The strength of primary and secondary school teachers is education and teaching, and it is intellectual development. Providing education and teaching assistance to children from poor families, improving their academic performance and thinking quality, and blocking the intergenerational transmission of poverty should be the best way for primary and secondary school teachers to help the poor.

Thirdly, primary and secondary school teachers should be different from party and government cadres in terms of time, content and methods in participating in rural precise poverty alleviation work. The central work of primary and secondary school teachers is education and teaching, and poverty alleviation cannot and should not be the central work of teachers.