In this supplementary material, we provide the proofs of convergence analysis in Section 1, 1-vs-1 transformation employed in the classification and semantic segmentation tasks in Section 2, the coordinate-wise and the preprocessing method of the LSTM teacher in Section 3, the loss functions of YOLO-v3 in Section 4, more experiments of image classification in Section 5, and the inferences of semantic segmentation in Section 6. A differentiable function e()is L-smooth with gradient Lipschitz constant C (uniformly Lipschitz continuous), if e(x) e(y) C x y, x,y. The function is called block-wise smooth with gradient Lipschitz Ci, if i e(x i,xi) ie(x i,x i) Ci xi x i, x,x (1) or with gradient Lipschitz constants { Ci}, if i e(x i,xi) ie(x i,xi) Ci x i x i, x,x (2) Further, Let Gmax max{Ci, Ci, k} C. Definition 2. For a differentiable function e(), if e(x) = 0, then x is a first-order stationary solution (SS1). For a differentiable function e(), if x is a SS1, and there exists ϵ > 0 so that for any y in the ϵ-neighborhood of x, we have e(x) e(y), then xis a local minimum. A saddle point xis an SS1 that is not a local minimum. If λmin( 2e(x)) < 0, x is a strict (non-degenerate) saddle point.

With the concept of teaching being introduced to the machine learning community, a teacher model start using dynamic loss functions to teach the training of a student model. The dynamic intends to set adaptive loss functions to different phases of student model learning. In existing works, the teacher model 1) merely determines the loss function based on the present states of the student model, e.g., disregards the experience of the teacher; 2) only utilizes the states of the student model, e.g., training iteration number and loss/accuracy from training/validation sets, while ignoring the states of the loss function. In this paper, we first formulate the loss adjustment as a temporal task by designing a teacher model with memory units, and, therefore, enables the student learning to be guided by the experience of the teacher model. Then, with a Dynamic Loss Network, we can additionally use the states of the loss to assist the teacher learning in enhancing the interactions between the teacher and the student model. Extensive experiments demonstrate our approach can enhance student learning and improve the performance of various deep models on real-world tasks, including classification, objective detection, and semantic segmentation scenario.

With the concept of teaching being introduced to the machine learning community, a teacher model start using dynamic loss functions to teach the training of a student model. The dynamic intends to set adaptive loss functions to different phases of student model learning. In existing works, the teacher model 1) merely determines the loss function based on the present states of the student model, e.g., disregards the experience of the teacher; 2) only utilizes the states of the student model, e.g., training iteration number and loss/accuracy from training/validation sets, while ignoring the states of the loss function. In this paper, we first formulate the loss adjustment as a temporal task by designing a teacher model with memory units, and, therefore, enables the student learning to be guided by the experience of the teacher model. Then, with a Dynamic Loss Network, we can additionally use the states of the loss to assist the teacher learning in enhancing the interactions between the teacher and the student model.