Teacher noticing has been widely understood as a kind of seeing or way of making sense of classroom events and instructional details. Such notions of teacher noticing often construe noticing as a disembodied, purely mental form of seeing and position the teacher as separated or separable from the observing environment. They rely on intuitive models that adopt the usual divide between mind, body, and matter, and that fuel the dualism between the individual and the environment. In this paper, I attempt to work towards a more comprehensive model of teacher noticing that instead proposes an entanglement of the cultural-historical, embodied-ecological, and social-material. Teacher noticing, in such a proposal, includes culturally and historically constituted forms of framing classroom events, embodied ways of accessing and exploring the classroom world, and active shaping and interaction with the classroom setting's social and material structure.