Here is some background information for your reference: Please note that the following words fall into the category of verbal violence and personal attacks. Their use usually hurts others and violates good communication norms between teachers and students. This article organizes these examples only to help you identify and understand the innuendo and sarcastic language that may appear in daily communication. It is by no means intended to encourage or promote their use. In actual communication, expressions of satire on appearance may not be direct insults, but often obscure, with puns or teasing, for example: 1. Sarcasm about body shape • Words such as "fat boy", "meatball", "fat dumpling", etc. are often used to tease people with overweight. • There are also expressions for thin or too thin bodies, such as "skinny monkey". 2. Attacks on height • Words such as "short winter melon" and "dwarf" may be used to ridicule short height. • Sometimes teasing words are used to imply the helplessness of "not growing tall". 3. Mocking about facial features • Words such as "big head", "tofu face" and "melon seed face" may be used to deliberately intensify the "exaggeration" of certain facial features in different contexts. • For example, "big head" may imply exaggerated head proportions, and "bald" directly refers to thin hair. 4. Introducing appearance impressions based on age or status • "Old man" and "old woman" sometimes do not just refer to age, but are a negative implication of appearance and mental state. • In addition, sometimes words such as "wrinkles" and "spots" are used to describe appearance, implying aging or signs of time. In addition, when students express themselves in an innuendo way, they often use some obscure metaphors, puns or understated tones, making it difficult for these words to directly show the intention of insulting. To understand these suggestive words, you can start from the following aspects: ∘ Pay attention to whether students mention specific features of your appearance (such as body shape, height, facial features, etc.) in private discussions or group chats; ∘ Analyze whether metaphors or puns are used in the language, which sometimes express negative views in a hidden way; ∘ Combined with the context, pay attention to the emotional color and tone of students' use of these words to determine whether they are malicious ridicule. Finally, I would like to remind you that the most effective way to deal with possible sarcasm and irony from students is often to establish an open and respectful communication atmosphere. Having a sincere dialogue with students, or mentioning the negative impact of these languages on the teacher-student relationship in a peaceful manner on appropriate occasions, may help reduce the occurrence of such negative remarks. I hope this information can help you better understand and identify possible sarcastic remarks, and we also look forward to you taking positive measures to promote a healthy classroom atmosphere.