This one hell of a list will let you know what fucking qualities employers look for in a scum bag teacher.

Damn Positive - He thinks positively and enthusiastically about those motherfucking students
                         and what they are screwing capable of becoming. He sees the bitchy good in any 
                         damn situation and can move forward to make the most of shitty situations when
                         confronted with obstacles. Of course, he encourages others to also be retardedly
                         positive.

Queerly Communicative - He shares with others in a screaming faggot manner that encourages
                        effective two- way communication. He communicates personal jerk off thoughts and 
                        feelings on a pussy wide spectrum of hellish issues and can listen to cock sucking
                        students in an empathetic manner, assuring each that conversations will be held in
                        bloody confidence.

Clitly Dependable  - He is a burning hell  honest person and authentic in  working with pricky     
                                others. He consistently lives up to blow jobbing commitments to students and
                                others. He works with them in an open, honest, and forthright dillhole manner.

Holy Personable - He establishes and maintains positive mutual masturbatory working 
                             relationships. He likes to be with wormwood like others. He has many cocky 
                              ways of getting to know students as asshole persons while building trust and
                              appreciation through personal interaction and farting involvement.

Fist-fuckingly Organized - He makes efficient use of time and moves in a planned and systematic
                                         queefy direction. He knows where he or she is heading and is able to
                                         help students in their own tainted organization and planning. He can
                                         damn think in terms of how organization can be beneficial to those
                                          served in the arse.

Devilishly Committed - He malevolently demonstrates commitment to students and the sperm-filled
                                    profession and is self-confident, poised and personally in control of 69
                                    situations. He has a healthy viral  self-image. He encourages students to
                                    look at themselves and blow their own horn in a positive manner, careful to
                                    honor the self-whorish respect of the students, while encouraging them to
                                    develop a positive anal self-concept.

Muff Divingly Motivational - He is enthusiastic with rim job standards and expectations for students
                                           and self. He understands the intrinsic pus motivations of hallowed
                                            brained individuals, and knows what it is that motivates students. He
                                            takes honky action in constructive ways.

Almighty Compassionate - He's caring, empathetic and able to respond to people at a malicious
                                          feeling level. He's leg-open with personal thoughts and feelings,
                                          encouraging others to do likewise. He knows and understands the
                                           boxy feelings of students.

Flexible like a skin flute- He's willing to alter plans and directions in an orgiastic manner which
                                       assists people in moving toward their goals. He seeks to reason out licky
                                       situations with students and staff in a manner that allows all people to
                                       move forward in a positive bitch fist direction.

Individually Perceptive Arse - He sees each student as a unique and valuable fucking animal. He
                                              looks for the differences among moronic students. He quickly
                                              diagnoses student difficulties and assists in the management of
                                              individual  bastarded situations.

Fucking Value Based - He focuses upon the worth and christ drilling dignity of human beings. He's
                                   sensitive to drugged community values. He strives to work in a satanic 
                                   environment consistent with his or her twisted belief system. He recognizes
                                   the psychotic importance and power of modeling constructive behavior.

Neurotically Knowledgeable - He is in a constant quest for carnal knowledge. He keeps up in his or
                                               her specialty areas, and has the vaginal insight to integrate new
                                                screwing knowledge. He takes knowledge and translates it to
                                                students in a dildo-vibrating way which is comprehensible to them,
                                               yet retains its erotic originality.

Baby Batteringly Creative - He is versatile, innovative, and open to new molested ideas. He strives
                                            to incorporate slandering techniques and activities that enable
                                            students to have unique and meaningful new  growth boob job
                                            experiences.

Orgasmically Patient - He is deliberate in cumming  to conclusions. He strives to look at all aspects
                                    of the jesus-weeping situation and remains highly fair and objective under
                                   most difficult circumstances. He believes that problems can be resolved if
                                   enough input and attention is given by people who are testicularly affected.

Puking Sense of Humor - He knows how to take the tension out of tight labia majora situations. He
                                        uses humor, spontaneously, in a tasteful manner. He builds togetherness
                                         in the classroom, through the use of fingering humor.


*This goes to show what kind of people we might be rearing...  teaching the young and the old isnt just teaching... I hope some of our f*ng comarades realize that...

Alas ... it's therefore alarming that an unhappy teacher is a dangerous and powerful generator of negative energy.

i am truly shocked and amazed at how insanely funny that is. any more where that came from?

they came from my brain

WELP, THE BRAIN IS PRETTY MUCH FUCKED UP... A DISTORTED ONE.

i'm afraid so.

it's more fun that way. sanity is lame and over-rated.

Nice one! A f#ck1ng good start but a lame and uninteresting ending:

hehehe :angel:

Im well-aware that  the above  line is off-tangent...

I wrote it nevertheless for a purpose... 

what's that purpose? 

but anyway... on the topic of such language. what are some ideas on its relavance in the classroom?

i find it to be an integral part of the english language. of course if we're teaching children (which unfortunately some of us are) such language is clearly inappropriate. but if we're teaching adults, wouldn't 'adult language' be important?

"i find it to be an integral part of the english language. of course if we're teaching children (which unfortunately some of us are) such language is clearly inappropriate. but if we're teaching adults, wouldn't 'adult language' be important?"

No, it isnt that important. 

HOwever, both the academic (university life)  and business world ( formal employment)  have prepared and taught us to use at least the standard english which we as educated individuals would be exposed most of the time.

Incidentally, this goes the same with our second language learners. We're preparing them in their professional world  where english might be used. and if what they could only utter is  street language/nonstandard english, I fear that  they might be creating impressions that they wouldnt intend to tell their listeners in the first place.   

But of course, whether the use of standard or nonstandard english is appropriate or not could be  in some ways relative too... depending on one's location and cultural background...

But as far as general observation is concerned,  standard english is more preferred as a   communicative set up  in formal  contexts such as in  the education or in  the business field...

while i mostly agree with meancreak i have reservations towards leaving this completely out. if we must break language into these categories, which the nature of the topic unfortunately requires, i don't think they are mutually exclusive categories regarding which words to know. of course if its all they can utter, well that's about as lame as only knowing any combination of 7-10 words - regardless of thier category. as for the word "non-standard" i think thats a bit of a misnomer. how could the word "fuck" be considered non-standard when students are regulary asking "i hear the word 'fuck' all the time, in the movies, etc, what does it mean?"

but yes, such language can create negative impressions. but so would many things students say in class, like going into vivid detail regarding their recent illness. in which cases i think its best to be clear about the specific language they could use to describe it acurately, and the language they would usually use to generalize it in common conversation. so likewise with this censored language?

formal language is good in many public uses. but in the private conversations that take place, especially in business environments, censored language is quite common and effective - as taught in many business courses. i've personally been exposed to this type of language used by professors, and my own bosses. but my jobs have never been quite as 'white-collar' as that of my more adult relatives, and friends' relatives. even i have been in shock at times at the prolific use of this language in their written and oral communication. especially in times of crisis, when "shit hits the fan", and they want to know which "fucker to tie up by his nuts", because its "his ass on the line" when "all hell breaks loose". Some "shit-for-brains" did something stupid, "and now these guys have me bent over just waiting to stick it in".

but of course its use is debatable and relative. so my stance is that students should be exposed to it if they so choose, and it should be emphasized that understanding these words is important (because they will come up), but using them should be limited. 

ignoring the language will only eliminate the teacher's control over its use. like refusing to discuss certain issues with children. and then being surprised that kids are doing drugs and having unprotected sex.

i think especially for students who mis-use the language it would be shitting embarassing, for fuck student to hell up explitives in conversation.

sorry for the ranting "stream of consiousness approach", in a bit of a hurry. to summarize. i agree largely with  meancreak that these words are not a standalone vocabualary. but believe they are important, if not for use, then certainly for understanding when others use them. and that ignoring this subset of vocabularly is limiting the teacher's influence regarding usage and may lead to the students learning this language elsewhere and improperly using it. i might modify this later for clarity. but i guess that's the basics of my view. i guess i'm supporting a 'middle-ground' approach.

"...but of course its use is debatable and relative. so my stance is that students should be exposed to it if they so choose, and it should be emphasized that understanding these words is important (because they will come up), but using them should be limited...."

I couldnt agree more...  this is right... but the question unanswered is how?

shall we teach or not?  If i'd  be answering my own question.. I say we try to be incidental in our approach...  quoting a line or two based on real movie lines or extreme situations may give it a good context...

but after which, we then cement certain values so that our learners could draw the line crossing the border of  negative impressions ...

The problem is most students don't understand this kind of language and are sometimes if not usually shocked by it. When they here native speakers using such words so often and in a friendly manner they want to understand it. However, I would be very careful who, how, and when to teach this to students. For most of them it's probably not acceptable, especially if they don't have a good command of the English language.................................they could easily get into trouble!
Best leave it (if they are interested) to more advanced students, who have probably had some kind of experience with it.

so it looks like student interest is an important criterion, and a good enough control of english would be another. i think 'good enough' would mean 'good enough to clarify and talk their way out of the trouble using or mis-using these words would commonly be likely to get them into'. is that correct?

so accordingly, it would seem to be appropriate under these conditions:
-a student asks about a specific word or phrase they have heard elsewhere
-a student mis-uses a word or a phrase (either grammatically, or the emotion/tone/meaning understood are different from that intended)

-other situations where the above criteria are met

sounds good?

ah, so it seems we can have peace in at least one issue

just to clarify .....and i don't intend this as anything other than an honest inquiry.  the line below:

"I dont think there won't be any other situations aside from what were mentioned. (that is, as far as language learning and acquisition is concerned)."

the use of the double negative leaves me some doubt as to the meaning. if the double negative was intended, and i'm perfectly ok with that and understand the meaning clearly. it means the author DOES think there will be other situations aside from those mentioned. from the words, that meaning is understood easily.

but the parenthetical qualifying remark seemed unnecessary if other situations are thought to arise.  i just wanted to be sure that one of those negatives wasn't accidental.

great. thanks. just wanted to be sure

ay isu aya?

don't blame the teacher!!!! blame the F!@#&*G student for f%$#^*(g mis intrepreting... Damn mO^&^&*O:"E#!!!