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Should Teachers Be Allowed To Put Their Hands On Kids? · The Breakfast Club

• 0:00
  Speaker 1: It's topic time. The phone called eight hundred five eight five,
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  Speaker 1: one oh five. Want to join it to the discussion
• 0:10
  Speaker 1: with the Breakfast Club, talk about it more than everybody
• 0:13
  Speaker 1: is DJ Envy Charlemagne the guy. We are the Breakfast Club.
• 0:17
  Speaker 1: Our celebrity guest host Nini is here. Yes, indeed, and
• 0:21
  Speaker 1: if you're just joining us, we're talking about the incident
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  Speaker 1: that happened out in Georgia around your neck in the
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  Speaker 1: woods where a young lady, a young kid, uh beat
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  Speaker 1: the breaks off a student, mean, beat the breaks off
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  Speaker 1: a teacher. Excuse me, a student beat the breaks off
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  Speaker 1: a teacher. Let's let's hit the audio. Oh my goodness,
• 0:47
  Speaker 1: oh my god, oh my god. So we're asking eight
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  Speaker 1: hundred five five one oh five one. Should teachers be
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  Speaker 1: allowed to put hands on kids? Don't you needing? Well
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  Speaker 1: listen now, I'm not for that. But when I was
• 1:09
  Speaker 1: in school, we would get, you know, sent to the
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  Speaker 1: office and get paddles and all of that stuff or
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  Speaker 1: suspended and everything. And of course I got beatings when
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  Speaker 1: I was growing us. I would go home and get
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  Speaker 1: a beating, right, But did you need it? Did you
• 1:21
  Speaker 1: need the beating? But they warranted I think so, Yeah, yeah,
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  Speaker 1: I think so, But I definitely do not believe in
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  Speaker 1: the teachers putting their hands over even in self defense.
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  Speaker 1: I feel like they should be able to put their
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  Speaker 1: hands on the kids in self defense. Now, growing up
• 1:35
  Speaker 1: South Carolina White Elementary School, there was just one teaching
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  Speaker 1: in fourth grade boys. She used to drag us kids
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  Speaker 1: around that that damn trailer. You know. I have learned
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  Speaker 1: that there's you know, there's different parenting, and I've learned,
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  Speaker 1: you know, from being a mom, that you can talk
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  Speaker 1: to some some kids and really get them to do
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  Speaker 1: the things that you need them to. Oh, I agree
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  Speaker 1: with you, But once they put hands on you, if
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  Speaker 1: the talk, if the talking don't work, and they put
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  Speaker 1: hands on you, the teacher should be able to defend it.
• 1:59
  Speaker 1: You'd be like, no, no, put your hand down. Don't
• 2:03
  Speaker 1: you put your hands now, once you put your hands
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  Speaker 1: on me when you start, no, no, no. So we've
• 2:07
  Speaker 1: already established boundaries. No, no, no, you know you don't
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  Speaker 1: put your hands over here, you don't come. So you're
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  Speaker 1: gonna let them get one hit off. No, because they're
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  Speaker 1: not gonna do it, because it mightna be topping them
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  Speaker 1: like no, no, no, because you're gonna be looking at
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  Speaker 1: me like I'm gonna beat your ass. No, No, what
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  Speaker 1: about them tough girls? You were talking about that with
• 2:24
  Speaker 1: a box of briefs. Now, yeah, what about that? What
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  Speaker 1: if point of them put hands on you, I'm gonna
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  Speaker 1: have to fight them back. You got to, That's all
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  Speaker 1: I'm saying. Let me ask your question. Right, So you
• 2:35
  Speaker 1: talk about the escalating. So there's an incident in your
• 2:37
  Speaker 1: class and the students getting wild, you hit the panic
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  Speaker 1: button or you call security. So now security comes in
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  Speaker 1: the classroom to help you out Right, the kid doesn't
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  Speaker 1: want to leave the classroom right now, Security got to
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  Speaker 1: remove the kid. And now when security starts to remove
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  Speaker 1: the kid, the kids fighting security. Now it's an incident
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  Speaker 1: that everybody's feeling it. And now it goes viral, and
• 2:55
  Speaker 1: now what happens from there. I think that you need that.
• 2:57
  Speaker 1: I think you need security in school the security lose it, y'all.
• 3:00
  Speaker 1: I think you need security in schools. Then I think
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  Speaker 1: you need mental health professionals that can help de escalate
• 3:04
  Speaker 1: those kinds of situations. Clearly that young lady was having
• 3:06
  Speaker 1: some type of manic breakdown. You know what I do
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  Speaker 1: have it on me as a teacher That's my point.
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  Speaker 1: And see I blame her household because that little girl
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  Speaker 1: was fighting the dope before on one problem. Because all
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  Speaker 1: it takes is one of dope to put hands on
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  Speaker 1: you go upside of your head and you know not
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  Speaker 1: to play with somebody grown. Now, let me ask you
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  Speaker 1: a question. Would you be mad? You're a teacher. You
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  Speaker 1: do your job every day. The teacher was overweight, right,
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  Speaker 1: she wasn't fighting back. Right, Let's say you know what
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  Speaker 1: I mean, Sugar might have been low, shut up and
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  Speaker 1: she didn't feel like fighting in that moment. But I
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  Speaker 1: want you But that's my point. She had every right
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  Speaker 1: to defend herself. That teacher needs a metal because she
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  Speaker 1: showed a lot of rescreen. I'm not a fighter. I
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  Speaker 1: can't fight. I was about to say that if she can't.
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  Speaker 1: That's why I get a little tasted. Hello, who's this?
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  Speaker 1: What's upcation? They d what's up? A student attacked you? Bro? Yeah? Man,
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  Speaker 1: I want to shout out being in the child's hot
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  Speaker 1: school in the Bronx, you're not doing enough for the yoself. Basically,
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  Speaker 1: you know when you when you were trying and you
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  Speaker 1: got some of the kids that want to cut I
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  Speaker 1: mean for one day. You know, I just got kind
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  Speaker 1: of you, man. I told the student, there's one particular
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  Speaker 1: students that you had the dough longy short. He tried
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  Speaker 1: y know, he tried to hit me up, man, and
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  Speaker 1: you had every right to defend yourself, and I hope
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  Speaker 1: you did, especially in the Bronx. Well, no, I did him.
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  Speaker 1: I really did boot my hands on them because I
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  Speaker 1: already knew for me, I mean, so I just hit him.
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  Speaker 1: I grabbed them by the arms and I put something
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  Speaker 1: theym dog. But of course you know they was recorded that,
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  Speaker 1: so that was a rap for me right here. That's
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  Speaker 1: not fair, like like like self defensient apply in a
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  Speaker 1: school as well, because if that little boy does that
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  Speaker 1: for you in the street, they're gonna lock that little
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  Speaker 1: boy up and probably try him as an a dog.
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  Speaker 1: And if you, if you uh, stay in your ground
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  Speaker 1: and you self defense against that little boy, you're not
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  Speaker 1: gonna get no trouble in the streets, especially with students
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  Speaker 1: bringing knives and guys and weapons to school and you're
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  Speaker 1: in the Bronx. Yeah, well you know I'm not doing
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  Speaker 1: hurt anybody here, So that wasn't that wasn't why I
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  Speaker 1: did what I did. Right. I really to get him
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  Speaker 1: out of the gym because I knew that swing me up,
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  Speaker 1: what's up? Hit me up? My job? You know, I
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  Speaker 1: would have got a rest, right, That's what it was
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  Speaker 1: all about. I had to get up my body before you,
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  Speaker 1: my brother. I respect you for not wanting to hurt
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  Speaker 1: nobody kids, but what about your own self? What about
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  Speaker 1: self preservation? What about that kid not hurting you? Well?
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  Speaker 1: I wasn't worried about that man, you know, because just
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  Speaker 1: the kid. I mean story telling you, just the kid.
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  Speaker 1: I wasn't really worried about that part. But I definitely
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  Speaker 1: had to give him my body because yo, slim and
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  Speaker 1: you would have twitted me up. It would have been
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  Speaker 1: a bat. I forgot. He was a game. I don't
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  Speaker 1: see the problem with that. Lose their job, yeah, they
• 5:41
  Speaker 1: lose their jobs, their career, the retirement and all that. Hell,
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  Speaker 1: he just lost their life because of six years. What
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  Speaker 1: about to teach you? Right, Penny? Good morning, Good morning.
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  Speaker 1: How are you guys doing well? What's your thoughts? Penny?
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  Speaker 1: I believe that Docteacher had every right puppy her grown
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  Speaker 1: ass because she was I feel like she was grown
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  Speaker 1: so she didn't even her and then when her mamma comes,
• 6:01
  Speaker 1: you fight her too. That's right, that's right. Teachers have
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  Speaker 1: every right to defend themselves. Oh man, Hong Kong. So sorry,
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  Speaker 1: Now let me ask you a question. Right, and that incident,
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  Speaker 1: the teacher was overweight. We've seen it, so let she
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  Speaker 1: stop saying that. So why you keep saying that it's
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  Speaker 1: not relative to the story. I don't know why you
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  Speaker 1: keep saying that the teacher grab the girl and put
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  Speaker 1: her weight on the girl. She should have that's what
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  Speaker 1: she said. I think you should have. But she probably
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  Speaker 1: didn't know self defense. It sounds like a self defense
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  Speaker 1: technique and she doesn't know that. I honestly think she
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  Speaker 1: was just trying to show respraint. When I watched the video,
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  Speaker 1: I see a woman trying to show restraint. That hesitation
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  Speaker 1: called her to get hit up and ended up on
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  Speaker 1: the ground. That's that's what happened. She hesitated because she's thinking, Oh,
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  Speaker 1: this is a child, and I don't want to lose
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  Speaker 1: my job. Man, you got every right to defend yourself.
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  Speaker 1: That's not fair them. Teacher. You're asking a lot of them,
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  Speaker 1: teaching them. Man, you're already underpaying them. Now you're telling
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  Speaker 1: them that they can't protect themselves. Hell, No, eight hundred
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  Speaker 1: five eight five one oh five one. Should teachers be
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  Speaker 1: able to protect themselves in the classrooms? Should they be
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  Speaker 1: able to put hands on kids and students? It's the
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  Speaker 1: Breakfast Club, Go morning, your opinion to the Breakfast Club top.
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  Speaker 1: I'll get five five one five one. I want to
• 7:15
  Speaker 1: everybody iss tj Envy Charlemagne the guy. We are the
• 7:18
  Speaker 1: Breakfast Club. Our guess hold Steeny Leaks is joining us
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  Speaker 1: this morning. Yeah, and we're talking about teachers being able
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  Speaker 1: to defend themselves. Should teachers be able to put their
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  Speaker 1: hands on students? Now, this comes from like how you
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  Speaker 1: wording that though, because you're making it seem like we
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  Speaker 1: just in here advocating for teachers to put hands on kids. No,
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  Speaker 1: in self defense? Correct, Yes, I believe teachers should be
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  Speaker 1: able to put their hands on kids. My mom is
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  Speaker 1: a teacher. My mother older, but she she's a teacher
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  Speaker 1: and something. You know, she's retired, but sometimes she subs
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  Speaker 1: every now and then. I would want my mother to
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  Speaker 1: be able to defend herself with one of them, a
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  Speaker 1: little badass kids did something to her. And I want
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  Speaker 1: my brothers to go up to the school and beat
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  Speaker 1: them little boys. That's the thing too. Like if my
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  Speaker 1: mother was a teacher, we got enough family members that
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  Speaker 1: if something has right, they're coming up to that school.
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  Speaker 1: That's right, little brothers, lit sences, they can go handle
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  Speaker 1: stuff like that, you know what I mean. But yes,
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  Speaker 1: he teachers you able to defend themselves. So let's go
• 8:04
  Speaker 1: to the phone lines. Out of people are hello, who's
• 8:06
  Speaker 1: this Hey for Angelica? Hey Angelica? And Angelica, you're a teacher?
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  Speaker 1: I am. I literally just got the word too, talk
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  Speaker 1: to us, Angelica. Well, I can see the spect them
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  Speaker 1: from both ends. I'm a teacher and my parents with
• 8:21
  Speaker 1: a student who tell us have a lot of aggressive issues,
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  Speaker 1: and I have to tell him every day. These teachers
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  Speaker 1: do not come to work to have to refee you
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  Speaker 1: and have to fight off you every day. You know.
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  Speaker 1: Ortunately he's only in fourth grade, but he's a big boy.
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  Speaker 1: And like I tell him, you don't want nobody putting
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  Speaker 1: your hands on me, So why would you do it
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  Speaker 1: to your teachers? That's true? And like and like the
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  Speaker 1: lads sing in an interview, like we don't get training
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  Speaker 1: on how to de escalate situations. You know, we try
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  Speaker 1: not to hurt kids, but on, God, let the kids
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  Speaker 1: put their hands on me like a big one. I'm
• 8:53
  Speaker 1: only five fourth, I'm fighting for my life. Did you
• 8:55
  Speaker 1: say on God's right? God, that's right. Let be a
• 9:00
  Speaker 1: school shoot. I'm not trying to save all these kids.
• 9:03
  Speaker 1: I got my own child and try to get too
• 9:05
  Speaker 1: and that even and that's a real situation. Yeah, I mean, listen,
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  Speaker 1: none of that stuff is in y'all pay grade, you
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  Speaker 1: know what I mean? And imagine having to imagine having
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  Speaker 1: to train teachers for combat, right, train teachers for self defense,
• 9:17
  Speaker 1: trained teachers to uh have to avoid shootings? What is
• 9:21
  Speaker 1: this the military? Right? You know what I'm saying that
• 9:23
  Speaker 1: he's not in the military from get better benefits. I'm
• 9:27
  Speaker 1: for North Carolina, North Carolina. All right, thank you, mama,
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  Speaker 1: Thank you. Have a great day in class, right, great? Hello? Hello,
• 9:37
  Speaker 1: may turn your radio down, mama, Yes I am. Now
• 9:40
  Speaker 1: we're talking about teachers defending themselves in the classroom. What's
• 9:43
  Speaker 1: your thoughts, MoMA? All right, I think it's fifty fifty one.
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  Speaker 1: These kids don't have much discipline walking off Saturday house
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  Speaker 1: that they think they can talk to any adults how
• 9:53
  Speaker 1: they want to two these adults and their selves. They
• 9:59
  Speaker 1: don't have limits. Their life is stressful, get it. But
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  Speaker 1: you have lived, so you should know how to control
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  Speaker 1: certain situations. If you know that child is reckless, you
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  Speaker 1: don't approach that child. That's just like approaching a madman
• 10:14
  Speaker 1: on the streets. Know when ain't mad? You see them saying,
• 10:17
  Speaker 1: you've been dealing with this child. I went to school
• 10:19
  Speaker 1: back in the days. We couldn't talk to the teachers
• 10:22
  Speaker 1: like that because, like you said, parents was handling that.
• 10:25
  Speaker 1: But the parents is reckless. Now, so who teaching? Who? Yeah?
• 10:29
  Speaker 1: I mean, you need people in the schools to help
• 10:31
  Speaker 1: de escalate situations. You need mental health professionals because, like
• 10:34
  Speaker 1: I said earlier, a lot of these kids are dealing
• 10:35
  Speaker 1: with like emotional and mental you know, health issues, you know.
• 10:39
  Speaker 1: And they to me when I look at that video,
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  Speaker 1: I see a girl having a manic breakdown, right, and
• 10:43
  Speaker 1: I see a teacher that's not equiped to be able
• 10:45
  Speaker 1: to de escalate that situation. And the turned violent real
• 10:47
  Speaker 1: quick because the student turned violent, and now the teachers
• 10:50
  Speaker 1: just sitting there stuck, you know, big rolling on the
• 10:54
  Speaker 1: floor for no damn reason. Leg broke for real, man, Hello,
• 10:58
  Speaker 1: who's this? Good morning? Good morning? Called this Felita calling
• 11:02
  Speaker 1: from Chicago. Now, what are you doing in Chicago when
• 11:06
  Speaker 1: if these kids act up on you, Mama, Oh no,
• 11:08
  Speaker 1: we're gonna beat the brakes out for them. And I
• 11:11
  Speaker 1: don't do that a little time that they're gonna hand
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  Speaker 1: out and yeah, we're not going. You know, I have it.
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  Speaker 1: I'm actually not a teacher, okay, you know, and the
• 11:22
  Speaker 1: Lord knew never to put me in that type of position. Um,
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  Speaker 1: I'm old school and I refuse to have anybody's child
• 11:31
  Speaker 1: put their hands on me. I think in order to
• 11:34
  Speaker 1: stop them, because it looks like these parents are not
• 11:38
  Speaker 1: doing a good job raising their kids and teaching them
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  Speaker 1: to respect adults, start finding the parents tents. Okay, child
• 11:47
  Speaker 1: for it. They don't play that fine. If they don't
• 11:50
  Speaker 1: pay that fine, you know what, suspend their life. It's
• 11:53
  Speaker 1: time to make these parents accountable as well, because you
• 11:57
  Speaker 1: got some that will go right back home and half fiving.
• 12:01
  Speaker 1: And I've actually seen that myself. Wow, they'd be happy
• 12:04
  Speaker 1: to one be happy their kid one against an adult exactly,
• 12:08
  Speaker 1: that's unacceptable. Let me put them off. Put the parents
• 12:12
  Speaker 1: on black. You know, the headlines should say minor at
• 12:17
  Speaker 1: John Thompson's pool. That belongs to um Little Mike uh
• 12:25
  Speaker 1: Perry Johnson aka Little Mike. And you know whoever put
• 12:29
  Speaker 1: that put the parents on blast, put their names out
• 12:32
  Speaker 1: there because you know, you know what's so interesting Back
• 12:36
  Speaker 1: in the day, You know, we were afraid. At least
• 12:38
  Speaker 1: I was afraid. I didn't want to waste my parents money.
• 12:41
  Speaker 1: I didn't want to waste their time. I didn't want
• 12:43
  Speaker 1: to waste their food, and I didn't want to embarrass them.
• 12:46
  Speaker 1: Because all of those things led to me getting my
• 12:48
  Speaker 1: ass kicked, especially the time thing my parents had to
• 12:52
  Speaker 1: leave work to come get me. Oh, I was in trouble.
• 12:54
  Speaker 1: I gotta leave work to come up here. They calling
• 12:56
  Speaker 1: me about you. You know what I'm thinking about now,
• 12:57
  Speaker 1: If even if I was sick, I wouldn't let him
• 12:59
  Speaker 1: call my parents. Yeah, because you know that they got
• 13:03
  Speaker 1: to leave work, right, your parents, I got to leave
• 13:05
  Speaker 1: work to come up here because you're acting a gample exactly.
• 13:08
  Speaker 1: I understanding the nurses's office that whole day, and I
• 13:10
  Speaker 1: would not call them. Hell no, but let me let
• 13:11
  Speaker 1: me ask you about this. So let's say that student
• 13:13
  Speaker 1: there was a problem with the student. Maybe the student
• 13:15
  Speaker 1: couldn't read, or maybe the student was having a difficulty
• 13:17
  Speaker 1: in math, and then when the teacher went to him
• 13:19
  Speaker 1: that it was kind of like her defense mechanism where
• 13:21
  Speaker 1: she didn't want to be embarrassed, so it was her
• 13:23
  Speaker 1: way of lashing out. Why do you do this? I mean,
• 13:25
  Speaker 1: it has a little way in the jury with these
• 13:26
  Speaker 1: hypothetical scenarios, and we don't know nothing. All we saw
• 13:29
  Speaker 1: was a little badass girl. But why it has to
• 13:32
  Speaker 1: be the reason why she was bad? Maybe not? Oh,
• 13:34
  Speaker 1: you know that's true. I said, she might have been
• 13:36
  Speaker 1: gonna do something emotionally into me, and it looked like
• 13:38
  Speaker 1: a manic breakdown, you know what I mean. But that
• 13:40
  Speaker 1: still don't give her no right to put hands on
• 13:42
  Speaker 1: that teacher, And that teacher had every right to defend herself,
• 13:45
  Speaker 1: and that teacher should have said, get in my belly.
• 13:47
  Speaker 1: She scared the hell out that little girl. That little
• 13:51
  Speaker 1: girl would have sat her a little tough ass down,
• 13:52
  Speaker 1: didn't this graces? Well, Ny, we got roomors on the
• 13:55
  Speaker 1: way where we're talking about coming up, Oh my god,
• 13:58
  Speaker 1: we're talking about that's good meaning you are officially a
• 14:04
  Speaker 1: part of the breaking club. You don't be no one
• 14:06
  Speaker 1: You'll get in the room's next. Don't move it's the
• 14:09
  Speaker 1: Breakfast Club, good boarded,