Now that is a good way to deal with uppity blacks.

Here’s a slightly longer version of the video in case you’re interested.

Daily Mail:

This is the shocking moment a female teacher slaps a pupil across the face at an all-girl school in South Africa during a heated row over a mobile phone.

The unnamed 33-year-old became infuriated with the teenager after she reportedly turned up to class without the correct textbook and started using her phone, which was then confiscated.

The 16-year-old girl allegedly swore at the teacher and pushed her before trying to take her phone back as stunned classmates watched and filmed the incident at Sans Souci Girls’ High School in Cape Town on Tuesday.

The teacher then lost all control and hit the Grade 9 pupil with a brutal slap which echoed through the room – drawing gasps of horror from the other children.

Police confirmed yesterday that the teacher and the pupil have filed assault complaints against each other, The Times (SA) reports.

Imagine the level of negro fatigue the teacher must’ve been under. Trying to teach these unruly creatures must be really frustrating.

It’s clear from the video that the black girl physically escalated the situation when she pushed the table to the teacher’s legs and then body slammed her while trying to get the phone back. By doing that she activated the teacher’s flight-or-fight response, which in this case resulted in fight. You can’t blame the teacher for punching her.

Blacks are vicious monsters. Very dangerous creatures.

The smart teacher didn’t relax around them.

This incident shows that there’s a better way to deal with black students since the currently available disciplinary actions that work on whites don’t really work on blacks.

Brutal physical punishment for black students of any age would greatly improve the experience of both teachers and black students, since blacks would actually learn something instead of just going to school to warm their seats and make everything shittier for everyone.

Segregation is a better option though. Having blacks run their own black schools without any white person inside would work best for everyone.

White teachers and white school staff would be less stressed, happier, and work more efficiently. Blacks wouldn’t have to be subjected to oppression or whatever.

They would still be black though.

Niggers gonna nigger.

But they should all go be niggers somewhere else.

Reality is racist. In the holy writ of our state religion this is the cornerstone, the starting point from which every article of faith originates. To be a good marxist, a good mensch, you must ignore the massive evidence contradicting the kosher narrative. This willful ignorance is becoming increasingly difficult as hate ideas and heresies are being dragged into the light despite the best efforts of the nation wreckers. Genetic differences in racial intelligence and behavior are undeniable, but actually acknowledging this reality and the societal implications is forbidden by the cult of equality. When the inevitable negro and la-teen-oh failure occurs, we get farcical “the earth is flat!” explanations from the communists.

NY Daily News:

Dozens of public schools across the city failed to pass even a single black or Hispanic student on this year’s state math or reading exams, a new analysis shows.

Genetic determinism in action. Despite endless spending, endless cowardly appeasement, the “people of color” are still failing.

Pro-charter school group Families for Excellent Schools found no black or Hispanic kids passed the standardized tests — based on the more stringent Common Core standards — at 90 schools with diverse student bodies.

By “diverse” they mean nothing but ugly and hostile brown faces, open tribal warfare in the halls, teachers that act more as zookeepers than educators and the general stink of African and Latin American failure inside a White-funded practice prison.

Families for Excellent Schools CEO Jeremiah Kittredge said the study’s findings should shock the city Education Department into taking fresh action to help struggling students.

Time to spend more money. That will work, right?

“It’s time for bold and transformational change,” said Kittredge. “We need to acknowledge that this is not the fault of children — it’s the fault of our system.”

The same empty words, the same delusions. We’re not equal. Fifty years of pretending otherwise has murdered our nation.

Education Department officials have struggled for years to close the persistent achievement gap faced by black and Hispanic kids in the city’s public schools.

It’s almost like there’s real genetic differences, but that can’t be true because the electronic synagogue is full of negro doctors and lawyers.

We be gettin’ our learn on.

Although black and Hispanic students posted better scores on the 2014 exams compared with 2013, the achievement gap still worsened, since white and Asian kids saw bigger increases.

It sure is unusual that Asians are succeeding despite the evil racism emanating from White bodies.Please don’t come to the obvious conclusion that there are massive racial differences in intelligence.

At 31 city schools with a combined enrollment of 1,065 black students, none passed the state math exam. At another 28 schools, zero out of 613 Hispanic students passed the math test. State reading exams saw similar results.

Fuel for democracy.

None of them passed a test of basic skills.

The schools where no minority kids passed the tests were a mixed group. Some, such as Public School 114 in Belle Harbor, Queens, were relatively high-performing schools that enrolled few black and Hispanic kids.

Spending doesn’t help. Surrounding them with Whites doesn’t help. It’s time for their removal.

Education Department spokeswoman Devora Kaye said: “We are committed to ensuring that all students, regardless of ethnicity or background, receive a high-quality education.”

This make-work negress is being paid big money from the White tax-paying sucker to fail miserably.

A new report by a British Parliamentary subcommittee has blamed poor school results amongst white “working-class” children on “matters in home life”—in marked contrast to other reports on poor school results amongst nonwhite children, which are always blamed on “white racism in the educational system.”

The new parliamentary report, issued by a “cross-party group” of Members of Parliament, has suggested that “longer school days could help boost the results of poorer children by giving them somewhere to do their homework.”

The Commons Education Select Committee said that “new guidance is needed on how extended school days can help youngsters from disadvantaged communities” and that the Government should examine “which incentives would encourage good teachers to work in disadvantaged schools, arguing that schools serving poor white communities need a better chance of winning.”

Figures show that just under a third (32 percent) of poor white British children got at least five C grades in their final school exams,  including English and maths last year, compared with 61.5 percent of poor children from an Indian background and 76.8 percent of poor children from a Chinese background.

At the same time, the gap in results between poor white children and their richer classmates has hardly changed in the last seven years, the report says, and the attainment of poor children from other ethnic backgrounds is improving faster than that of poor white children.

The report specifically blamed “family matters,” “poor attitudes to school” and even “weak parenting” as a major reason for the white working class children’s poorer exam results, saying that “white British students from disadvantaged families spend fewer evenings per week doing their homework, and have a higher absence rate from school than many other ethnic groups.”

“This problem must be tackled by ensuring that the best teachers and leaders are incentivised to work in the schools and areas that need them most, and by providing better advice and guidance to young people,” the report says.

Committee chairman Graham Stuart said: “Poor white British children now come out of our schools with worse qualifications than equally poor children in any other major ethnic group. They do less homework and are more likely to miss school than other groups.

“We don’t know how much of the under-performance is due to poor attitudes to school, a lack of work ethic or weak parenting.”

The report came as the UK’s Office for Standards in Education (Ofsted) chief Sir Michael Wilshaw specifically blamed white people for the poorer results:

“Poverty was all too often used as an excuse for failure by white working-class families. It’s not about income or poverty. Where families believe in education they do well. If they love their children they should support them in schools,” Wilshaw said.

However, whenever official reports and controlled media outlets discuss poor nonwhite exam results, “poverty” and “white racism” is always used as the reason. For example, an article in the UK’s Guardian newspaper, titled “Education: Black Caribbean children held back by institutional racism in schools, says study” announced that:

Black Caribbean pupils are being subjected to institutional racism in English schools which can dramatically undermine their chances of academic success, according to a new study.

Researchers have uncovered evidence that teachers are routinely under-estimating the abilities of some black pupils, suggesting that assumptions about behavioural problems are overshadowing their academic talents.

The findings, based on a survey which tracked 15,000 pupils through their education, add weight to the theory that low achievement among some black students is made worse because teachers don’t expect them to succeed.

The double standards are obvious:

– When nonwhite pupils do poorly, the establishment blames white people.

-When white pupils do poorly, the establishment also blames white people.

This double standard is driven by two fundamental assumptions of modern liberalism, namely:

1. Firstly, the establishment has decided that “white racism” is to blame for every ill which affects nonwhites. This blatant anti-white racist attitude seeks to excuse any nonwhite failing by claiming to find some reason to blame white people, no matter how obscure or unconnected this might be.

For example, high nonwhite criminal arrest rates are blamed on “institutional racism in police forces,” not because of the reality that nonwhites have a higher crime rate; or that higher nonwhite prison incarceration rates are the result of “institutional racism in the judicial system” rather than the reality that nonwhites commit more criminal acts.

2. Secondly, the establishment denies the reality of race and genetics as the ultimate pre-determinant of all human behavior. Stupid people—of any race—will have stupid children, and clever people—of any race—will have clever children.

This simple—and obvious—biological fact is denied outright by the liberal establishment, which fanatically clings to the utterly false belief that everyone, no matter who their parents are, is a “blank slate” who can be shaped by the environment alone.

As the world IQ tables clearly show, there are vast differences in intelligence between races, and even within different racial groups.

This refusal to acknowledge race and genetics makes liberals unable to accept that the real reason why certain groups of children do poorly at school is simply a matter of innate potential (or rather lack thereof).

The iron laws of genetic inheritance however explain all human behavior. If certain groups of white British schoolchildren are doing poorly at school, then it is likely that those groups have lower IQs, rather than any other reason. Seventy years of social welfare has had a massively dysgenic effect and has effectively subsidized the non-achieving element of the population to breed while forcing the achieving element of the population to pay for it all.

Samantha Davis said her 15-year-old son, Wyatt, was beaten up twice Monday at Mandarin Middle School — once in the locker room of the gym and later in a stairwell.

“What they did to my son… is one of the most disgusting things that you could ever see,” said Davis.

She believes the school staff was clearly negligent by not providing a safe environment and is angered that Wyatt received the same discipline as the boys seen on video beating on her son.

“It breaks my heart. He’s 15 and he’s my baby,” Ms. Davis said. “He never stood up. The whole time he just kept getting hit and hit and hit and he never swung back.”

Samantha and Josh Davis said their son was being taunted during physical education class by another student just before the locker room attack that was recorded by a student’s cellphone.

The second attack occurred after Wyatt left the locker room and was recorded by a school security camera.

“You can’t even see Wyatt. There’s between 10 to 20 on him — nobody knows. You can’t see anything, it just looks like something is on the floor,” Ms. Davis said.

Davis questions where security was during the attack.

Samantha Davis took photos of Wyatt’s injuries when he got home and told her about the fight.  She said he was beaten so badly he suffered a concussion .

The Duval County School District said school leaders and the school’s resource officer are actively investigating and that the students involved have been disciplined according to the district’s student code of conduct.  But Davis says Wyatt was also suspended for three days, and she doesn’t think that’s fair.

“The school’s code of conduct was supposed to provide a safe environment for my children. That has not happened, so don’t quote me a school code of conduct,” Samantha Davis said.

The district told Channel 4 the school is reviewing multiple videos as part of its investigation, but so far believes it was an isolated incident and not gang related.

The district also told Channel 4 that if the mother wants to dispute Wyatt’s punishment, she can file an appeal with the school.

As for the Davis family, they are considering their legal options.

Attorney Rhonda Peoples-Waters says the family could consider asking the state attorney’s office to file criminal charges against the aggressors or suing the school district for any medical expenses.

“They would have to establish that school district in some way failed to protect their child from the harm of a bully or an aggressor who has had prior reports of known bullying and fighting,” Peoples-Waters said. “Or there could have been a circumstance there where teachers should have been present or that there was a lack of supervision where there should have been supervision.”

Aldine ISD police say a 16-year-old student at Nimitz High School was so upset with his substitute teacher for taking his phone, he pushed her onto the ground.

The video shows the student, who’s described as 6 foot 3 and 325 lbs., standing up and pushing the teacher three times and on the third time the 66-year-old woman fell to the ground.

“We have a school policy that we can’t use phones, we can’t use phones during the day, so she was right to take his phone. For him to act that way, it isn’t worth it,” said student Daija Owen.

Police say the teenager was using his phone in class and got physical with the substitute teacher to get it back.

“The substitute teacher confiscated a cell phone from a 16-year-old male student. The student attempted to retrieve his cell phone. He got up and shoved the substitute teacher, shoved her repeatedly and eventually shoved her to the ground,” Aldine ISD spokesperson Jason Spencer said.

The student actually walked himself to the principal’s office to turn himself in. He was charged with injury to the elderly. His name isn’t being released because he is a minor.

The substitute teacher, who is retired full-time teacher, was rushed to the hospital with minor injuries and released a short time later.

There is no word on whether the student will return to class.

Spending money on education does nothing. This isn’t even a controversial statement anymore. It’s been proven beyond any reasonable doubt. The alternative to throwing money at genetic determinism is to admit that racial differences in intelligence and behavior exist, the mortal sin of our state religion. The ineffectual waste continues, producing the worst crop of la-teen-oh and negro “teens” in our nation’s history. What goes on in schools today will be what our society looks like tomorrow. What’s going on is police state, negro appeasement, non-assimilation, marxism, victim group mentality, perversion, idiocy, violence and the money of White tax paying suckers being poured down the African and la-teen-oh toilet. This is our future.

The public schools in Washington, D.C., spent $29,349 per pupil in the 2010-2011 school year, according to the latest data from National Center for Education Statistics, but in 2013 fully 83 percent of the eighth graders in these schools were not “proficient” in reading and 81 percent were not “proficient” in math.

Little Barkevious can’t do basic math. Jose speaks less than a hundred words of English, despite being in this country for years. Keep paying Whitey, it’s getting results. Slowly. Very slowly. So slow you can’t actually measure it.

Government has manifestly failed the families who must send their children to these schools, and the children who must attend them.

How we get “government failed” from the starting point of massive investment in non-Whites is one of the bigger mysteries of this article. It might have, but genetic determinism failed first.

D.C. eighth graders scored an average of 248 out of 500 in reading, and Mississippi finished next to last with an average of 253.

Please don’t look at the respective demographics and come to the obvious conclusions.

Only 17 percent of D.C. 8th graders rated “proficient” or better in reading. In Mississippi, it was 20 percent.

Soon they’ll be voting.

The Department of Education’s Trial Urban District Assessments program compares the test results in 21 large-city school districts, including Washington, D.C.

The first time I read it as “Tribal Urban District.” That would make more sense, actually.

Among other things, they spent $10,584 per pupil on “instruction,” which “encompasses all activities dealing directly with the interaction between teachers and students.”

It definitely belongs in quote marks.

Then they spent $2,124 on “interest on school debt.”

Unbelievable. We’re good for it, China, honest.

Then they spent $1,613 on “instructional staff,” $1,546 on “school administration,” $1,404 on “student transportation,” $1,208 on “student support,” $866 on “general administration,” $761 on “food services,” $450 on “other support services.”

Massive waste.

Full Story.

Reality wouldn’t go away, even after all the lies, all the inquisitions, all the African School Economics. An 85 I.Q. average places the average negro a full standard deviation below Whites and Asians, a gap that might as well be the Grand Canyon in terms of successfully interacting with a civilized and technologically advanced society. We can’t change that racial difference. Pretending it didn’t exist or could somehow be eliminated is the Flat Earth belief of this age.

Watch the video closely as a Bennett High School teacher tries to break up a fight between female students.

It happened April 28 inside the school as teacher Kevin Coady was leaving for the day. Coady is the one in the baseball cap.

In an interview exclusive to News 4 Investigates, he says as he attempted to get between the students, punches landed to his head, back and shoulder.

“I remember one hitting me in the cheek and another one hitting me in the shoulder. But I don’t really recall how many because it’s chaos at times like that,” Coady said.

Last month, News 4 Investigates told you about Bennett teachers who had come forward asking for help because they felt unsafe. They had even appealed to the school board saying conditions had become chaotic with students fighting and roaming the halls. Coady, a district teacher for 30 years who’s been at Bennett for nine years, was among the teachers who talked to News 4 about his concerns.

Now this vivid video describes just what they were talking about. “When I got in between them I figured that would be it but she never let go of her hair, you know, and started swinging and the blows were hitting me,” he said.

Coady, a special education teacher, says he was certain that the students knew he was a teacher, although neither of the girls are his students.

He said he knows his union advises teachers not to break up fights but, “It’s natural for me to do it and I always do it. I don’t want to see someone get hurt.”

News 4 Investigates showed the video to Buffalo Teachers Federation President Phil Rumore. He watched the video over and over, and could not believe what he was seeing. “We usually advise our teachers don’t get involved in it, call the security guard. But unfortunately or fortunately teachers aren’t built that way. They have to try and break up the fights so that one of the students doesn’t get hurt,” Rumore said after viewing the video.

Coady is out on sick leave because of a previously scheduled medical procedure says the very thought of having to walk back inside Bennett High makes him tremble. “Every time I think about going back I start, really I start to shake. Right now I’m thinking to myself I don’t know if I can ever walk back in there again and I know I have to,” he said.

Coady said he was repeatedly shoved by a student in October and this year is the first time in his career that he feels as if “there was no support and I was not safe.” He adds, “For the whole year, that’s been the common theme around the school, let’s ignore stuff.”

During an interview with News 4 earlier this year, Coady talked about his passion for teaching and mentoring, and his concern that Bennett had become unsafe. “My issue is I see these kids and I care about them. I care about them passionately. And I feel myself going up because some of these kids, they have nothing,” he said.

Coady says he decided to come forward to set the record straight about conditions inside Bennett, especially after he heard the principal told faculty Tuesday that the situation has improved. The principal, Dr. Terry Ross, reportedly made no mention that Coady had been beaten by students just last week.

Coady said he’s troubled that the district continues to emphasize that student suspensions are down “but nobody ever talks about what conditions in the schools. We just stopped suspending people so of course suspensions are down but we have people who have been hurt this year.”

Coady says he filed an incident report with school security and his union.

The safety of Bennett teachers has been an issue this school year with teachers in a recent anonymous survey by the BTF.

The survey, conducted in December, was completed by half of the 95 teachers at Bennett. When asked to agree or disagree with this statement: Bennett is a safe place for students, 48 respondents disagreed. One wrote: “Students are roaming the hallways. I have both witnessed and heard stories of students walking into classrooms and starting fights. Students are being jumped in the bathrooms. Before and after school students are fighting.”

Rumore sent a letter in February to Superintendent Pamela Brown and Chief of Police Kevin Brinkworth in which he complained about a lack of security officers at Bennett.

“This is obviously a dangerous situation,” he states in the letter. “We need more, not less security.”

Now, three months later, a teacher says he was injured breaking up a fight. Coady says no security officer showed up during the incident. The only help he received was from another teacher, who stayed with him since he was hyperventilating.

“This is horrendous,” said Rumore. “But it happened because there’s a lack of discipline in the school to begin with.”

Buffalo Public Schools Superintendent Dr. Pamela Brown was asked about what action was taken. She stated, “I cannot comment on the specific actions that have been taken. But certainly we are ensuring that the appropriate process has been followed.”

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