PONTIAC, Mich. – An expletive-filled rant from a teacher in Oakland County has spread quickly online and left many parents outraged by what they’ve heard.
Student cellphone cameras were rolling inside a Pontiac classroom and captured the heated exchange between a high school teacher and students on just her second day on the job.
In the video, the woman identified by the Pontiac School District as a newly hired teacher can be heard arguing with students and using profanity.
“Oh, your mama gonna come beat the f*** outta me?” she appears to say in one clip.
In another moment, she responds to a student, who allegedly said they would call their mother to fight her, saying, “All right, b****, all right is that what we’re doing, OK.”
At another point in the video, the teacher allegedly said, “This is not a school. That’s what they told me when I came here.”
Longer versions of the recording, shared with Local 4, captured additional exchanges.
“I’m 53 years old,” the recording allegedly showed. “And this little pion is sitting up in here calling me a girl.”
In another clip, she appears to tell a student, “Sis, you sound r*****ed,” after it appeared the student called her the same phrase.
One of the students’ mothers who witnessed and recorded the rant, Kayla Burns, said she was disturbed by what she saw and heard.
“When a teacher is calling kids the B-word and the A-word and the N-word - I think that needs to be addressed right away to parents,” Burns said.
Burns and the mother of another student involved in the recorded confrontation told Local 4 they are especially frustrated because they said this is not the first time a staff member has acted inappropriately toward students.
“They’re minimizing that these are children -- these are minor children,” Burns said.
While some on social media have posted messages calling to “bring that teacher back” and saying “we need more teachers like her,” others strongly disagree.
“Anybody who sees that video and blames the child for being a child or a parent who is advocating for that child -- I got to question their integrity,” said Pontiac community activist Marcus Kelly.
A spokesperson for the Pontiac School District said the behavior seen in the video does not reflect its values or staff standards. The district confirmed the teacher no longer works there. They also told Local 4 they could not comment on other students because it is a “personnel matter.”
“The well-being of our students remains our highest priority,” the district said. “We appreciate our families’ continued support as we work to ensure instructional continuity and maintain a safe, respectful learning environment.”
“With regard to the additional claims you referenced, district and school administrators have been engaged with the parent for several months to review concerns, address questions, and work toward resolution through appropriate school and district processes.”
“As with any student matter, there are multiple perspectives and details that cannot be discussed publicly due to student privacy protections. However, the characterization presented publicly does not reflect the full scope of the district’s ongoing efforts to support the student and address the parents’ concerns.”
“Our focus remains on maintaining a safe and respectful learning environment for all students while continuing to work directly with families to resolve concerns through established processes. Right now, we don’t have any more information to share.”
But Burns and others are now calling for transparency and accountability from the top down.
“I want a letter to go out to every student’s parent. We are deeply sorry that your child had to witness that disturbing, disgusting behavior from a teacher we hired,” she said.
Here is a statement from Rachelle Harris (WARNING: There’s some explicit language in this statement):
I have become aware that events surrounding my very brief tenure at Pontiac High School have been characterized and distributed across various media platforms. I am issuing this statement to provide factual context, to set the record straight regarding the circumstances of my departure, and to speak plainly about the conditions I witnessed during my time in that building. I owe that honesty to the public, to the educators who serve students faithfully under impossible conditions, and to the students themselves, many of whom are being failed by the very institution that is supposed to protect them.
I will be unequivocal; I was not fired. I rendered my voluntary resignation from Pontiac High School. That decision was not made impulsively. It was made deliberately, with full consideration of my professional responsibilities, my personal well-being, and my ethical obligation to speak the truth about what I observed.
I am a credentialed educator with nearly two decades of classroom experience, a doctoral degree in Education Administration, and multiple graduate degrees in English, Secondary Education, Instructional Technology, and Human Services. I have served some of the most underserved student populations in the state of Michigan. I did not arrive at this decision carelessly. I resigned because I value my peace, my professionalism, and the students of this community enough to be honest about the conditions in which they are expected to learn. I am of the mindset that unequivocal professionalism cannot be expected of educators who are placed into unprofessional environments.
I want to address the specific incident that has been circulated in the media directly, completely, and with the full context that has been deliberately omitted from public reporting.
During class, I made a routine, professional request of a student; I asked him to do his work. That is the entirety of what I said to him at that moment. That is a request every educator in this country makes dozens of times each day. It is not a provocation. It is an instruction.
The student’s response to that routine request was to say to me, his teacher,
“Calm the f*** down, girl.” That language was directed at me personally. It was disrespectful, aggressive, and entirely unprovoked by anything I had said or done.
It was also entirely consistent with the pattern of disrespectful conduct this student had demonstrated in every interaction throughout my time with him. I repeated the student’s own words back to him. That is the exchange that has been selectively filmed, selectively edited, and selectively presented to the public and to the media.
Let me be precise about what is being omitted from the narrative that is circulating; the student’s words are not in the video that was posted. My words are. That is not an accident. The students who made these videos made a deliberate choice to omit the interaction that took place before my response to it.
This made it easy to manufacture a false and damaging story. This incident did not occur in a vacuum. This student had been consistently disrespectful throughout our interactions. He had been off task, disruptive, and verbally dismissive in a manner that communicated a complete absence of regard for the learning environment, for his peers, or for the professional standing of the adults in the room.
What I experienced is part of a well-documented and growing phenomenon in American public schools; students who deliberately provoke educators, often in coordinated and premeditated ways, for the specific purpose of capturing a reaction on video. Parents and guardians then distribute that footage on social media, presenting a decontextualized clip as evidence of teacher misconduct. This is not advocacy. This is the deliberate weaponization of technology against educators who are already operating in extraordinarily difficult conditions. And it is being enabled, in many cases, by the adults who are legally responsible for these children.
I want to speak plainly to that reality; when a parent or guardian coaches a child to provoke a teacher, films the reaction, and posts it online stripped of all context, that parent is not protecting their child. They are teaching their child that accountability does not apply to them; that adults can be targeted without consequence; and that disruption is an identity rather than a behavior.
The students who are harmed most by this lesson are the children themselves.
I want to be very clear about who is suffering most in environments like Pontiac High School, because the current media narrative has inverted the truth entirely.
The students who are victimized in schools like this are not the students who are disrupting. The students who are victimized are the ones who come to school wanting to learn and are systematically denied that opportunity because the institution has made a choice, whether through policy, culture, or a failure of leadership, to prioritize the disruptor over the learner.
A student who enters a classroom each day using profanity toward teachers and peers, who refuses to engage, who intimidates and unsettles the environment for everyone around them, is not a passive victim of circumstance. They are actively stealing the educational opportunity of every student in that room who came there to grow. Those students, the ones who are quiet, who are trying, who are shut down and demoralized by the chaos around them, deserve to have someone say their names. This statement is for them.
Teachers across this country are leaving the profession at unprecedented rates.
The reasons are not mysterious. When educators are expected to absorb verbal abuse, navigate premeditated provocation, operate in environments where basic order cannot be maintained, and then be publicly vilified when they respond as human beings, the outcome is predictable. The pipeline of qualified, experienced professionals willing to work in these conditions grows shorter every year. And the children who most need skilled, experienced educators are the ones who pay the price when those educators leave.
I will not be a stepping stone. I will not be a sacrifice. I have spent nearly two decades of my professional life in service to students who were underserved, overlooked, and underestimated. I have done that work with excellence and with integrity. I refuse to allow a selectively edited video, stripped of all context, to define who I am or what I stand for. And I refuse to be silent about the conditions that made my resignation the only professional and ethical choice available to me.
The incident that has been reported is not the story. The story is what the data have been saying for years.
• Only 8% of students achieve proficiency in mathematics; the Michigan state average is 35%.
• Only 15–19% of students achieve proficiency in reading and language arts; the Michigan state average is 45%.
• Only 23.8% of 11th-grade students score proficient or above on SAT Evidence-Based Reading and Writing, compared to the state average of 55.4%.
• Only 13.5% of 11th-grade students score proficient or above on M-STEP Science; the state average is 34.9%.
• The graduation rate is approximately 62–63%; the Michigan state average is 81–82%.
• Chronic absenteeism has ranged from 29.5% to 65.4% in recent years. In peak years, nearly two-thirds of students were missing enough school to be classified as chronically absent.
• Pontiac High School ranks worse than 89.6% of all high schools in the state of Michigan.
• The school is ranked #2,744 out of 3,025 public high schools in Michigan.
These are not the numbers of a school that is winning. They are the numbers of a system in crisis. And a system in crisis does not become stable by blaming the teachers who were brave enough to tell the truth about it, or who were brave enough to walk into it.
During the two days I was present in that building, I observed the following conditions, which I document here as a matter of public record.
Prior to my official start date, I entered the building in a preparatory capacity to set up my classroom. I was not present in an instructional role. Despite this, students moved freely in and out of my classroom without restriction. The language used among students was explicitly profane and hostile. Students were physically throwing objects. The odor of marijuana was detectable on multiple students who entered the space. Two female students independently told me, unprompted, that they do not feel safe in the school.
I observed security personnel having conversations with students about glorifying alcohol consumption. I observed another staff member engaged in a personal financial conversation with a student whose response reflected a complete breakdown of appropriate professional boundaries.
I witnessed a school-sanctioned Black History Month presentation during which students sang along, word for word, with the explicit lyrics of trap music recordings, specifically “Block Party” by Sada Baby and “Go Legit” by G Herbo. Look up the lyrics. Both tracks contain graphic depictions of gun violence, misogyny, and substance use. To present this material in a celebration of Black history is a profound disservice to all students and to the legacy of every person whose struggle made Black History Month a recognition worth honoring. As a Black woman and a career educator who has taught AP English Literature and served predominantly underserved student populations for nearly two decades, I found this presentation painful and indefensible.
When an organization was on campus filming, teachers were told that it was a no pass day and to keep all students in the classrooms. This was by design in order to manage the narrative rather than to address the underlying behavior. That interpretation is consistent with everything else I observed about how this institution responds to crisis; by containing the optics rather than confronting the cause.
I do not issue this statement to harm any individual, to target any student, or to sensationalize the genuine struggles of a community that deserves better. I issue it because silence, in this situation, is complicity.
I call on Pontiac City School District leadership, the Pontiac Board of Education, the Michigan Department of Education, and elected officials at every level to take an honest and unflinching look at the conditions I have described and at the data that have documented them for years. I call on policymakers to examine the legal frameworks that currently make it nearly impossible to remove chronically and severely disruptive students from general education settings, even when their presence constitutes a daily denial of educational opportunity for every other student in the room. Students who want to learn deserve a legal and institutional framework that protects their right to do so.
And I call on the media to do the work of journalism rather than the work of spectacle. A decontextualized video clip is not a story. The systemic failure of a school that is ranked in the bottom 11% of the state of Michigan is a story. The educators who walk away from that building, not because they do not care, but because the institution has failed to give them a sustainable environment in which to do the work they were trained to do, that is a story.
I am Dr. Rachelle D. Harris. I am not a stepping stone. I am not a sacrifice. And I am not finished.
This statement reflects the firsthand observations and professional perspective of Dr. Rachelle D. Harris. All academic data cited are sourced from publicly available records including SchoolDigger, Public School Review, U.S. News & World Report Education, and the Michigan Department of Education
Rachelle Harris