Principals: Common Core Testing Makes Students Throw Up and Wet Themselves

classroomThe Daily Sheeple – by Melisa Melton

If you haven’t heard by now, the Bill Gates-funded common core has essentially taken over the education system in this country. Forty-five states have adopted these news standards, and although they are billed to the public as “state-led”, in reality, they were written by a grand total of five people.

Worse, some of the homework coming out of common core classrooms is reminiscent of Poland during communism.  

Well now The Washington Times is reporting that a group of eight New York principals have penned a letter expressing their concerns regarding common core standardized testing and it’s negative impact on third through eighth grade students in their schools:

The group, led by Sharon Fougner, principal of E.M. Baker Elementary School in Great Neck, said that the children have reacted “viscerally” to the tests, The Washington Post first reported.

“We know that many children cried during or after testing, and others vomited or lost control of their bowels or bladders,” the letter reads. “Others simply gave up. One teacher reported that a student kept banging his head on the desk, and wrote, ‘This is too hard,’ and ‘I can’t do this,’ throughout his test booklet.”

Common core testing is apparently so emotionally and psychologically torturous, it is literally making kids puke and pee their pants to the point that at least eight school principals are officially concerned.

In addition, since adopting common core standards, test scores in New York have apparently dropped a whopping 31 percent statewide.

Our children’s brains are being thoroughly washed here, and it’s taking much more than an emotional toll.

Even worse than perhaps what the common core is teaching our children is what it won’t be teaching. For example, although research shows the brain uses more areas when writing in cursive than when using a keyboard, common core dropped penmanship from its educational standards.

Think about the long-term implications here — the Constitution of the United States of America is written in cursive, and that’s just for starters.

As journalist Dave Hodges points out, common core is ultimately about the destruction of America by preying on the minds of its most vulnerable citizens with propaganda:

Common Core is a simply a regurgitation of Bloom’s Taxonomy combined with some very clever propaganda interwoven into the fabric of every course which embraces social justice, collectivism, the eventual deindustrialization of America through the acceptance of climate change theories, and the resulting carbon taxes and cap and trade policies which will follow.

If critics who can read the writing on the wall about the emerging world government system’s reeducation agenda are sick to their stomachs at common core’s aims and fast-approaching dominance, just ask the students experiencing it first-hand how bad it really is.

Delivered by The Daily Sheeple


Contributed by Melissa Melton of The Daily Sheeple.

Melissa Melton is a writer, researcher, and analyst for The Daily Sheeple and a co-creator of Truthstream Media. Wake the flock up!

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5 thoughts on “Principals: Common Core Testing Makes Students Throw Up and Wet Themselves

  1. Judging from the math problem I saw, it was easy to relate to the problem with the kids.

    Juanita wants to give some stickers to her friends. She wants to give an equal number of stickers to each friend but she doesn’t know how many bags of stickers she should buy 4 or 6. How many stickers could she buy so that there are none left over?

    OK I taught third grade and I had no idea where to go with this as you did not have one fact to go on. How many friends? How many stickers are in each bag? 4 or 6 bags goes nowhere.

    Is it me?

    You could make it all up I suppose.

    1. Sounds to me like these questions are designed to destroy logic, Susan.

      Critical thinking is not conducive to a slave population being controlled.

  2. It is you. Most people cannot figure out how to do that problem because it’s fairly hard. But “she cannot figure how how many bags of stickers to buy, 4 or 6” must be the clue. How can we use that clue?

    To give each student an equal number, with none left over from 4 bags, suggests the number of stickers needed is probably divisible by 4. Same for 6. The total number of stickers needed is probably divisible by both 4 and 6. If the number of stickers is divisible by both 4 and 6, you’ve done as well as you can with that information. So 12 would work, or any multiple of 12. (24, 36, etc.) It doesn’t destroy logic, it requires logic.

    Actually the information in the problem is incomplete. If stickers are sold 7 to a bag, then you’ll need to buy at least 7 x 12 = 84 stickers. Maybe for full credit the student should point this out.

    The reason students were crying is that this was a harder test and they were inadequate. Not that they just “felt” inadequate, they were inadequate. They must improve if that is possible. If the teachers don’t even know how to do these problems or even where to start, I am not optimistic, we may need to cycle to some new faculty with more math aptitude.

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