From the teachers' side of the desk
From the teachers' side of the desk
Teachers and educational assistants "in the know" rebuffed
Alberta’s Dr. William Makis obtained a 4 year undergraduate degree in Immunology at University of Toronto, a medical degree at McGill University and a 5 year medical specialization in Nuclear Medicine Radiology and Oncology.
He is now “famous” among those following evolving science related to COVID-19 for uncovering and openly discussing the cases of 93 Canadian physicians who passed away suddenly and/or unexpectedly since the start of the C-19 “vaccination” rollout.
See:
On December 3, 2022 he reported on teachers speaking out re: their concern about vax injuries/deaths among students and staff. See: grade 2 student + teacher died suddenly —> https://gettr.com/post/p20jbve02ac
This was followed by comments such as: We need more teachers to speak up.
If a teacher knows the harm done, it is unethical to not come forth in full disclosure.
School staff members “in the know” are noticing
deaths of family members of vaccinated colleagues
frequent repeat illnesses of vaccinated colleagues
a huge increase in repeat illnesses of particular students
School staff members “in the know” have been quietly reaching out to colleagues only to be rebuffed by vax and mask devotees. Sometimes, finding a single critically thinking peer can go a long way towards mitigating own’s mental exhaustion - as holding the fort up on one’s own has been exceedingly draining. Some staff members drew the line at mandatory disclosure of vax status, others at mandatory testing, others at the first or second dose. Many sought early retirement.
School staff members who spoke of their concerns re: the vax rollout last year were essentially being asked to stay quiet, as the majority of staff claimed that they have “done their research” and were choosing to align themselves with instructions from public health officials. Staff who did not abide were spoken to by administrators and clearly reminded that they have no training as medical professionals, that others worried about them and their safety if they for whatever reason, chose not to comply.
What follows is one teacher’s report on the stress of teaching within the divide - watching the continuous cognitive dissonance among various segments of the school population.
From my first efforts to alert others about the dangers of ignoring evolving evidence based science related to the prevention and mitigation of COVID-19 back in March 2021 till recently, the themes have been the same. As professionals in education, we need to do due diligence and educate ourselves about the possibility that the information we are receiving from the “official” channels can be compromised due to the known problem of regulatory capture - i.e. when over 50% of the operating budget of those who deem pharmaceutical products to be “safe and effective” comes from the very mega-corporations who profit insanely from the results of those approvals, such approvals need to be examined with caution.
Mandating proof of vaccination requirements for staff, visitors and volunteers, highly recommending vaccination for all students, and now advocating for a return to masking all come with such great risks that were/are NOT being communicated in our major media sources. (Media sources which continue to be part of the Orwellian-sounding “Truth in Journalism” initiative which allows vaccine investing social media companies to dictate the terms of so-called “disinformation” which its signatories must promise to censor out.) Also silent has been news about the public scrutiny of those people in positions of decision making such as provincial CMOHs, Health Canada regulators, etc. to see to what degree their offices too have been compromised by pharma-backed silencing tactics. We need to keep in mind that the ONLY way pharmaceutical companies can receive emergency use authorization for their products is if they can demonstrate that there are no other alternatives to their products. Hence the extreme pressure on journalists, physicians and pharmacists to quash the news of much more safe and effective early antiviral treatments against COVID-19 (the same treatments that were not being silenced before the vaccines were ready for “approval.”)
I, like countless others around the world, have been working double duty for the past 2 years, serving in my teaching position as my “day-job” as well as volunteer COVID-related public educator over the summer vacations, weekends and holidays. I used my academic skills to pursue excellence in research and ended up demonstrating how the science being shared in 2020-21 with our provincial health officers advisory groups like the SAG and NACI has been ‘frozen in time’ and subject to various bureaucratic limitations. My findings are shown in this compilation of letters and research evidence here: https://followingthecovidscience.8b.io/page3.html#content2-30
Attempting to teach well intentioned decision makers (who do not yet understand how uniformed they actually are about these matters) while teaching full time has been extremely draining psychologically as I have had to fight against my very own employers in the fall of 2021. Employers ignored the evidence-based science that many many staff members sent in. We had to witness the careers of colleagues in other schools come to devastating and crashing halts as board mandates to vax or test made their way through the various staff groups - teachers and educational assistants who were not even allowed to take proper leave of their students. This as from one day to the next they were deemed toxic and dangerous outsiders not to be let into the building if they refused to let harsh testing chemicals be stuffed up their noses and if they used their common sense to insist that only properly tested chemicals be allowed inside their bodies. (What happened to the “Just Say NO!” drug education campaign that so many of us taught our students about, why could that not be applied to critical thinking staff members?)
Once staff and students started receiving their injections last fall, the situation was once again psychologically very draining to me. I was teaching online at the time and had to witness how in a period of two months at least 7 healthy, often highly athletic students were suddenly TOO ILL to participate in online classes from a computer in their BEDROOMS and needed to rest for sometimes over a week. I did not feel free to inquire as to how recently they had been vaccinated, but I could NOT remember ever in my years in the classroom having had as many severely ill healthy students in such a short timeframe (students who, I might add, who were not reporting “Covid symptoms” but rather bizarre and seemingly disconnected symptoms commensurate with Pfizer’s own documents related to “adverse events” https://adversereactionreport.com/breaking/pfizer-ordered-to-release-document-disclosing-massive-list-of-adverse-events-of-special-interest/ ). How does one stay silent about possibly life-saving information just so as not to “offend” those who are putting their full trust in “official” sources? Information like the FLCCC protocols as seen here: https://covid19criticalcare.com/treatment-protocols/
This disconnect has continued to this day. Yesterday, for example, one of my female students had such severe menstrual cramps that she spent the class in the washroom and went home right afterwards telling me that recently her periods have gotten extremely painful like never before. How do I stay silent knowing that she is by far not alone, that spike protein induced by the mRNA injections has very known toxic impacts on maternal and fetal health while at the same time the “official” sources claim that any evidence to the contrary is “misinformation.” See:
How do I not tell this student of the work that is being done and study results being published about some ways to reduce the toxicity of spike proteins if there is this code of silence that somehow obliges me as a staff member not to raise matters of health with students? Or when I hear of colleagues calling in sick AGAIN after having gotten COVID AGAIN, despite being up to date on their shots - how do I inform them that counterintuitively, the MORE times someone gets their bodies to make trillions of spike protein, the more of a strain it is on their immune system to rebuild and the LESS able they are to fight off ordinary pathogens (+ cancer)? Especially if I have no formal background in science? What do I say when so many students are home sick in the middle of the week? How do I take attendance assuming nothing is out of the ordinary when I know, for example, that RSV was noted as a known side effect of the vaccine products before the approvals were given? Or that in one Canadian hospital myocarditis in those under 18 has gone up from TWO cases a YEAR to 27 in a 6 WEEK period? How do I focus on marking, planning and test making if I read that half of all injected patients in various clinics test positive on D-Dimer tests (that look for microscopic blood clots) even if they do not have any symptoms… yet… and when I learn of the 90 Canadian physicians who died suddenly or unexpectedly ever since they were forced to choose between the shots or their careers in the care of others? https://brightlightnews.com/90-canadian-doctor-deaths-dr-william-makis-md/ And when I spend weekends looking at documentaries like https://rumble.com/v1wcesu-died-suddenly-full-documentary-not-suitable-for-children.html how do I speak to a colleague who mentions getting their 5th dose? How do I bring up the topic of the dose dependency of risk and of aforementioned toxicity reduction protocols such as these https://covid19criticalcare.com/treatment-protocols/?
What we need is for all who deal with staff wellness at the board and the school level to decide to really educate themselves on these matters and then to pass on the information to the rest of the staff so that we can brainstorm ways of reaching out to parents (and students) to share the evidenced-based ways “staying safe.”
Each day, new information comes out that is not making its way to mainstream media, like this interview with Edmonton's Dr. William Makis and Calgary's Dr. Eric Payne, both top leaders in their fields
Or this three hour hearing pulling together top COVID experts giving an update of the latest developments related to COVID vaccines and injuries https://rumble.com/v1ze4d0-covid-19-vaccines-what-they-are-how-they-work-and-possible-causes-of-injuri.html Plus this type of information coming from organizations made up of high level credible international medical experts like former WHO consultant Dr. Tess Lawrie in the UK
https://worldcouncilforhealth.org/resources/spike-protein-detox-guide/.
I know this is a tricky topic and yet, as educators, we must continue educating everywhere we can. It is gratifying though, to know, that we are all one big community, working jointly to get the ear of those who have so far, not yet had the courage to come to our side of the discussion.