Why Wishlists are Just Wrong

As a kid, I have always been amazed by how much gifts my teachers received every Christmas. I, for one, have made sure back then that my mom bought a gift for my homeroom teacher and all my subject teachers every Christmas. Poor mom. But what can she do? I was a kid under the spell of my teachers’ whatever charm and authority.

Now that I am a teacher, I guess this charm, authority and maybe the innocent wanting to be on the better of side of a teacher is still at work. Good for me, I guess. I wouldn’t have it any other way as I have and will always be a fan of the entire system of gift giving–shopping, wrapping, giving, and opening of gifts. I simply find joy in simple act of receiving or giving a gift no matter how modest the gift itself is. Add to that the simple element of surprise of (supposedly) not knowing what’s inside the packaging.

Which brings me to this this next statement: Christmas wish lists are nonsense.

Wish lists work on the premise that to avoid frustrations in receiving gifts, one writes what he wants and the giver will simply choose among them.

Though the premise is logical, it becomes impractical and unecessary. Why not give that someone the money to buy what he wants and forget about all the wrappings and surprises since the receiver knows what he will be receiving anyway (or at least things he might receive)?

Gift giving is all about sharing, thoughtfulness, mystery and surprise. It is not about getting what we want. We can hope for what we want but it all lies in the hands of the giver. Part of the giver’s responsibility then is thinking creatively WHAT SOMEONE NEEDS BUT WILL NOT BUY FOR HIM/HERSELF (Penny, Big Bang Theory). Naturally however, there will be times when we won’t like what we receive and times when we will immensely like what we receive–this is what makes gift giving exciting and fun.

Then again, this is just me and my old-school thinking. I, myself, couldn’t and wouldn’t complain as being a teacher gives me a lot of chances on the won’t-like-will-like dichotomy of gift giving. Check out my car’s trunk on my students’ Christmas party.

See why I can’t complain? đŸ˜€ Happy holidays!


License for Second Graders

Being an Early Grades graduate (or Early Childhood Education in most universities), games and toys are essential in my teaching philosophy. What better way to encourage my students to write in script then than to issue Cursive Writing Licenses to my second graders the moment they learn and practice writing in cursive or script. Talk about incentive. Aside from giving them a toy, you are also teaching them what licenses are for and the privileges and responsibilities attached to it.

My student’s CURSIVE WRITING LICENSE:Question is, why do we teach our students to write in script?

Cursive writing came from the Latin word cursivus which translates to flowing. Cursive writing connects letters without lifting the writing instrument from the paper for more continuity, thus flowing. Since the writer does not have to lift his hand that much, it saves time in writing, making writing itself faster. And since fast writing is important in note-taking, cursive writing will allow the writer to cover more information in a short time. This is important specially for students’ content subjects (i.e. Sciences, Social Studies) where teachers utter a lot of important details more and more each grade level.

It should be noted though that even if cursive writing is intended for fast writing, legible letters in cursive is still a must. No matter how fast you write, if your writing is near undecipherable, what use it is then? Writing in script therefore needs gradual learning and practice to perfect both the legibility and agility of writing.

We are not teaching our students to write Kryptonian anyway, are we?