It's All in a Name
We can build relationships with students and make them feel "seen" when we learn their names.
The Importance of Student Names
We can probably all recall an instance or two of a teacher who did not know our name. I remember Mr. W., my eighth grade Geometry teacher, who clearly did not know his students' names -- even at the end of the year. When I (a student who was not accustomed to questioning teachers) asked him at the end of one grading period why I had received a B+ in his class (when I knew I had done all work and done it well), he asked my name and changed it to an A! I also recall a professor in graduate school from whom I took two different classes (each with fewer than 16 students), and it was clear that he never knew my name. I have a pretty basic, easy-to-pronounce name. I can't even begin to understand how it must feel for a student with longer, more complicated names, names with non-traditional spelling, or diverse names from diverse languages and cultures.
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When we learn students names and work to pronounce them correctly we are sending important messages to our students. We are telling them that they are important to us, that we respect their backgrounds, preferences, and identities, and that we see and know them, not just as one of a group, but as individuals. When we work hard to pronounce a student's name correctly, we are showing them respect as individuals, and we honor their uniqueness..
Over the course of my many years of teaching, I have often have students tell me, "Whatever," or "It doesn't matter" when I ask what they prefer to be called. I understand that this response often comes from fatigue or frustration from years of having their names mispronounced, or from teachers refusing to call them by their preferred names. Still, I will ask students (privately when necessary) to tell me what they prefer to be called, to pronounce their names for me, and to correct my pronunciation until I get it right.
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I'm sure some of you have your own stories of your name being changed or mispronounced ("Say it the American way") for the convenience of others -- very often teachers. Any parent knows that the choice of a child's name is a decision that none of us takes lightly. Prospective parents often consider names for their future child for months. Others have chosen their children's names long before they became parents. Still others wait until they meet their baby to find a name that really suits them. We take very seriously this first parenting responsibility, considering possible spellings, nicknames, family connections, etc. My second daughter is named "Alexis." Although we had some family nicknames for her, I loved the name in its entirety. I remember the year her baseball coach started calling her "Alex." She was not comfortable asking him to use her whole name, but when he would call our house asking for "Alex," I told him he had the wrong number! We are failing to honor and respect the child and the parent when we do not call students by their given (or preferred) names.
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UCR's Dr. Rita Kohli (REE-tha KOH-lee) identifies mispronunciation of students' names as a form of "cultural disrespect" and "racial microagression." In her work (2012), Kohli examines the racialized experiences surrounding names and students of color. She asserts that, "The consequences of these subtle racial experiences are real and can have a lasting impact on the wellbeing and self-perceptions of youth."
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So, what does all of this mean for us as teachers -- especially new teachers? It means that:
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Names are important! Learn students' preferred names and their correct pronunciation.
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We build relationships and positive classroom culture when we know and use students' names.
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It is easier (and more palatable) to learn students' names early and to ask for and use supports in learning them.
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We should use student names early and often. Rather than pointing, or saying "Can someone tell me..." use names to call on students directly.
So what do we do from here?
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Learn about and practice strategies for learning student names (see below).
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Learn about naming conventions in different cultures and countries.
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Ask students about their names. Where did they come from? What is their "name story"? How do they feel about their name?
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Listen to and read about others' Name Stories on #mynamemyid.
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Take the pledge
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Read the ​​My Name, My Identity Educator Toolkit
Name Stories
Hello. My Name is John.
I remember many years ago when a new student joined my class. His name was "Ganesh," and he had just arrived from Nepal. I tried repeatedly to pronounce his name correctly. It went something like this: Him: "Guh-NAY-sh", Me: "Guh-NAY-sh", Him (shaking his head): "Guh-NAY-sh". I don't think I ever quite got it, but he knew I cared and I continued to try. Many years later, a young man came up to me in a store, asking "Are you Ms. Wolf?" When I said yes, I looked at his name tag, which read "John". I'm pretty good at remembering my former students, but was drawing a blank. I said, "Help me out here! John what?" He laughed and said, "It's Ganesh! They couldn't say it here, so they changed my name to 'John'." Although he was chuckling, I couldn't help being sad that someone had tamped down his identity and his culture because it was just easier and more convenient!
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Strategies for
Learning Student Names
We know it is important to know students' names and to pronounce them properly. Some of us are better at this than others, so let's look at a few strategies that can be very helpful for you.
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Use student names in every interaction. When you greet students at the door, when you return a paper, when a student asks or answers a question, when you call on students... use their names. Remember that, at the beginning of the school year, there is no shame in asking students for a reminder or a hint (this is less acceptable months into the school year). When handing out papers, you can ask "Where's Jaime?", when you use random name calling, you can ask, "Jackson, please raise your hand," when you greet students at the door, you can say, "Okay, I'm trying to learn names. Please remind me," when you call on students in class, you can ask them, "Please tell me your name before you answer."
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Use supports. You can ask students to create name tents to put on their desks for the first weeks of school. Even if you don't believe in assigning seats to students, it is very helpful in the first few weeks to have assigned seats and a seating chart for your reference. You can ask students to make an "about me" poster or decorate a pencil box for their desk with a photo and their name prominently displayed. Actively use these supports, not just to "say" names when you call on students, but to learn names in the long term.
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Use technology. There are many ways you can use technology to help you learn students names, and their proper pronunciation. One great assignment for early in the year is to ask students to create a short Flipgrid. Ask them to introduce themselves (with their preferred name and a clear pronunciation), and give them a specific topic ("When do you use math in your real life?" "What is your favorite class and why?" "What do you see yourself doing in 5 years?" "What is your favorite book (or song, or tv show, or movie...) and why?" "Talk about one new thing you learned or did or saw this summer,"... These are very useful, and are available for quick review as you are learning names. Another great technology tool for learning names is found at NameDrop. On this site, students can create their own phonetically spelled-out name, record themselves saying their own name, and send a link to you. If sent with a photo, you can not only learn names more quickly, but have a quick reference for correct pronunciation of each name.
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Use icebreakers and games. In the first weeks of school, icebreakers and games are a good way to learn student names, as well as to build relationships and create a positive classroom culture. Also, often teachers assume the students know each other, but very often they do not. These icebreakers and games can help students know each other as well, contributing to a productive classroom community. There are many icebreakers featured on another post, but a few of them include:
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Name Tent/Name Story: Provide students with a name tent. Ask them to write their name (large enough for you to read at a distance). You can have them decorate their tent with pictures of 3 things that are important to them, or (after a brief discussion about the meaning of "culture,") 3 cultural values that they hold, or 3 "number facts" about their lives ("I am one of 4 children,"My best bowling score is 200," "I work 12 hours each week"...", etc. Be creative here. When students are finished, have them share in small groups and also answer questions about their names: "Where did your name come from?" "What does your name mean?" "What other names are you known by?" "How do you feel about your name?". Then ask student in groups to introduce one group member and tell the class one interesting thing they learned about this classmate ("This is Mario. He is the youngest of eight children in his family."). After each introduction, you can repeat the names to acknowledge the students and to help you learn names ("Thank you, Abel. Welcome, Mario! Now Mario, please introduce the student to your left").
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Line Up: Ask students to line up in alphabetical order by their first names. They should be talking to each other, asking names, and double-checking their order. When they are finished, go down the line, having each student say his or her name out loud. Repeat each name as you check the order.
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Name Bingo: Create a Bingo Board with some basic characteristics or abilities of students. Ask students to walk around and get one unique signature for as many squares as possible. Traits might include "wears glasses," "has more than 3 siblings," "can play a musical instrument," "plays a sport at school,"...
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Partner Introductions: have students interview each other. They might share their names, pronouns, and a fun fact about themselves. Then have students introduce their partners aloud to the class. After a few of these introductions, point to a student who has already been introduced and ask students to name that person. Do this until everyone has been introduced at least once.