KEYS to Teaching Success: Being Known Matters

     Recognizing names is just one step of a teacher’s learning process. Learning the correct pronunciation of a student’s name is also important. McFarlane, however, asserts the importance not only of using students’ names but using them correctly: “Constant mispronunciation not only makes school more stressful,” but it can also “send a message that teachers aren’t making the effort to respect their identity, culture and heritage” (2023, para. 7). It is a similar effect Maya Angelou’s employer had by insisting on calling her Mary.

     In many cultures, names are founded on social and cultural beliefs, but even more importantly, people’s names are essential to their core identities (Panwar, 2022). To mispronounce a name once can be a simple error. However, repeated mispronunciations can result in a student feeling disrespected or excluded. Learning names from different cultures can be challenging, but names can also be homonyms, so it is important to use the correct version of a name like Anna, Jaime, or Clara. Correct spelling is just as tied to identity as the name itself, and those differences can matter, especially when two students have the same name with different spellings. Courtney can also be spelled Courtnaye. Males named Stephen often see their names misspelled as Steven. Paying attention to those small details shows students that their names and differences matter. When we do so, we “model not just initiative and respect, but also the development of a culture where all are treated equally” (McFarlane, 2023, para. 10). 

Please open the next tab: Encouraging Student-Student Interactions

     In the same way that knowing students’ names can gain their trust and show respect for their culture, knowing and using student names can “build classroom community” (Cooper et al., 2017, p. 7). Mowreader (2024) suggests asking students to introduce themselves to help them learn each other’s names, which can lead to higher comfort levels and increased classroom interactions. Introduction activities can also be appropriate times to ask about the students’ preferences for using alternative names and their pronoun preferences. You might have a Japanese student whose birth name is Ihoko but who prefers to be called Koko and recognized by the pronouns she/her. The name preference might be influenced by the student’s home life, including cultural background, or could reflect a preferred nickname or one’s gender identity. Allowing students to use their preferred names and pronouns—and encouraging classmates to be respectful of names and gender preferences—sets a standard for respectful communication and can help reduce discrimination and bullying. How a teacher models name use in interactions will also influence similar choices in student-student interactions.   

Please open the next tab: Heightening the Teaching/Learning Experience

     In a study of 278 middle-grade physical education students, researchers found that students “appreciate when teachers use their preferred name” and that it helps engage students in activities, which results in “better opportunity for learning” (Barney & Leavitt, 2023, p. 504). When students feel included, respected, and supported, they are more likely to engage and stay motivated. For one, the stress and distraction caused by being misnamed are minimized, which allows students to focus better on their studies. Students are also more likely to be authentic and express themselves fully. This authenticity can lead to students engaging more meaningfully in the classroom by contributing to class discussions and group work. When students actively participate in the learning process, they are more likely to perform better academically and influence better classroom dynamics. 

Please open the next tab: Managing the Classroom

     In their study of PE students, Barney & Leavitt (2023) found that when teachers use students’ names, students “know they are being spoken to” (p. 505). That might seem like an obvious claim, but in a classroom of dozens, it can be challenging for teachers to clearly indicate the target of their communication if they do not use students’ names. When redirecting students, using their names can help a teacher quickly get their attention to address the misbehavior. Additionally, when a teacher correctly pronounces students’ preferred names, the redirection is more likely to get the desired results because the teacher has shown respect while simultaneously correcting student behavior.

     A 2023 study in England examined the effectiveness of greeting students as they entered the classroom (Sandstrom, 2023). This study revealed a positive impact, even when the instructor could not remember all of the students’ names. Like Sandstrom (2023), Finley (2017) recommends using students’ names when addressing them at any time. The frequency of that use will support your memory in the same way that consistently using a concept helps solidify that concept in students' minds. Focusing on a small group of students, such as five at a time, can help manage your cognitive load. Additionally, you could take time to interact with students individually. A brief conversation before or after class can help you learn a student’s name and build a personal connection. However you decide to use students’ names, the simple gesture makes them feel welcomed and recognized.  

Please open the next tab: Seating Charts

     “I start the seating arrangements from the first day,” says Heidi O’Hanley, who recommends keeping seating charts in pencil. “My school has a high transient rate. Many times, I need to erase names or add new ones” (2023, p. 12). Seating charts, at any grade level, can help you associate a name with a student while also allowing students to become familiar with their classmates, which can build an inclusive community. A seating chart can also make it easier to take attendance and quickly spot if a student is absent. This is particularly helpful for substitutes or if an emergency occurs. Plus, it can be used for classroom management purposes and to organize students into diverse and balanced groups, supporting student learning and fostering a positive learning environment.

     Like class rolls, seating charts help preservice teachers quickly learn students’ names when first entering a classroom community, especially when that community has already developed. Asking for seating charts prior to a field placement can help you familiarize yourself with students to get the experience off to a positive start. 

Please open the next tab: Name Cards Plus More

     Many teachers begin the year with name cards on students’ desks. In the elementary context, teachers often make name cards. While in secondary contexts, students can make their name cards. Those strategies work for the short term, but students will get tired of them, if not lose them. O’Hanley (2013) uses name cards with other strategies. She puts herself among her students, “walk[ing] around during project time [to] acknowledge their work” (p. 12). These frequent interactions help ingrain students' names in her mind. Student work is also helpful because it has students’ names on it. When she collects and hands back projects, she matches the written names to students’ faces. If students struggle to learn each other’s names, having students pass out student work (without grades) can also be helpful.

Please open the next tab: Games/Activities

     A simple internet search will introduce you to many first-day games or activities to help build community and enable students to know each other. Many teachers assume that because students have progressed through school in the previous years, they already know each other. However, students often move to different neighborhoods and towns, which means a change of school. Also, the traditional progressions from elementary to middle school and then from middle school to high school mean that many students engage with classmates they have never met. Games and activities that encourage students to say their names and learn from each other’s names can be a good way to start a class, and teachers should participate in those games. If remembering names is challenging, then memory games can help. Some example games could include “Name Chain” or “Name Bingo,” where students repeat the names of those who spoke before them.

Please open the next tab: Classroom Assessments

     Using students’ names when providing positive and constructive feedback acknowledges their contributions, reinforces their identity and value in the classroom, and develops a personal connection. Try encouraging name-based participation, where you must call on students’ names to answer questions or provide explanations. The more you say students’ names, the more you can associate their faces and voices with names. Additionally, Finley (2017) recommends giving frequent short written assignments during the first week, which will open opportunities to use students’ names when reviewing and returning those assessments. 

Please open the next tab: Reminder

     Knowing students’ names can have lasting effects beyond the classroom. Keshav Malani, for instance, co-founded the app NameDrop because of his experiences with teachers’ pronunciations of his name: “I was in high school when a teacher asked me how to say my name correctly, and that spread to other teachers….That was a really big deal to me because it felt like my name mattered and I felt seen” (Lombardo & Wazwaz, 2021, para. 7). Feeling accepted and valued, regardless of background or one’s personal identity, is essential to fostering inclusivity and respect. Learning your students’ names can make a difference in their academic success, not only in your classroom but well into their adulthood.