Chapter 26 is about one small habit that does a lot of work: learning every student’s name, and saying it right, as fast as you can. It is for student teachers and new teachers walking into a room full of new faces. It follows Chapter 25 on your first week, and if an interviewer asks how you build relationships with students, this post on that question shows how names fit into the answer.
This is Chapter 26 of 51 from Road to Teaching (2025 edition). Read the whole book free, in order, at Read the Book.
By Dr. Eric Hougan
“Remember that a person’s name is to that person the sweetest and most important sound in any language.”Dale Carnegie
There is a significant payoff in learning students’ names and the correct pronunciation of the names as soon as you can. Learning names is a critical first step in building positive relationships with students. Although, learning names and pronunciations can be challenging. In the first few weeks of the school year, teachers are typically bombarded with new names and faces: students, teachers, support staff, administration, parents, and the list goes on. At first, it is hard to retain all these new names, but with an applied effort over time, you will be able to remember the vast majority. There are steps you can take to help you in this effort.
Master Pronunciations
To start, make every effort to pronounce the students’ names correctly. Pronunciation matters greatly because this act shows respect and validates the students as individuals. Be preemptive by obtaining the student roster from your cooperating teacher, and identifying any names you are unsure of how to pronounce. Ask the cooperating teacher for assistance in pronouncing names or another helpful resource is the website Pronounce Names (https://www.pronouncenames.com/) where you can type students names and hear the pronunciation (and variations).
As students share their names, be intentional in recording the names. One way is to spell the names phonetically. And, say the name back to make sure you said it correctly. Alternatively, you may want to record students’ names using a recorder on your phone. This could allow you to revisit students’ names when you need a reminder. If you choose this option, be sure to ask permission from the cooperating teacher and the students and explain the reason why: you believe properly pronouncing their names is important.
Technology offers additional tools for mastering name pronunciation:
- Voice recording apps: Use your smartphone to record students saying their own names
- Digital flashcards: Create online flashcards with photos and phonetic spellings
- Cultural context research: Look up the cultural origins and meanings of names to help with memorization and show deeper respect for students’ identities
Don’t be afraid to ask students directly about their name preferences. Some students may use nicknames, shortened versions, or completely different names than what appears on the official roster. Asking “What would you like me to call you?” shows respect for their identity and helps avoid embarrassing mistakes.
Embrace the Seating Chart
A seating chart is an indispensable tool that will help you to remember your students’ names. To save time ask your cooperating teacher for a copy or spare seating chart. If the cooperating teacher does not have a seating chart, create your own. The simplest way to do this is drawing one out on regular paper, writing in the students’ names. If your cooperating teacher uses a learning management system, there may be a tool that allows you to create a seating chart. Other ideas to create seating charts abound on the Internet, especially on Pinterest.
Consider adding visual elements to your seating chart such as:
- Small photos of students (with permission)
- Phonetic pronunciations written next to names
- Brief notes about students’ interests or characteristics
In your first few weeks, keep the seating chart with you at all times (when grading, teaching, etc.). When calling on the students use the seating chart to help remember students’ names or to call on the students that you frequently overlook. You should aim to call on every student, at a minimum, once every day.
Modern seating chart tools can enhance your name-learning process:
- Digital seating charts: Many classroom management apps allow you to add photos to seating charts
- Interactive seating charts: Some platforms let you track participation and add notes about individual students
- Flexible arrangements: Use digital tools that allow you to easily rearrange seating when classroom layouts change
Practice Saying Names Early and Often
Next, repetition is a great learning aid to learn students’ names. Make a point of greeting your students by name when they enter the classroom or when you see them in the hallway. If you do not recall a student’s name, politely ask them to remind you of his or her name. Or, make a mental note of that student, and see where that student sits and refer to the seating chart. Follow-up by calling on that student through the day to practice remembering the student’s name.
Undoubtedly, you will sometimes call a student by the wrong name. Do not get discouraged; move past all your mistakes. In time, you will learn all their names. And, you will quickly notice that the students will respond better when they know you know who they are and see them as valued members of the classroom. Simply put, it is important to the students and they will appreciate your effort to get to know them. By doing so, you will develop a closer, more positive relationship with your students.
Strategies for increasing name practice:
- Name games: Use educational games that incorporate student names
- Morning greetings: Establish a routine of greeting each student by name as they enter
- Exit tickets: End class by saying goodbye to students by name
- Random calling: Use popsicle sticks or digital tools to randomly select students, ensuring you practice all names
- Peer partnerships: Have students introduce each other to help reinforce names
Finally, the effort to build rapport by learning names should extend outside your classroom. Begin by learning the names of your principal, assistant principals, team teachers, aides, parents, and volunteers. Eventually, widen your circle to include other teachers, custodians, and office support staff. Not only is this is a professional courtesy, but you are also more likely to receive needed help when you know the name of the person of whom you are asking a favor.
Consider keeping a separate list or digital record of adult names and roles within the school. This professional network will serve you well throughout your student teaching experience and can become valuable connections for future job searches.
Remember that learning names is an investment in relationships that pays dividends throughout the school year. Students notice when teachers make the effort to know them personally, and this foundation of respect and recognition supports everything from classroom management to academic achievement. The extra effort you put into learning names early will make every subsequent interaction more meaningful and effective.
Prioritize learning every student’s name and correct pronunciation as quickly as possible, using tools like seating charts and regular practice. This investment in knowing your students personally pays dividends in classroom management, relationship building, and creating an inclusive environment where every student feels valued.
Interviewing soon? See how this chapter turns into an answer: How Do You Build Relationships With Students?
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