Extending welcome and using students' names both foster a sense of belonging among students in your classes.

LWTech's implementation of the 4 Connections since 2016 includes the practice of learning and using students' names and has had a significant impact on closing equity gaps in course success. You can learn more about the 4 Connections on the Canvas site dedicated to that work. Much of what you read there will overlap with the ideas and techniques covered on this site.

The Key to Success with this Strategy

Make Time to Learn Pronunciations and Pronouns

On the first day of class, dedicate time for student introductions. Ask students to share their names as they would like to be called in class and their pronouns.

While students are sharing, note the pronunciation of their names and their pronouns somewhere you can easily access the list during future classes. If you do not feel confident in a pronunciation you hear, ask the student to repeat it so you can be sure to get it right.

Make Time to Welcome Students to Class Sessions

Online: Sign into Zoom a few minutes early whenever possible and welcome students as they join. Using the Waiting Room feature can help you manage this. Admit students a few at a time, briefly say hello to each (just a quick hello and their name), and then admit the next set of students.

In person: Welcome each student as they come in the door to the classroom or take a couple minutes at the beginning of class to circulate the room to say hello to each student by name.

Using this Strategy is Culturally Responsive because...

Welcoming students by name:

Values each student and their identity

Our names are tied closely with our sense of self. Learning and using students' names correctly (or asking for help when you struggle to do so) communicates care to each student with whom you interact. Learning and using the correct pronouns for each student does the same.

Creates a welcoming classroom environment for all students

Combats feelings of being an impostor

Having our names said correctly and with care creates a foundation of welcome and confidence on which learning can be built.

The following articles discuss the impact of learning and using students' names:

Igwe, N. (2016). Getting students' names right: It's personal. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/teaching-and-learning/getting-names-right-personal/ (Links to an external site.)
Korbey, H. (2017). The power of being seen. Retrieved from https://www.edutopia.org/article/power-being-seen?utm_medium=socialflow&utm_source=twitter (Links to an external site.)
Cooper, K.M., Haney, B., Krieg, A., & Brownell, S.E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE Life Sciences Education, 16(1). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5332051/ (Links to an external site.)
O'Brien, M.T., Leiman, T., & Duffy, J. (2014). The power of naming: The multifaceted value of learning students' names. QUT Law Review, 14(1). https://openresearch-repository.anu.edu.au/bitstream/1885/31373/2/01_O'Brien_The_Power_of_Naming:_The_2014.pdf

How do I Implement this Strategy?

In addition to the suggestions listed under The Key to Success with this Strategy above, I also encourage you to use time on your first day of classes, or the first few days of classes, to learn a little about your students. The following prompts are faculty and student tested. Record student responses to these prompts, too, and integrate student interests into your teaching whenever possible.

Get-to-Know-You Prompts

What is something really boring about yourself? (Note: This is a new prompt to me, and I love it. It totally takes the pressure off compared to "What is something interesting or unique about you?")
What program are you studying at LWTech? Why did you pick that program?
What is one thing your are good at and enjoy doing?
What is an accomplishment you are proud of?
What are you looking forward to learning in this class?