Pronouncing students’ names correctly is one of the simplest and most powerful ways teachers can communicate respect and belonging. Yes, it is true that classrooms include names from many linguistic and cultural backgrounds, meaning we have a large task ahead of us in getting all the names right. But as we tell our students, we can do hard things. 🙂
Over the years, while researching and writing about student identity, belonging, and classroom experiences, I’ve spoken with many teachers about how they approach learning students’ names. Below you’ll find a list of actionable, practical, classroom-tested ideas and tips from real teachers who are intentional about getting names right (and communicating to students that their names matter).
This advice comes from outside education, but is a simple practice that applies across domains and ages.
“Working in staffing, I speak to hundreds of people. I always ask how to pronounce their name before I attempt to slaughter it, and then I make notes in my CRM on how to pronounce it correctly the next time we connect.”
– Kelli, principal and founder at Knak Digital (staffing)
The simplest practice is often the most effective: just ask. Rather than guessing, teachers can invite students to share how their name is pronounced and signal that accuracy matters from the very beginning.
Many teachers also find it helpful to write down a phonetic spelling (whatever makes sense to them) on their student roster. Once the name is learned correctly, then it’s much easier to remember it going forward.
On the first day of class, some teachers project the roster and invite each student to pronounce their own name, practicing it aloud together.
How to turn it into an icebreaker: You can turn students sharing their name’s pronunciation into a call-and-response icebreaker: Have each student pronounce their own name as you go down the roster, and have all students repeat the name back (until everyone’s got it). Put whatever spin on this you’d like, but don’t set the game up so that only students whose names somehow look more complicated or foreign are the only ones who have to participate.
(Writing a phonetic note for yourself at this stage makes it far easier to remember names correctly going forward.)
According to Cult of Pedagogy’s Jennifer Gonzalez, there are three types of name mispronouncers:
Learning names doesn’t have to be limited to the first week of school. Continuing to check in, practice, and correct mistakes (especially with eye contact!) signals genuine care and effort.
“I do a lot of ‘Please tell me right away if I’m saying your name wrong. I want to say it correctly.’ If I’m not sure, I make eye contact and practice saying it with the student—even days or weeks later—to make sure they know I care.”
– Laura, Social Studies teacher
For students who are used to having their names mispronounced or ignored, this ongoing attention can be deeply affirming.
Leaving phonetic pronunciations for substitute teachers is an often-overlooked but powerful practice. It ensures that students don’t suddenly lose that sense of recognition and respect when a substitute is in the room. And it models for students that their names are important enough to prepare for in advance.
“I always tell my kids, ‘don’t allow me to say your name wrong, keep correcting me until I get it. I want to respect the correct way to say your name.’ They’ll get assertive to let me know I’m saying it wrong and I’m okay with that. I usually write down phonetically how it’s pronounced so I memorize it faster. I also leave the phonetic pronounciations with the sub.”
– Erinn, elementary teacher
Equally important is the message this teacher sends explicitly: pronouncing your name correctly is a form of respect.
“The most heartbreaking is when I ask for the correct pronunciation and students say, ‘It doesn’t matter.’ I always tell them: it matters to me.”
– Tedi, AP Psychology teacher
Many students (especially those from smaller minority groups, and especially those from marginalized backgrounds) have learned (or continuously re-learn!) that correcting adults isn’t worth the effort.
When teachers clearly state that names matter to them, they begin to undo that learned resignation, and demonstrate respect and esteem for those students, while also strengthening their student-teacher relationship.
Even with the best intentions and strategies, mistakes will happen. What students tend to notice most is not whether a teacher gets every name right immediately, but whether the teacher is trying, correcting themselves, and inviting feedback. Consistent effort communicates value. Silence or dismissal communicates the opposite.
Pronouncing students’ names correctly isn’t about perfection. But it IS about respect, effort, and relationship-building.
Small practices like asking first, writing phonetic notes, practicing aloud, and empowering students to correct you can have a lasting impact on how students experience school.
By the way – for readers interested in the research and student experiences behind why name pronunciation matters, you can read more here → Why Pronouncing Students’ Names Correctly Is a Big Deal (summary of the social-emotional impact of name mispronunciation in schools – Education Week).
Teachers, if you have strategies that have helped you learn students’ names, please feel free to share them in the comments.
