1.) Of course I can't help but think of the substitute sketch. We have all heard kids' names said incorrectly. I remember waiting for the sub to make their way down the list to kids with very complex names. We often joked about how it would be said this time. Some of my students are angry when a teacher they had all year cannot say their names.
2.) Kids feel like we don't know them when we don't say their names correctly. I do not intentionally mangle anyone's names. I try to have the kids record it on Thinktech so that I may listen to both their first and last names. I have most first names down no problem. Most of the kids do not want to correct us over and over if we say their names wrong. There are also specific phonemes that we do not have the ability to hear or pronounce based on the language adaptation of specialization. This is not a cop out, but linguistic science. This is where the idea of the public vs. private comes into play in my opinion. By asking students in private to say their name and repeating it to them we are able to determine how it is said and they can feel more comfortable telling us. Surrounded by their friends they feel awkward that their names are not "common or normal." By taking time to work with kids this way, they know that it is okay to tell me I am wrong and it shows that teachers are putting in effort. Some of my students give a different name right off the bat, because they were embarrassed before.
2.) Kids feel like we don't know them when we don't say their names correctly. I do not intentionally mangle anyone's names. I try to have the kids record it on Thinktech so that I may listen to both their first and last names. I have most first names down no problem. Most of the kids do not want to correct us over and over if we say their names wrong. There are also specific phonemes that we do not have the ability to hear or pronounce based on the language adaptation of specialization. This is not a cop out, but linguistic science. This is where the idea of the public vs. private comes into play in my opinion. By asking students in private to say their name and repeating it to them we are able to determine how it is said and they can feel more comfortable telling us. Surrounded by their friends they feel awkward that their names are not "common or normal." By taking time to work with kids this way, they know that it is okay to tell me I am wrong and it shows that teachers are putting in effort. Some of my students give a different name right off the bat, because they were embarrassed before.