PART 1: Pronouncing Names… Butchering the roll call
1. What do you Think?? REFLECT: Perhaps you have a name or you can recall a classmate with a difficult name to pronounce. Predictably, year after year, teachers butcher the same name. What was the outcome? Was it awkward, long-lasting, humiliating? What was the impact??This seems as though it might be embarrassing and would “get old” very quickly. Getting a name wrong on the first try, I feel is understandable. But when it repeatedly occurs year after year, instance after instance, this would make a student feel like they are not important enough to learn the name. This devalues the student which in turn may have them devalue their learning. Mispronunciation especially in the “arrogant mangler” manner, makes students feel as if they do not matter and result in less effort reciprocated.
2. Now What?? How might you become a “calibrator?” What steps will you take this school year to learn student names properly in your class? (avoid a side-show!)I think it is very important to make the effort to be a “calibrator”. Proudly, after hearing what this is, I put myself into this category. I remember personally seeing people struggle with family member’s names and how happy they would be when someone actually took the time to get it. This little joy motivates me to want to do the same for my students. No matter how long it takes at times. I always do the initial roll call in my classroom the first week of school by walking desk to desk when students are independently working. Almost like a brief mini conference. This gives me a personal (not public) moment to get their name, place it with their face, ask for pronunciation, and ask if there is a name preference. After this I am never afraid to humble myself by asking to be corrected and apologizing if I make an error. This helps set a comfortable and safe atmosphere that students want to be in and therefore are willing to participate and learn.
1. What do you Think?? REFLECT: Perhaps you have a name or you can recall a classmate with a difficult name to pronounce. Predictably, year after year, teachers butcher the same name. What was the outcome? Was it awkward, long-lasting, humiliating? What was the impact??This seems as though it might be embarrassing and would “get old” very quickly. Getting a name wrong on the first try, I feel is understandable. But when it repeatedly occurs year after year, instance after instance, this would make a student feel like they are not important enough to learn the name. This devalues the student which in turn may have them devalue their learning. Mispronunciation especially in the “arrogant mangler” manner, makes students feel as if they do not matter and result in less effort reciprocated.
2. Now What?? How might you become a “calibrator?” What steps will you take this school year to learn student names properly in your class? (avoid a side-show!)I think it is very important to make the effort to be a “calibrator”. Proudly, after hearing what this is, I put myself into this category. I remember personally seeing people struggle with family member’s names and how happy they would be when someone actually took the time to get it. This little joy motivates me to want to do the same for my students. No matter how long it takes at times. I always do the initial roll call in my classroom the first week of school by walking desk to desk when students are independently working. Almost like a brief mini conference. This gives me a personal (not public) moment to get their name, place it with their face, ask for pronunciation, and ask if there is a name preference. After this I am never afraid to humble myself by asking to be corrected and apologizing if I make an error. This helps set a comfortable and safe atmosphere that students want to be in and therefore are willing to participate and learn.