Say My Name: Why Pronouncing Students’ Names Correctly and Honoring Their Identity Is the Best First Step You Can Take This Year
- Adri Westlake
- Aug 13
- 3 min read
If you want to build trust with students from day one, here’s my unshakable advice: learn their names and say them correctly. Really correctly. No “close enough,” no nicknames unless they choose them, and definitely no shrugging it off with, “I’m bad with names.”
The first time I call a student’s name, I’m sending a message about whether they belong here or not. I only get one chance to make that first impression, and I want it to say: You matter to me.
That’s why I’m making the case for two small but powerful actions you can take from day one:
Learn and say your students’ names correctly.
Affirm their gender identity every single time.
Names Are More Than Labels, They’re Identity
A name is one of the first gifts a person ever receives. It carries family history, culture, and meaning. For multilingual learners, it may also be a tether to home in an environment where everything else feels unfamiliar.
When we mispronounce a name or worse, change it without permission, we send the message: I’m not willing to put in the effort to see you fully.
The reverse is also true: when you get it right, you’re saying, You matter enough for me to learn this. That’s how you build trust.
I’ve seen students shut down when their names get repeatedly butchered. I’ve also seen faces light up when I take the time to pronounce a name correctly. It’s not about perfection—it’s about showing you care enough to try.
My Secret Weapon to Pronouncing Students' Names Correctly?
Before school starts, I sit down with my roster and look up any names I’m unsure about. I jot the phonetic spelling next to each name until it’s second nature.
And yes, I double-check with students:
“I practiced your name. Can you tell me if I got it right?”
That moment of care goes a long way.
Why It Matters for Engagement
When you commit to getting names and identities right:
Students participate more—they feel safe to take risks.
Behavior issues drop—respect flows both ways.
Trust grows quickly—you’ve shown them they belong here.
On the flip side, constantly mispronouncing a name or disregarding an affirmed pronoun isn’t just a slip—it’s a form of invalidation. Research shows that affirming a student’s chosen name and pronouns is linked to better mental health, stronger engagement, and higher academic confidence.
This is the literal starting point for making students feel seen.
My Go-To Name Routine
Read the roster early – Practice before day one.
Use howtopronounce.com – Many names have multiple accent options.
Ask directly – “Your name is important to me. Can you tell me how to say it?”
Write it phonetically – Keep notes until it’s automatic.
Practice aloud – Yes, I talk to myself in an empty classroom. It works.
Affirming Identity from Day One
Along with learning names, I use my About Me survey to invite students to share how they want to be addressed—name, pronouns, and anything else they want me to know. I promise:
This information stays private and safe.
I’ll always use their affirmed name and pronouns in the ways they prefer.
They can update me anytime.
This one step builds enormous trust, especially for LGBTQIA+ students navigating different levels of “outness” in different spaces.
When You Make a Mistake (and You Will)
Own it, correct it, move on:
“Sorry, I meant [correct name/pronoun].”
No drama, no over-apologizing. Just fix it and keep teaching.
Start Strong, Stay Strong
As you’re heading into the new school year, make this your first priority: Learn every student’s name. Say it correctly. Honor who they tell you they are.
You don’t need to understand every nuance of someone’s gender identity to respect it. You just need to believe them and show it in the way you speak to them.
The relationships you build will last far longer than any icebreaker game.
Free Tool: Want to make your own About Me survey? Mine includes spots for names, pronouns, favorite activities, learning preferences, and yes—how they feel about math (because I teach it, and I know the baggage it brings).
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