Hi Dawn,
I feel the same way. This creates a connection as well as showing them that they are supported by the instructor.
Gary
Your right! It really does make the student feel more connected. It makes me feel more connected too! Being able to greet them as they arrive to class. Calling on them indiviually for participation in class is HUGE! I think if I call on hem by name they feel a bigger obligation to do well in class too.
Hi Joseph,
Great strategy. Association memory is powerful and by having them draw the pictures you are building that connection. I am sure your students are amazed at your ability and very appreciative of your willingness to learn their names.
Gary
Hi Andrew,
This is a great idea and I admire you for using technology to give you the support you need while dazzling your students with your "excellent" memory. Keep up the good work.
Gary
Rapport also helps them to become further engaged and more relaxed in their learning environment.
I wholeheartedly support knowing names of students, a short exercise that I use is that they make their own name tent with their first name on one side and three hand drawn pictures of important things in their lives...this reinforces their name and when I walk around the room it reminds me of what is important to them by their pictures.
I agree. Knowing student names shows them that you care about who they are as a person because you have taken the time to learn their name. This is especially true when you have over 20 students in a class. The students are amazed that you remember their name, out of a field of 20 other names.
The student feels special and feels "welcome" in the classroom when you do this as an instructor.
I agree that getting to know students is very important. It's a bit different in the online setting since their names are attached to every post, assignment, etc. However, I still think it's important to call them by their preferred name (Ex. refer to Christopher by Chris if that's what he likes to be called by) and also to use their name when responding to them (For example, instead of great point, say great point Chris, ...). Finally, I'm really going to work on getting to know more about my students individually since this is tougher online (in my opinion). When they introduce themselves in the beginning of class, I plan on jotting down a couple things about them that I can refer to throughout the term (such as "pregnant").
When it comes to learning the names of students I cheat. I have made a seating chart with a spread sheet that comes up on my computer screen that the students can’t see. So as we go around and introduce ourselves, I put there names in the seating chart while everyone is paying attention to the student talking they do not see me put their names in the chart. It works well and they think I have a photographic memory or something. This actually byes me time to learn their names properly.
Hi Claire,
This is a great way for students to have fun while you are learning their names. By making a game of it you are helping the students to get settled into the course while you are showing your professionalism by quickly learning their names.
Gary
I learn students' names as they introduce themselves the first day of class. Then I ask everyone to leave and come back and sit in a different seat, and test myself on their names. If I miss any, I have them go out again, tell them to switch coats or sweaters and come back in again and take a different seat. When I test myself again, I usually know their names, even if it's a class of 20 or more.
I agree I try to learn them within the first two classes.
I try to master names in the first class session. As the students are introducing themselves I make a rough seating chart and then refer to it often the during the first class. I force myself to say each person's name as I ask question. The names start to stick quickly, especially if I can associate something distinctive about the student.
Also, arriving a few minutes early to class allows time to chat with students as they arrive. This interim time allows for personal news and insights before we settle down to work. It also offers students the chance to see that the instructor is also a real person who has concerns with the daily affairs of life.
Hi Denise,
I commend you for the great way you are coping with a situation where you are challenged in connecting names and faces. By making a game of it you are really engaged the students in the process, they get a laugh or two and you have earned their respect for trying. This is what being an effective educator is all about.
Gary
I also try to check on the students who have emailed to say they were going to be late or miss class. In addition to being caring, it also helps keep the excuses honest.
It's not so easy in a large class--and I've had some with 50 people! But with a few it is possible. When students write me why they are not coming (ill, childbirth, car accident, etc.) I make a particular note of those reasons and the next time they return I single them out to make sure everything is okay. This effort seems to be appreciated.
Some people suggest mnemoic deices to remember names. ("Judy A. has hair red as an Apple.") That might help. Obviously with online classes this is all a lot more difficult, though sometimes students open up more when they aren't face to face. That can actually make it easier to get to know some of them.
I agree. I feel "connected" with the person who uses MY name and I believe the students feel the same. I have visual agnosia so it is EXTREMELY difficult to connect names and faces. I'm up-front about it with my classes so they don't feel they're being slighted if I don't recognize them in the hall. During class when it comes to handing back assignments we make a game out of it and one student "keeps score" to see how well I do from week to week in returning the assignments to the correct student! Being able to poke fun at myself, I believe, helps with rapport.
Hi Arlene,
Good point about developing rapport with your students. By knowing something about the students you are able to create the connection that is needed as well as understand when students are having issues in their personal lives that can affect their future college success.
Gary
