Blog

Our Respect for Student Names Can Build or Break Relationships

The first weeks of a new year are filled with organizing procedures, creating routines, and communicating expectations. There is much to do to launch a new year. However, there is one task that we can ill afford to ignore: learning student names. We may not give it much thought, but names matter. The relatively simple task of respecting, learning, and pronouncing names correctly can be a big deal. Names are also an important aspect of our identities. Consider the message of the popular Johnny Cash song from a few decades ago: A Boy Named Sue. When we fail to learn student names early in the year or ever, we risk sending a message that we do not care enough to make the effort or that our students do not count enough to be recognized as individuals. It is not surprising in these circumstances that many students will choose not to invest in their learning or respond to our instruction. Why should they care about what we offer and expect if they believe that we do not care enough to know their names? If we fail to pronounce students’ names correctly, we risk sending a similar message. When these students come from different cultures and have names unfamiliar in the English language, we risk communicating that we also do not respect their culture and identity. If these students are also still learning English, we can create even greater feelings of separation and further complicate our relationship. As a result, we can make reaching them even more difficult. Yet another element deserving our attention is assigning nicknames to students based on some aspect of their name, especially when the nickname may be perceived as less than positive and respectful. We may intend the practice to be playful, and even endearing, but we are assigning an identity to students based on our perceptions and preferences, not their choosing, and potentially without their permission. Like many other aspects of humor, we must be careful to avoid having what is intended to be funny result in emotional pain. Even worse is the practice of intentionally mispronouncing student names or assigning negative nicknames to intimidate or denigrate students who are different, misbehave, or demonstrate a negative attitude. This behavior is especially egregious as it often masquerades as humor that is well-intended, but misinterpreted. Unlike many conditions that can interfere with student learning, there are specific and relatively simple steps we can take to avoid having our treatment of student names become a barrier to relationships and compromise our influence on student success. First, we can make learning student names a priority during the first weeks of the year and when new students enter our class or learning environment. By focusing on names, using them frequently, and reviewing them often, we can accomplish this task. Second, if pronouncing some students’ names is challenging, we can ask them to pronounce their names for us and make phonetic notations to help pronounce them correctly. Collecting this information in private is usually best. Of course, practicing saying names can solidify and help to store them in our memory. If necessary, we can utilize online language resources or consult language experts to assist our efforts. Third, we need to be careful to avoid assigning or using nicknames unless we have specific permission or students request that we use their nicknames. As noted earlier, the close connection between names and identity makes modifying or substituting student names an unnecessary risk to our relationships and ability to reach and teach students. Learning and respecting names might seem like a small thing. Yet, our attention to and treatment of this aspect of student identities conveys a message about who we are and our commitment to supporting them as they learn.

August 16, 2021

Change Learning Outcomes—And Students’ Lives—With This Statement

It may seem improbable that a single statement, even one made with sincerity and backed by commitment and positive intentions, could change the arc of success students experience. Rarely is there one commitment we can make or position we can take that carries such significance for our students and ourselves. Nevertheless, educators around the world have found the following statement to change their perceptions of their work, the nature of their practice, and their relationships with learners. That statement is: I cannot be successful unless you are successful. At first, this may seem like a simple or maybe even a throwaway statement. Yet, it is uniquely powerful in that it conveys a set of messages that can transform the learning experiences and aspirations of students. This commitment aligns our interests with the interests of our students, and it places our professional skills, expertise, and efforts behind their success. There may never be a better time for our students to hear this statement from us. We might assume that students know we want them to succeed and that we are committed to doing what we can to ensure their success. Unfortunately, many students, especially those who have not experienced much success with formal learning, too often see teachers as making their lives difficult, placing them in positions where success is not possible, and leaving them behind when they do not succeed. This statement tells students that their success is in our self-interest. It is no longer a vague hope or ill-defined possibility. Stating that we cannot be successful unless our students are successful conveys a clear belief in the potential of our students. We are saying that our belief is so strong that we are willing to commit our energy, expertise, and efforts to see that their potential is recognized and developed. This commitment goes beyond “I will do my best and hope that you will succeed.” This statement tells students that we believe in them and we believe in our capacity to ensure they experience success. Further, this statement expands our role from presenter, organizer, and evaluator to include advocate and unwavering supporter. We still want to be certain that students have the information and resources to succeed, but we now stand with learners to see that they can employ the tools, skills, information, and strategies to find success. If they fail, we fail. When we make this statement, we become part of a team with our students. Our common goal is ensuring that students learn and succeed. We are on the same side, working to make sense of content, make essential skills attainable, and ensure that their progress is significant and consistent. In addition, this statement makes our intentions clear. We are making an unambiguous statement to students on which they can count. When we press and nudge them, they can be assured that we are doing so in their interests and in support of their success, because their success has become our success. For some students, hearing such a clear and important commitment on their behalf from a trusted adult may be a first in their lives. Be assured, it will not be forgotten.

November 30, 2020

A Powerful Tool to Counter Stress, Depression, and Negativity

What if you could increase your happiness by 25%, reduce stress, fight depression, and sleep better without expensive equipment, rigorous exercise, or medication? Such a powerful life-changer may seem like fantasy, especially during times like these when our days are packed, pressure is high, and hope can be in short supply. Yet, a growing number of studies are pointing to a simple, yet powerful habit that can generate significant, positive, and lasting life change. These studies are uncovering the power of gratitude. Associated with optimism, gratitude is the practice of recognizing and appreciating what is positive and good in our lives. It means that we choose to be thankful for the life we have and those around us who make our lives richer and better. It is a choice to focus on experiences that have enriched us rather than regrets and losses. Internally, choosing gratitude can change the way we think. Developing the habit of looking for experiences, feelings, and connections for which we can be grateful makes us feel better. When gratitude becomes a habit, we become more optimistic and see even more things in life for which to be grateful. Externally, gratitude can shape our attitude and actions in ways that make us more interesting and attractive to be around. People respond more positively to us, thus creating a virtuous feedback loop that generates even more reasons to feel grateful. Feeling and focusing on gratitude in times like these can be a challenge. Certainly, many aspects of life are challenging and could be more positive. We can choose to focus on aspects of life that are not the way we want them, or we can give our attention to elements of our lives that give us happiness, connect us with others, and give us hope. The choice to experience gratitude is ours. Nothing to buy. No medicine to take. No equipment required. So, what can we do to make gratitude a bigger part of our lives and experience the benefits it promises? Here are eight actions you can take, starting today:

Keep a journal of people, events, and situations for which you are grateful. On days when gratitude may be a more challenging feeling your list can be a helpful reminder.
Be intentional in thanking people around you, even for small actions. Also, be specific about what they did that matters to you.
Send texts, emails, or handwritten notes to express your appreciation for the assistance and support of people in your life.
Tell people in your life about the importance of your relationship with them and how they enrich you.
Make it a practice to “count your blessings.” While old advice, focusing on what has blessed our lives can be enriching.
Reflect on people in your past who have had a positive influence or otherwise made a difference for you. Tell and thank them.
Focus on the positive aspects of experiences and situations you encounter. Not only will you feel better, you are more likely to see opportunities rather than problems.
Resolve to focus on what is valuable in your life rather than what you do not have.

In the coming weeks, we will celebrate Thanksgiving, a traditional time for being grateful and giving thanks. Resolve to make gratitude a habit rather than just a holiday.

October 02, 2020

A Powerful Strategy to Lift and Support Students During the Pandemic

One of the most concerning, yet under recognized impacts of the pandemic is the emotional and psychological blow it has delivered to the health of students. For far too many students, the experiences of the past several months are tinged with feelings of isolation, separation, and disconnectedness. Many of the activities to which they look forward have been curtailed or eliminated. Hanging out with and meeting new friends carries the risk of infection and illness and exposure for vulnerable family members. Sports and other activities have often been cancelled or delayed. Community events and activities have largely been called off for this year. As a result, the lives of far too many young people have grown smaller, depression has come calling, and loneliness has been a too frequent companion. Return to school this fall has been a lifeline for many students, but even school is not what it was before the pandemic. We know the potential and importance of social and emotional learning (SEL) to carry students through this time and beyond. However, SEL activities are often confined to classroom lessons, in-school activities, and school-based support systems for vulnerable students. While these experiences can build skills and provide support, they do not always extend to life beyond the classroom and school. Unless students can transfer and apply what they learn and continue to build their skills in other areas of life, the SEL investment we are making is likely to have a superficial and temporary impact. Fortunately, there is a proven, powerful, and accessible strategy we can tap to help students make this important transition. It also provides a powerful counterbalance to feelings of depression, isolation, and loneliness. That strategy is meaningful service to others. Numerous studies have shown service to others to be a strong antidote to stress, depression, and loneliness. Further, service can build social skills, expand person-to-person connections, increase feelings of self-worth, support career exploration, build a sense of purpose, and support academic learning in applied settings. Of course, the pandemic has shifted the landscape for engaging in service. The need for physical distancing and other means to counter virus spread must be respected. Still, opportunities to offer service abound and may be even more important than before the pandemic. Service can take many forms. Some activities and projects may be undertaken by individual students. Others may offer the opportunity to collaborate with classmates and organizations and be a part of efforts larger than themselves. Some activities may by physical. Others may be virtual. Some may provide assistance to those in need. Others may focus on solving a problem. The possibilities are nearly endless. After introducing the concept, benefits, and importance of service, we can brainstorm with students possible ways they can provide service. Some ideas may tap current interests and hobbies. Some may focus on the needs of which students are aware. We may even invite students to research ideas and report on promising possibilities. However, we must be certain that in the end, students feel ownership for and see the importance and value of the service activities and projects selected. At first students may struggle to identify opportunities to serve in light of the restrictions they face, especially if they have limited experience. If they need ideas to get started, here a few possibilities:

Tutoring and mentoring younger students
Offering virtual companionship to shut-ins
Volunteering at online food, clothing, and other resource centers
Performing socially distanced yard clean-ups, snow removal, etc.
Delivering meals and collecting donations
Conducting online surveys and identifying people in need of services
Assembling protective masks for donation

Equally important to the experience of serving can be reflection on the meaning and learning that service generates. We need to be sure to stay connected with students as they make sense of their experience and appreciate the benefits it has offered to them. What they learn and how the experience changes their psychological and emotional well-being can be amazing.

September 21, 2020