Call me by my name, not 'Hi there!'

In this blog, Dr Andrew Woon, CMBE, Senior Lecturer in Strategic Management and Programme, School of Business and Management, Queen Mary University of London, extols the benefits of addressing students by name, despite the challenges it may present.

Our names are more than just words, they are deeply tied to our identity, holding personal meaning for us and our loved ones. Addressing someone by name in conversation establishes a sense of intimacy, respect, and recognition, making social interactions more meaningful. In the context of higher education, where meaningful connections between students and educators form the cornerstone of an inclusive and engaging learning environment, the importance of addressing students by their names cannot be overstated.

Reflecting on feedback from my recent Module Experience Survey*, I was encouraged to see how students value this effort:

“Dr Andrew Woon is a great teacher. High energy, he knows a lot of his students by name. Positively encourages attendance through praise and so on. Also, the simulations were great. It seemed difficult at first, but we soon got the hang of it.”

“I like that this module forces students to be fully engaged with lecture and seminar activities, as well as how Andrew is very attentive and helpful with all students. He knows the name of everyone here, which takes a lot of effort, and is very focused on delivering the best possible experience for us.”

Teaching large lecture classes with up to 300 students makes remembering every name an incredible challenge. This is one reason why I advocate for a workshop-style format where smaller, more interactive classes allow instructors to foster more personal relationships by learning students’ names, understanding their backgrounds, and even remembering where they typically sit in the room.

Why names matter in the classroom

Calling students by their names goes beyond recognition, it signals their visibility and inclusivity, reinforcing their role as active participants in the learning process. Addressing students personally creates a positive learning atmosphere, fostering mutual trust and engagement. I firmly believe when educators make an effort to know their students, it enhances the sense of belonging and motivates active participation, which are critical for academic success.

Furthermore, modelling professional and respectful communication in the classroom sets an example for students, equipping them with essential soft skills they will carry into their future workplaces. I believe that knowing people’s names is the first step in building relationships, which is a crucial employability skill. Additionally, I encourage students to call me by my first name as it fosters a sense of equality, partnership, and approachability and these are qualities that are fundamental in professional relationships.

Practical strategies for learning names

I have to admit that remembering names can be daunting, especially with large class sizes or diverse student groups. Mispronunciations are inevitable, but the effort to try is often appreciated. To overcome this, I use simple yet effective techniques:

• Name cards: I ask students to write their preferred names on index cards, which they display on their desks during class. This helps me learn their names and encourages peer-to-peer connections.

• Seating familiarity: Associating names with where students sit helps in remembering them quickly.

• Encouraging repetition: Repeating names during discussions helps reinforce memory.

These strategies not only aid memory but also foster a sense of community and respect among students.

Impact on student engagement

The effort to address students by their names has tangible benefits, as evidenced by my Module Experience Survey results, where I scored 3.61 out of 4 on the "Student Voice" metric and 3.71 out of 4 on the "Academic Support" metric. This feedback highlights how small, intentional actions like using students' names can significantly enhance their classroom experience, fostering a sense of being heard, valued, and supported.

Conclusion

While remembering every name may not always be possible, the act of trying conveys a powerful message “every student matters”. As educators, our efforts to build personal connections in the classroom pave the way for deeper engagement, trust, and inclusivity. By simply calling students by their names, we create an environment where learning becomes personal and impactful, for both the students and ourselves.

*The Module Experience Survey was published 10/12/2024 from Semester A 2024/25 academic year.