Tag Archives: Names

Teaching with Tenderness

Steve Volk, February 19, 2018
Contact: svolk@oberlin.edu

Always start with the names:

Utagawa Hiroshige, Bird and Mallow Flowers (ca. 1842), Allen Memorial Art Museum, Oberlin College



Alyssa Alhadeff
Scott Beigel
Martin Duque Anguiano
Nicholas Dworet
Aaron Feis
Jamie Guttenberg
Chris Hixon
Luke Hoyer
Cara Loughran
Gina Montalto
Joaquin Olivier
Alaina Petty
Meadow Pollack
Helena Ramsay
Alex Schachter
Carmen Schentrup
Peter Wang

Victims of the Douglas High School massacre in Parkland, Florida, on Valentine’s Day. Since Adam Lanza killed 26 at Sandy Hook Elementary School in 2012, there have been more than 140 school shootings in the United States. And, of course, those were preceded by Columbine, and Virginia Tech, and too many others.


How do we respond?

The appalling toll of gun violence in this country should need no reminding. But when we, as teachers, read of school massacres, it is a kick to the gut. Again. As individuals, we feel anger and sadness, rage and compassion all at the same time. Our empathy with the victims is strong. But as teachers, our response is direct and visceral; we feel a need to hold our students, a deep desire to protect them even as we know we can’t.

How do we respond?

Do we talk to them about Parkland? Do we talk to them about Albert E. Morton, a 31 year old Black man who was shot and killed by police while driving in his car in Harrisburg, PA, one of 123 people shot and killed by police in 2018? Do we talk to them about 20-year old Alexis G. who was deported to Mexico, a country he doesn’t know, in June 2017 after having lived almost his whole life United States? “If I were to sing an anthem right now, it would be the Star-Spangled Banner,” he said before being deported.

We shouldn’t be surprised if our students preferred to get on with their French lesson or hunker down in the biology lab, totally reasonable responses. And, since I never know what approach students would choose, I always check with then, and then follow their lead. So, I asked some students I’m working with how they reacted to the news of the Douglas High shootings. They all said the same thing: they have grown numb, anesthetized to events that have become commonplace in the United States. Maybe that’s all that needs to be said.  Since Sandy Hook, there have been at least 239 school shootings nationwide in which 438 people were shot, 138 of whom were killed. I had forgotten the date of the Columbine massacre, so I looked it up: 1999, which means that school massacres have been part of our students’ reality for their entire lives.


That was the end of our conversation. They wanted to get down to the work at hand. But I continued to think about how we respond to these criminal moments that crash into our daily existence. I refuse to call these events “tragedies.” As Simone Weil once pointed out, tragedy arises from a situation where one absolute obligation comes into conflict with another. Being in this country without documentation is a tragedy; massacring school kids is a crime. But how do we respond? How do we react to these continual horrors without always talking about them? Is there is a way to answer the violence around us without being overtaken by it? How can we help our students cope with trauma without forcing them to continually reflect on traumatic events?

“We are not all that is possible,” June Jordan, the remarkable poet wrote in “Outside Language.” “None of us has ever really experienced justice. None of us has known enough tenderness.”

“None of us has known enough tenderness.” The answer suggested in Jordan’s poem led me to Becky Thompson’s most recent book – which opens with Jordan’s poem as an epigraph. Thompson, who describes herself as anti-racist and feminist, a sociology professor, and yoga instructor, invites her readers to practice a “pedagogy of tenderness.” In Teaching with Tenderness, she suggests how we might adopt “gentler ways” of teaching. For those whose new-age bullshit antennae have begun to waggle uncontrollably, stay with this, at least for a few more paragraphs. I’m not going to talk about sitting in a circle and holding hands – although I could and she does. And I’m not going to suggest that our fundamental purpose as teachers is to make our students feel better. Teaching with tenderness, Thompson offers, is about locating our teaching not just in models of intimacy, but also in forms of intensity and intellectual depth. Teaching with tenderness is about improving student learning, as well as their mental health, by lending attention to emotions as well as cognition, body as well as mind.


Utagawa Hiroshige, Autumn Flowers on the Otsuki Plain in Kai Province, no. 31 from the series Thirty-six Views of Mt. Fuji
(1858), Allen Memorial Art Museum

Rituals are important in life events, from birth to death, and, Thompson argues, in class events, from first class to last.  She begins the semester with her students’ names (one reason why I began this article with names). I’ve written before about the importance of learning names at the start of class, and, when possible, taking steps to help everyone remember each other’s name. I’ve always thought of this as a form of simple politeness and inclusion. But Thompson suggests that there are deeper reasons than courtesy for this practice. We start with names because unnaming, removing names as was done through enslavement or during the Holocaust, and as is done in prisons today, is a radical form of dehumanization. Naming, then, is a step toward recognizing each other’s humanity by calling attention to the fact that names matter, “they hold stories to people’s heritage, to what they know or don’t know about their ancestors, to gender. It is a start in seeing each other” (42).

Thompson starts each semester with all the students sharing their whole name, where it came from, what it means, and how they feel about their names. The process begins with the first student, and each student thereafter has to repeat the names of all who preceded them.

Naming is one ritual, and Thompson’s classes are marked by others, such as checking-in at the start of class, and reflection at the end. It is her way of always honoring the students as individuals, as humans who stand at the center of her practice of teaching. It is a means of teaching with tenderness. 

Embodied Teaching

After many years of teaching, Thompson came to the realization that she “was passing on to my students some of the same costs I had paid to become an academic. When I was finishing one of my earlier books…I began to realize that the academy asked people to trade in their body parts, anything below the neck, in order to be successful. I remember feeling like I had ransomed off all of my body parts, except my head, in order to finish the book…After I finished, I realized that I wanted my body parts back – my legs, my arms, my core, my feelings especially…” (pp. 36-37). Tyrone Simpson, one of her colleagues at Simmons College, speaks of the academy as a “decorporealizing process.” Holding a Ph.D., he observes, is the proof that you have been “willing to be out of your body for an extended period of time.”

Utagawa Hiroshige, Akasaka, no. 57 from the series Sixty-nine Stations on the Kisokaidō (late 1830s), Allen Memorial Art Museum

Which is kind of weird, when you think about it, because both learning and teaching are fundamentally embodied practices. Stephen Cope writes that mind and body are “different points in the spectrum of subtlety…The body is a gross form of consciousness. The mind is a more subtle form of consciousness.” But we know this on a more obvious level: the process of imagining, studying, planning, analyzing, and creating continually bump into and interact with the limitations of our physical selves. We are tired, hungry, suffering various aches and pains. Thinking has embodied limitation. As does teaching: since we haven’t yet been replaced by robots, we still teach in our bodies, whether standing or sitting, whether we want to or not.

When Thompson remarked that the academy “asked people to trade in their body parts,” other than the brain, in order to succeed, she was speaking not only to the fact that most of us live extraordinarily sedentary lives, parked in chairs, staring at computer screens. And even if we move around class when we teach, our students remain largely stationary. (Indeed, one frightening aspect of the state of education today is that young children, beginning in the pre-school years, are required to spend more and more time glued to their desks, toiling away at “paper and pencil” tasks.)

Does “disembodiment” really matter for us, who teach college students who (generally) know how to stay (relatively) still for 50 or 75 minutes or longer? Absolutely. Consider the following: It’s Tuesday afternoon at 1:45. Class has been going on for 45 minutes and your students’ eyes have begun to glaze over; even you are feeling the energy leaving you drop by drop. What do we do? If I’m any example, we probably just soldier on, ignoring the tired or restless bodies. Or, we could take approximately 1 minute to have the students stand up and “shake it out.” Now, which approach will have the greatest impact on student learning? You can answer that.

Thompson was one of Maurice Stein’s graduate assistants at Brandeis University. Stein, a sociologist, was already a legendary instructor 50 years ago when I was an undergraduate there (he retired in 2002), and he evidently got even better over time. He always resisted the notion that there was one specific model for good teaching, suggesting that “there are probably as many possibilities as there are varieties of human beings doing the job of teaching.” When Maury felt a lull in the class’s energy, Thompson reports, he would insist that everyone get up and do the hokey pokey. “People thought that was hilarious, embarrassing, and silly,” she writes, “allowing them to roll their eyes at him as they twirled around. Perhaps because Maury is a serious scholar, and chose seriously intense books, he could get away with this frivolity, knowing that tenderness is a quality that balances between joy and rage, despair and hope” (35).

Utagawa Hiroshige, Catching Fireflies on the Uji River, from the series Famous Places in the Provinces (late 1830s), Allen Memorial Art Museum

Embodied teaching, of course, is neither easy nor straightforward. Tyrone Simpson, Thompson’s aforementioned colleague, is a “six-foot-one Black man with dreadlocks” who teaches in the “white space” of Simmons College. He can neither deny his body (“I am a walking limb,” he remarks), at the same time that his context requires him “to render invisible his own thoughts and experience of embodiment.” Further, the important feminist work to politicize sexual harassment has been used to render problematic attention to the body in the workplace. Nevertheless, keeping these in mind, there is pedagogic value in recognizing our own embodied ways and those of our students.

Emotional Amplitude

Thompson’s teaching-with-tenderness pedagogy is conscious of the impact of emotions on the learning process. She is a sociologist, not a psychologist, but significant psychological research has confirmed the links between emotions and learning/memory (in both positive and negative directions), and suggested that students’ emotions influence self-regulated learning and motivation, and these, in turn, impact academic achievement. Maury Stein, Thompson’s mentor, argued that it was important for students to develop both their intellectual and their emotional amplitude, and it is a lesson that Thompson uses in her approach to “teaching with tenderness.”

Allowing, let alone welcoming, emotions into class is complex and often fraught. It is difficult both for classes like macroeconomics or statistics, where the subject matter doesn’t lend itself as a “natural” outlet for emotion, as well as in classes whose subject matter foregrounds issues of social justice, particularly, she writes, as “colonialism, militarism, racism, and patriarchy remain structural impediments to tenderness” (15).  Yet the emotional life of students in either context will not be denied. Teachers need to be aware of our students’ anxieties, their feelings of being imposters in intense academic settings, or the emotional turmoil that may undermine their ability to concentrate, even as we know that we will not be privy to the specifics of their emotional states. We need to be conscious of how emotions can be launched by the subject of the class, and of our own role in dealing with the consequences. Thompson describes how she often “back[ed] people against the wall” when teaching about power and privilege, setting people apart from each other. “What I didn’t know early in my teaching,” she writes, “is that creating multiracial communities required finding ways to teach about power and privilege that loosened people up rather than hardened them, that countered defensiveness, that helped people get to a soft place with each other” (36).

Over time, she became more aware of how to deal with student anger and intensity, and the “complicated emotions that surface when examining oppressions, including how they are reproduced in class dynamics” (46). She now addresses these in a variety of ways, often through ritual, reminding students of their shared humanity by repeating part of the “Who Am I” naming procedure in every class, by changing her mid-semester evaluations (students evaluate teacher and course content, and their own participation and work of class as a collective; these are passed out randomly and, protecting student anonymity, students then read aloud their classmate’s commentary), and by introducing more literature into her classes. In this she took a lesson from the Puerto Rican poet, Martín Espada, who realized in his own work that the more horrific an event was that he was writing about, the more beautiful the language needed to be, to “keep the readers’ hearts open as they read.”

Nor are these lessons only for our students. “Teaching with tenderness,” Thompson writes, “involves a promise we make to each other, and a way of living, requiring consistent and radical acts of self-care…Tenderness opens us up to grieving, to ambivalence, to anger, to confusion…not easy feelings for sure.”

Slow Pedagogy

Utagawa Hiroshige, Bridge at Tsurumi, from the series Interesting Rest Stops at Towns Between the Fifty-three Stations of the Tōkaidō (1919), Allen Memorial Art Museum

Teaching with “tenderness” demands that we slow down the pace, helping to pull students out of the frantic rhythms of the news cycle that technology dumps into our laptops, and into more deliberate and contemplative modalities. Practices that slow our students down can help them resist the temptation to jump after every shiny thing that comes across their screens, to focus, and to engage with each other and with the subjects of their study with depth and respect. Holding them in front of a painting in the museum so they can become trained at careful observation, whether for use in their labs or in their daily lives; cultivating the patience they need to read a text closely, whether they are reading the news or a novel: these are practices that can help our students respond to the world around them with resilience and compassion. But above all, teaching with tenderness requires helping our students develop as respectful and active listeners.

“In academic culture,” Mary Rose O’Reilley writes, “we tend to pay attention only long enough to develop a counterargument…In society at large, people only listen with an agenda… Seldom is there a deep, open-hearted nonjudgmental reception of the other…By contrast, if someone truly listens to me, my spirit begins to expand.”

The same theme is woven through Anna Deavere Smith’s review of Jesmyn Ward’s Sing, Unburied, Sing, a novel, she writes, which “honors paying attention: seeing, listening, and, finally, singing. The novel inspires me to think that we need new songs, new ways of seeing, new ways of listening.” The importance of fashioning new ways of listening was, for me, the most important lesson of Thompson’s book as I tried to answer the question of how we respond to these continual moments of anger, frustration, sadness, and loss. “In the face of individual and collective deaths,” she writes, “we may not be able to fix anything. The most we can often do is listen.”

What’s in a Name?

Steve Volk, August 28, 2017

What’s in a name? that which we call a rose
By any other name would smell as sweet.

–Romeo and Juliet, Act II, Scene ii

After a summer that has quickly scurried away into some dark corner from which it will only emerge, like a baby newly born, nine months from now, we return to our classrooms. At least for those who didn’t spend the summer teaching or are not teaching this semester. As we reengage, hopefully refreshed and ready to go, I’m reminded of what the poet Nikki Giovanni once remarked when asked what she would miss most when she retired from teaching. (Lord knows, it wasn’t grading exams or sitting through department meetings!)

I’m going to be sorry when I retire — she wrote — because… if it’s one thing that I definitely enjoy, it’s my 8:00 class. My 8:00 class, they come to me, 8:00 AM, they come to me from their dreams, and I come to them from mine. And I would give up a lot of things, in terms of teaching; I really don’t want to give up my 8:00, because I like the freshness that they bring. And the other word would be, I like the love that we have for each other as we come into that class.”

Good to keep in mind.

Graduates, Oberlin College. 1973 Hi-o-hi Yearbook. Courtesy of Oberlin College Archives

Graduates, Oberlin College. 1973 Hi-o-hi Yearbook. Courtesy of Oberlin College Archives

When I began teaching, I was sure I’d never forget a student’s name. A few years in, and it became quite evident that wasn’t going to happen. OK, I don’t remember their names, but I was sure I’d never forget a face. Fast forward — maybe a few weeks? — and I realized no guarantees there, either. As the years went by, I was embarrassed to admit that I greeted returning alumni as if they were still in my classes (“So, how are your other classes going?” “Er, I graduated 5 years ago”) and, occasionally, currently enrolled students I bumped into at the gym as former students. I soon switched to a more noncommittal, “So, what’s going on?” when I saw a familiar face.

While my face and name forgetfulness is more likely due to advancing years, and not anything as dramatic as prosopagnosia, it concerned me that students would think I didn’t care who they were. Students are (justifiably) upset with faculty who haven’t learned their names, more so if it appears that instructors are not putting any effort into it. (This reaches another level altogether if faculty consistently, and perhaps pointedly, mistake one minority student for another, what has been called the “cross-race effect”. That’s not my subject here, although I’ll return to it in a future article.)

For all the discussion of the importance of remembering names, there has been little research on the impact on student learning of faculty members’ ability to remember their students’ names. At least until now. A study recently published in CBE – Life Sciences Education by Katelyn M. Cooper, Brian Haney, Anna Krieg, and Sara E. Brownell (“What’s in a Name? The Importance of Students Perceiving That an Instructor Knows Their Names in a High-Enrollment Biology Classroom”) tried to measure the impact of “name-knowing” in a 185-student, upper- level biology class. Among the findings:

  • Over 85% of the students who responded on a post course survey thought it was important that the instructors knew their names.
  • When asked why, many wrote that it made them feel valued, that it helped them feel that the instructor cared about them.
  • Students also indicated that having an instructor know your name made them feel more invested in the course and likely impacted their behavior in the course; it made them more comfortable seeking help from the professor.
Hi-o-hi Yearbook, 1960. Courtesy of Oberlin College Archives

Hi-o-hi Yearbook, 1960. Courtesy of Oberlin College Archives

So, while the researchers couldn’t determine whether name-knowing was linked with an improvement in student performance, it’s not a stretch to imagine that students who are more invested in their classes, and more willing to get help from the instructor, are likely to learn more and do better.

These findings are also broadly consistent with the conclusions reached by Daniel F. Chambliss and Christopher G. Takas in How College Works (Harvard 2014) which argued that “personal connections are often the central mechanism and daily motivators of the student experience” (p. 4, italics in original). While there’s more to “personal connections” than knowing a student’s name, calling a student by name can help pave the way for such a connection to form.

Pronunciation: First (try to) do no harm…

And while we’re at it, we should also stress the importance of correctly pronouncing a student’s name. For all students, and especially the children of immigrants or those who are English-language learners, having a teacher who not only knows their name but can pronounce it correctly signals respect and inclusion. I always call role on the first day of class. Some time ago, after the first class, a student came up to tell me it was the first time that a teacher had correctly pronounced her name on the first day of class. Ever. Her first year in college and no teacher had gotten it right before. She still remembered that some years later when I saw her at a reunion. I was able to do this because she had a Spanish-Mayan name, but I often find myself linguistically challenged with names that aren’t in my language wheelhouse. Asking for help is always the best way forward in such circumstances. I was teaching in China over the summer and, quite sure that I would do serious damage to their names, I had the students pronounce their names – and asked them to correct me – until I finally got it right. [For a good article on this in the early childhood classroom, see: Mariana Souto-Manning. “Honoring Children’s Names and, Therefore, Their Identities.” School Talk (NCTE) 12.3 (April 2007): 1-2.]

Tricks of the Trade

So, how can you remember all those names? There are lots of suggestions out there. For example, try these from the University of Virginia, these from Carnegie Mellon, or these from the University of Nebraska-Lincoln.

Without claiming any originality, I’ve compiled a squadron of suggestions (in no particular order), including some old favorites and some newer approaches.

Use a seating chart for the first 2-3 classes: Ask students to sit in the same place for a few classes to help you learn their names more quickly. (You’ll find that, even without asking them, most students will sit in the same seat all semester long.)

Photos: use the “Photo Roster” tab in Blackboard: Blackboard, and many other learning management systems, will provide you with photos of students enrolled in your classes. This is probably the best way to learn the names of many of your students before the first class even though I’m always staggered by how different many students look when seated in front of me from when they took the photo. But it’s a good start.

Keep in mind that some students may have changed their names since enrolling, and even though Blackboard allows students to change their preferred name on this platform if they wish, you will want to make sure that you have updated the necessary information.

Photos: use your phone. If you want current photos, you can have students come up, maybe three at a time, write their name on the board (and any pronunciation guides if needed along with their gender pronouns), and snap their photo with your phone.

Help the students learn each other’s names: One of the best methods of learning student names is to make sure that they know each other’s names and use them in class when referring to each other (“I agree with Julio, who argued…)

Arrange students into groups of two and have them introduce themselves to each other, coming up with three interesting facts about their partner. Then have them introduce their partner to the class as a whole, which is a boon for students who are reticent about introducing themselves.

Alternatively, you can have students write something about themselves, put it on a card, and give it to you. (You can then attach a photo to the card from the Photo Roster or draw a quick, 20-second sketch of the student.)

Have students say their name each time they speak in class, at least in the first few weeks of class or until everyone (instructor and the students) feels they know everyone’s name. This will require that you remind them frequently, but it pays off.

Pick one thing that says something about you: Have students pick out one item from their backpacks, purses, wallets, etc., that says something about them, and then introduce themselves to the class: “Hi, I’m Shang. This is a Metro card from the Beijing Metro which I took to get to my high school.” “I’m Amy, and this is my mouth guard – I play field hockey.”

Hi-o-hi Yearbook, 1968. Courtesy of Oberlin College Archives

Hi-o-hi Yearbook, 1968. Courtesy of Oberlin College Archives

“Tent” cards: Hand out 5X8 cards, have students write their names on them, make a “V” out of them, and put them on the front of their desks. This helps everyone learn names (unless you’re assigned to the purgatory of a fixed-seating classroom). Collect them at the end of the day, and have your students pick them up as they come in for the next class. (You can also use this as a handy way to keep attendance, at least at the start: students who didn’t get their cards are marked absent.) Here is one student’s comment about using name tents from the biology class study referenced earlier:

“I had my name tent out a couple weeks ago, and the person sitting next to me called me by my name. I turned around. It makes me respond better, because they call you by your name instead of like, ‘Hey.’ Some random person is talking to you, and they just want to discuss a worksheet question. When they call your name—I don’t know what it is—it makes me want to have more communication with them, better communication since they call you by your name.”

Easy does it: For very large classes, try to memorize a row of students per day. In the few minutes before class begins, review what you’ve already memorized and then add another row of students to that list.

Create visual associations. James Paterson, a psychology teacher in the UK and finalist in the World Memory Championships, suggests creating “a visual association between the student’s name and their face, no matter how weird or illogical it might seem. If your student is called Oliver for example, you could imagine him begging for more marks, like Oliver Twist – it’s incredible how easily the full name can be recalled with only the most tenuous of associations.”

Ask for help: Particularly during the early weeks of a course, ask for the students’ help in remembering their names. They usually appreciate the effort you are taking.

Names and assignments: Often, as hard as I try, it’s not until I start reading assignments (and passing them back) that I finally remember all the names. I have found it really important to hand papers back to students as a way of learning their names (although that’s not going to help you if you do everything electronically!).

Challenge yourself: After introductions the first day (particularly for seminars), see if you can remember everyone’s name in the class. Try doing it at the start of the next class as well.

In the end, I still have problems remembering student names when I see them in something other than a classroom context, but it then it never hurts to say, “Can you remind me of your name? Sometimes I can’t even remember my cats’ names!”

Sandra Cisneros, 2009. Creative Commons.

Sandra Cisneros, 2009. Creative Commons.

In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays on Sunday morning when he is shaving, songs like sobbing. […]

At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth. But in Spanish my name is made out of a softer something, like silver, not quite as thick as sister’s name Magdalena – which is uglier than mine. Magdalena who at least- – can come home and become Nenny. But I am always Esperanza. I would like to baptize myself under a new name, a name more like the real me, the one nobody sees. Esperanza as Lisandra or Maritza or Zeze the X. Yes. Something like Zeze the X will do. (Sandra Cisneros, The House on Mango Street)