6 Steps for Remembering Students’ Names in Less than a Week

1. Live and die by the seating chart

During pre-planning, I make seating charts for all of my classes. I used to do this by hand on blank charts that I would print out, but now our school allows us to make them through our grading program and even plug-in the students’ most recent school picture; either way works. I simply arrange the students in alphabetical order by their last names, then I number the desks so that each student can remember their number (which will be the same for their assigned classroom laptop).

On the first day of school, the seating chart for each class is projected onto the board. As I greet the students when they walk in, I direct them to find their name on the seating chart and locate that numbered desk. Before I take attendance—which needs to be completed within the first five minutes of class, even on the first day of school—I tell them to make sure they are in their assigned seat, because otherwise, they’ll be marked absent. Seating charts make it easy to take attendance in this way.

When we move on to going through our classroom procedures, I tell students once again that it’s very important they sit in their assigned seat, as this is how I take attendance and learn their names.

2. Have a formal class discussion during the first or second class

I teach English, so I like to read a very short story or a poem together and then have our first class discussion about it. This achieves several things, such as training students early on to share their opinions and analysis of a text, as well as to be respectful of their classmates’ responses. It’s also a trick I’ve developed to learn their names.

If a student raises their hand and I have not yet remembered their name, I’ll say, “Wait, let me check my chart,” and then confirm their name before they share their thoughts. While it may seem a little corny, the students actually love this. I think that’s because I’m letting them in on my technique and showing that I really care about getting to know them.

Plus, listening to their thoughtful remarks gives me more material to remember them by. Very quickly, I learn who isn’t shy, who has a lot to say but might be holding back, and who doesn’t like to share. That’s a lot of personality I’m able to attach to each name within the first class or two.

3. Grade the first assignment while students are in class

After an early class discussion, I give an easy-to-complete assignment, such as a short written response or a creative poem structured like the one we just read. I train students right away to always put a proper heading on their assignment, with their last name preceding their first at the top of the paper. Having them place their last name first allows me to quickly find their name in the gradebook as well as on the seating chart.

I make a point to grade this first assignment while students are working on their next task, so that as I’m grading, I can check the chart and look up to find them in their seats. This further allows me to pair something meaningful to each name, as I’ll get to see who put effort into their work, who may have found the assignment confusing, or who thought something about the text that I have yet to hear or think of myself.

4. Pass back that first assignment as soon as it’s graded

When you pass back work, start by looking at the name on the paper and then looking up to find that student. If you have yet to remember who they are, then you can check the chart. When you walk over to the student, be sure to make eye contact and confirm their name. This is an excellent opportunity to make sure you are saying it correctly, as I’ve found many students won’t speak up in front of the whole class to tell you that you are mispronouncing their name. It’s very important to say a student’s name correctly, because if you don’t, you are creating a barrier that prevents you from connecting with them.

As you hand back the assignments, try to also comment on each student’s work in a positive way, such as, “I liked your thoughts here,” or “I enjoyed your poem.” By passing back work immediately after you’ve read and graded it, you are making the association between the student, their thoughts, and their name even stronger in your mind. In this way, not only are you learning who they are, but they are learning that you care about getting to know them.

5. Literally say their names as much as possible

Even if it feels silly or repetitive, try to say a student’s name as much as you can. When they walk into your class, don’t just say hello. Say hello and their name. The same goes for when they are leaving. The end of class is also a great time to tell students you enjoyed their remarks during a discussion.

When they raise their hand at any given time, don’t just say, “Yes?” Say yes and their name. I ask my students to help out a lot, such as with cleaning up or making sure all of the laptops are plugged in. A student is more willing to help you if you address them by their name and say please. Of course, you had better say thank you too! And don’t just say thank you. Say thank you and their name. If you need to redirect a behavior, such as reminding a student to please take their seat, say their name when you remind them. They are far more likely to oblige if you do so.

6. Create associations in your mind as much as possible

Getting to know your students can go beyond the classwork. If you think a student has a unique name for instance, you may want to tell them that or ask them about it. I once had a student who was named after a small town in Italy where her parents met. I would have never known that if I hadn’t complimented her name and asked about it, and now I’ll probably never forget that student.

In middle school and high school, students worry a lot about the way they look, so you might compliment a new haircut or pair of shoes. If they play a sport and are in uniform, you may want to ask them about their role on the team or how long they’ve played. Creating conversations with your students outside of their assignments provides the opportunity for you as a teacher to get to know them, remember them, and increase the likelihood of you impacting them through your class.

The reason many of us became teachers is to make an impact in students’ lives, and in order to do that, we must first make meaningful connections with them. Knowing a student’s name is an easy way to make that student feel seen.

After implementing these strategies, I have overheard students telling one another that by remembering their full names so quickly, I’ve made them “feel so special.” Don’t make the mistake of letting your students feel like just another face in the crowd. Make that connection as soon as you can by simply remembering who they are.