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Foster a Culture of Using Names

A collage of three images related to names: a "Hello my name is" sticker name tag, a circle. of people, and a name tent with a name and pronouns.

A simple and effective way to promote belonging in the classroom is through the use of names. Our names may reflect our personal identities, cultures, and families. They are core to being human, and when recognized within a class, promote respect, connection, and inclusion. Our names are even hardwired into our brains. Did you know that when you use someone’s name, it activates particular regions of their brain, distinct from when they hear other names? (Carmody & Lewis, 2006).

In one study, 85% of university students said it was important for their instructors to know their names (Cooper et al., 2017).

In college classrooms, there is evidence that when faculty use names, it increases students’ comfort asking for help, confidence in the material, rating of the course, sense of community, and engagement with peers (Cooper et al., 2017; Miller et al., 2025).

In a more nuanced study, Romney & Fraser (2025) explored the experiences of university students with underrepresented racial minority (URM) identities related to use of names in the classroom. Their results showed that Asian/Pacific Islander, Hispanic/Latine, and Black/African American students often felt a lower sense of belonging in the classroom because they perceived their instructors did not know their names as well as their non-URM peers’ names. This sense of marginalization impacted students’ participation, belonging, and rating of the class. The findings of this study indicate the significance of instructors’ making a transparent effort to learn all students’ names.

While using names is important, it is not necessary to memorize names. In fact, a combination of strategies is recommended. For instance, even if you play name games, also implement use of name tents. Additionally, don’t be too hard on yourself if you forget a student’s name. One study found that minimal social interactions such as greeting students at the door with eye contact can improve the student-instructor relationship affecting students’ interest in the course and their sense of belonging (Sandstrom, 2023).

Any VTSU community member can update the way their name and pronouns are displayed in university systems (such as in Canvas, in Zoom, or on class rosters), in accordance with the VSCS Chosen Name Policy.

In an in-person classroom, one of the simplest ways to consistently use names is by having everyone in the class (including the instructor) display a name tent.

The simplest way to facilitate use of name tents is to have students make them during the first class session and hand them in at the end of that class. The instructor then brings the stack of name tents to each class, eliminating the need to spend time replacing forgotten tents. This also makes recording absences easy, by noting which name tents aren’t picked up for each class session.

Tips: Make sure that names are written on both sides of the tent, so that people sitting on all sides of a person can see the name. Additionally, the first several classes, go around the room and have each person say their name out loud, focusing on pronunciation. Explain to students the purpose is to ensure accurate pronunciation, and normalize asking for clarifications and model practicing pronunciations.

Name Toss

Name toss is a classic icebreaker that will help all of your group learn names while having fun!

Time Needed: 10-25 minutes, depending on the size of the group

Group Size: Any!

Materials: Tossables such as Beanie Babies, soft balls, stuffed animals, etc.

Description & Directions: 

  1. Have everyone gather in a circle facing inward.
  2. Explain that the goal of the activity is for every single person to be able to remember every other person’s name and say names out loud.
  3. To begin, go around the circle and have everyone state their name, clarifying pronunciations.
  4. Next, as the facilitator, start by saying “hi [person’s name],” make eye contact, and then throw a tossable to them. 
  5. Instruct that person to say “thank you [your name]” as they catch the tossable, modeling the interaction that you’re asking the group to engage in.
  6. The action continues as that person then calls out someone else’s name “hi [their name],” makes eye contact, and throws the tossable to them. The receiver says “thank you [name].” Have the group continue throwing the tossable (using “hi name” and “thank you name” with every throw), making sure everyone receives the tossable at some point.
  7. After a few minutes, add in a second tossable.
  8. Once it seems the group has gained some comfort, ask people to hold the tossables and see if anyone wants to try saying everyone’s name around the circle. Allow as many people to try saying names as possible.
  9. Once volunteers dwindle, ask students to shuffle where they are standing, rearranging the order of the circle. Then resume the tossing.
  10. As tossing resumes, add a 3rd, 4th, or even 5th tossable at some point.
  11. After a few more minutes, pause again (ask participants to hold the tossables) and ask for new volunteers to try saying everyone’s name.
  12. Continue rounds of tossing and volunteering until everyone has had the opportunity to try saying everyone else’s name.

Debrief Questions (optional):

  1. What were some difference between the first and the last rounds?
  2. What happened as more tossables were added?
  3. What did we do as a group to be successful in learning everyone’s names?

Adjective Name Game

The Name Game depends on repetition to reinforce names.

Sit in a circle.

One person starts by using an adjective starting with the same letter as their first name, followed by their first name (i.e. Artistic Abdi, Clever Claire, Easygoing Edwin) the next person and following has to repeat the first person’s adjective and name and then add their own.

Go around the circle and the last person has to repeat all other names in order and end with their own.

Blanket Name Game

The Blanket Name Game is a simple name recognition/identification game.

Go around the room and make introductions (share names and other desired information such as hobbies, major, etc.).

Then separate into two groups and have two people hold a large, thick blanket separating the two groups so that neither group can see the other.

When the blanket drops, the first person to correctly call out the name of the other group’s designated person wins the round (which typically means the loser of the round must leave the game, though if you prefer to avoid ‘elimination’ then you don’t have to do this). The group may strike different humorous poses to distract the attention of other group’s person. As a variation, several people may be facing the other group with one person being chosen to call out the information of the other group’s people.

Story of Your Name

This activity allows students to better understand their peers’ unique backgrounds and family histories. Go around the room (or use a discussion board if you’re teaching online) and have students share their name and its relevance or meaning. Let students know that they may elect to talk about any part of their name.

Carmody, D. P., & Lewis, M. (2006). Brain activation when hearing one’s own and others’ names. Brain Research, 1116(1), 153–158. https://doi.org/10.1016/j.brainres.2006.07.121

Cooper, K. M., Haney, B., Krieg, A., & Brownell, S. E. (2017). What’s in a name? The importance of students perceiving that an instructor knows their names in a high-enrollment biology classroom. CBE—Life Sciences Education, 16(1), 1-13. https://doi.org/10.1187/cbe.16-08-0265

Miller, J., Croft, C., & Stokowski, S. (2025). Call me by my name: The impact of instructor knowing student names on inclusion. Physical Educator, 82(1), 65–84. https://doi.org/10.18666/TPE-2024-V82-I1-12154

Romney, C. E., & Fraser, A. M. (2025). Student perceptions that their instructor knows their name predicts college classroom belonging: Additional concerns for underrepresented students. Discover Education, 4(1), 479. https://doi.org/10.1007/s44217-025-00878-9

Sandstrom, G. M. (2023). Even minimal student-instructor interactions may increase enjoyment in the classroom: Preliminary evidence that greeting your students may have benefits even if you can’t remember their names. PLoS ONE, 18(8), e0288166–e0288166. https://doi.org/10.1371/journal.pone.0288166