Mispronounced Names, Missed Identities: Lessons in Classroom Inclusion
In my years as an early childhood educator, I have navigated some awkward and embarrassing parent teacher conferences. The one that hurts me the most is the one in which a mother very kindly and lovingly corrected my pronunciation of her daughter's name. I had the first two syllables correct, but I had unrecognizably mangled the third, thereby changing the child's name completely.
I was perhaps most mortified because the first unit of study in my classroom every year is Learning Our Beautiful Names. It is a practice in which I take great pride. Our names are our identity. They are sacred, special, chosen and worthy of celebration. I dedicate the beginning of the school year to ensuring that everyone knows everyone's name in our class. It is a cornerstone of how I build community in my classroom. And I had missed the mark. Big time.
In that moment, I understood the value of correct pronunciation and intentional celebration of students’ names. Names are not only identifiers—they are vessels of cultural history, personal identity, and familial legacy. Mispronouncing or neglecting the significance of a name can inadvertently cause harm, while consistently honoring names fosters belonging and dignity (Kohli and Solórzano 2012).
When names are honored, students are more likely to feel seen and valued, which contributes to stronger engagement and academic performance.
Drawing upon my day-to-day experiences as an early childhood educator trained in the Responsive Classroom (RC) model and the Capturing Kids’ Hearts (CKH) framework, I now utilize culturally inclusive approaches that emphasize social-emotional learning (SEL), community-building, and student engagement—core competencies that extend beyond the classroom and into broader public service contexts.
As a practitioner trained in the Responsive Classroom approach to teaching and classroom management, we begin each day in my class with a morning meeting comprised of 4 components: Greeting, Share, Activity, and Today's News and Announcements. The morning meeting takes around 10 minutes of instructional time and sets the tone and agenda for the day ahead. On the very first day of school, I will begin the Morning Meeting by introducing each student by name and instructing the remainder of the class to chorally greet each student with "Good morning (name)." Each student hears their name spoken aloud by their teacher and their classmates - every day, without exceptions.
As we progress through the year, our greeting ritual will become more complex and allow for student choice, student leadership, and inclusion of greetings in the home languages of the students. The one thing that does not change is that every day, every student hears their beautiful name spoken aloud and hears a greeting to welcome them to another day of learning. Likewise, when a student is absent, we acknowledge their name and absence and hope they will return soon to our class. Every single morning, we focus on naming one another and wishing one another well. We make no exceptions, every day begins with a morning meeting and every morning meeting begins by greeting everyone in the room by name. We are glad each student is here today and we notice and acknowledge those who are absent.
My school utilizes the Capturing Kids Hearts program. The sharing component of the RC model in which I am trained is complemented by the daily practice of Good Things. In this 1-3 minutes, students quickly share out a good thing in their life. We coach this to be experience based and it does not take long for students to begin to notice the Good Things in their lives. I saw a rainbow on the way to school. We had ice cream for dessert last night. My cat cuddled with me on the sofa. Gratitude is contagious and builds a different aspect of community. We know who we are as a class - our names and what makes us happy. Both practices help us to define ourselves as a unique collective of unique individuals. We still acknowledge and process loss and the "not good things" that students bring into the classroom, but we hold a sacred space to recognize and acknowledge "good things" at the start of each day. It does not take long for students to begin actively seeking out good things to share. Our classroom is a place where we belong and where we name and notice good things.
It was several weeks into the school year when parent teacher conference time came around. We had moved past "Our Beautiful Names" and were beginning to dig into our curriculum content. I was well prepared. I had the students' work samples, benchmark scores, and some notes in front of me. I began to confidently discuss a student's academics when her mother very kindly and gently stopped me in my tracks. "What did you call her? That's not her name." I mortified to learn that I was mispronouncing a student's name. It was a simple, honest mistake, but one that weighed on me. I was not so worried about having made a mistake. I was heartsick to think she had not felt safe and confident enough to correct me. Instead of letting me know that I was erroneous in my pronunciation, this precious child had simply assumed a new identity and was being called by everyone in her new environment by the wrong name. It became my responsibility to acknowledge my mistake, apologize both to the student and the class, and to require everyone to unlearn and relearn this child's name in order to respect her true identity.
The conversations that rose out of my public apology and correction strengthened my conviction in starting the new year with a celebration of names. The students were understanding and forgiving of my mistake. They, too, wanted to say her name correctly. We all slipped up...we had to course correct after weeks of saying it wrong, but we got there. And I hope they all took away a sense of strength in their identity as individuals with beautiful names and as a members of a community that practices gratitude, and is not too proud to acknowledge and correct the very human mistakes we all make, even when we are trying our very best to do better.
I reflect upon a particularly humbling experience during a parent-teacher conference, where a student’s mother gently corrected the mispronunciation of her daughter’s name. Despite a classroom culture centered on identity and belonging, I had unknowingly altered the student’s identity by mispronouncing her name. More troubling was the realization that the student had not felt comfortable correcting the mistake herself. It was as if she was willing to let others redefine her, internalizing the deeply disturbing message: 'I'm who you say I am, not who I thought I was'. This prompted my sincere public apology and a recommitment to intentional name use—an act that became a turning point for the classroom culture and my practice.
1. Centering Identity Through Names
At the beginning of each academic year, we implement a unit called “Learning Our Beautiful Names.” The goal is to ensure that every student’s name is known, pronounced correctly, and celebrated. This practice is more than a courtesy—it is a direct application of culturally relevant pedagogy, which emphasizes recognizing and incorporating students’ cultural references into learning environments (Ladson-Billings 2009).
Research shows that mispronouncing students’ names can result in feelings of marginalization and diminish a student’s sense of belonging (Kohli and Solórzano 2012). When names are honored, students are more likely to feel seen and valued, which contributes to stronger engagement and academic performance. For public sector professionals, this principle translates into honoring individual identities as a practice of equity and respect in any setting where client interaction or community engagement occurs.
2. The Responsive Classroom Morning Meeting
One of the cornerstone practices in our classroom is the Morning Meeting, a daily ritual inspired by the Responsive Classroom approach. It consists of four components: Greeting, Share, Activity, and Morning Message. Each day begins by greeting every student by name, which reinforces recognition and inclusion. Students also acknowledge the absence of peers, creating a culture of collective care and awareness (Center for Responsive Schools 2020).
Empirical evidence supports the effectiveness of Morning Meetings. They have been associated with improved student behavior, increased academic engagement, and enhanced classroom community (Rimm-Kaufman and Sandilos 2011). These benefits are not limited to education. In public organizations, similar rituals—such as daily check-ins or team huddles—can promote team cohesion and morale, especially in emotionally demanding fields like social work or community health.
3. Emotional Literacy and Gratitude Practices
Complementing the RC model is the CKH framework’s “Good Things” practice, where students share positive experiences each morning. This activity cultivates a mindset of gratitude and encourages students to reflect on aspects of life that bring them joy. These simple, structured moments support emotional literacy and foster a positive psychological climate (Froh, Sefick, and Emmons 2008).
CASEL identifies self-awareness and social awareness as critical SEL competencies (CASEL 2023). By engaging in daily gratitude practices, students not only learn to express themselves but also listen attentively to others, enhancing empathy and interpersonal skills. These are competencies that translate well into any public service environment where emotional intelligence and human connection are essential for effective service delivery.
4. Accountability, Apology, and Community Repair
Intentional decisions to publicly acknowledge and correct the mispronunciation of a student’s name exemplifies a commitment to accountability and integrity. This act of public apology and the collective relearning process modeled humility and created a teachable moment for the entire class. It reinforced the idea that everyone, including the teacher, is responsible for maintaining a respectful and inclusive environment.
Restorative justice principles, often used in education and justice systems, emphasize repairing harm and restoring relationships (Zehr 2015). These actions align with these principles, demonstrating how acknowledging mistakes can lead to stronger community bonds. Implementing restorative practices in public settings can help rebuild trust and foster a culture of continuous learning and shared responsibility.
Key Takeaways
Names matter deeply. Correctly learning and pronouncing names is a fundamental act of respect and identity affirmation. This principle is applicable across all public service settings where human dignity is central.
Routine rituals build community. Daily practices like Morning Meetings and gratitude sharing create a sense of belonging and emotional safety. These are scalable to team-based environments in government or nonprofit organizations.
Gratitude promotes well-being. Encouraging reflection on positive experiences enhances emotional resilience and promotes prosocial behavior, benefiting both individuals and communities.
Accountability strengthens integrity. Owning mistakes and making public corrections can build trust and demonstrate ethical leadership in any public-serving institution.
Modeling vulnerability is powerful. Leaders who admit errors and take corrective action model behaviors that build inclusive, responsive, and values-driven communities.
References
CASEL (Collaborative for Academic, Social, and Emotional Learning). 2023. What is SEL? https://casel.org/what-is-sel/.
Center for Responsive Schools. 2020. Responsive Classroom: Morning Meeting Book. Turners Falls, MA: Center for Responsive Schools.
Froh, Jeffrey J., Robert Sefick, and Robert A. Emmons. 2008. “Counting Blessings in Early Adolescents: An Experimental Study of Gratitude and Subjective Well-Being.” Journal of School Psychology 46 (2): 213–33.
Kohli, Rita, and Daniel G. Solórzano. 2012. “Teachers, Please Learn Our Names! Racial Microaggressions and the K–12 Classroom.” Race Ethnicity and Education 15 (4): 441–62.
Ladson-Billings, Gloria. 2009. The Dreamkeepers: Successful Teachers of African American Children. 2nd ed. San Francisco: Jossey-Bass.
Rimm-Kaufman, Sara E., and Lia E. Sandilos. 2011. “Improving Students’ Relationships with Teachers.” American Psychological Association. https://www.apa.org/education-career/k12/relationships.
Zehr, Howard. 2015. The Little Book of Restorative Justice. Revised and Updated Edition. New York: Good Books.
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ABOUT THE ROLE The Supportive Services Manager is responsible for assisting the Support Services Director in building self-empowerment and removing barriers to self-sufficiency for Corps members. This role reports directly to the Support Services Director within the Office of Workforce Development. KEY RESPONSIBILITIES - Provide support services related to basic needs stabilization for individual Corps members and PowerCorpsBOS alumni, including food access, housing, health and wellness, childcare, personal finance, and legal assistance. - Collaborate with the Support Services Director to inform and implement support services utilizing referral networks, referral processes, and expungement services. - Coordinate and implement training and orientations related to support services systems and resources for PowerCorpsBOS staff members. - Contribute to program development and enhancements from a supportive services lens. - Support data and evaluation metrics and measurement efforts. - Perform additional tasks as required. MINIMUM QUALIFICATIONS - Minimum of 3 years of work in case management or social services. - Substitutions: A Master's degree in Social Work or a related field can be substituted for 3 years of experience, or a Bachelor's degree in Social Work can be substituted for 2 years of experience. - Ability to establish and foster relationships with multiple cross-sector partners and work as part of a collaborative team. - Excellent organizational skills and proven competence with the collection and management of documentation and paperwork. - Experience with database management and the recording and tracking of data. - Flexibility, professional demeanor, and the ability to respond calmly and positively to rapidly changing situations. - Demonstrated commitment to diversity and cross-cultural issues. - Ability to self-direct, assume full ownership over responsibilities, and present strong problem-solving processes. - Demonstrate a high level of enthusiasm for and ability to convey the program mission to internal and external stakeholders clearly and compellingly. - Commitment to the advancement of urban youth, including staff development. - Working knowledge of Microsoft Office and Google Suite. SPECIAL REQUIREMENTS - Boston residency is strictly required. - Preferred: 2 years of experience working in local social services agencies or public benefits access. - Preferred: Familiarity with Boston neighborhoods. - Preferred: Ability to speak additional languages. - Preferred: A valid Driver's License. SELECTION PROCESS - Standard City of Boston hiring process applies. - The City of Boston is an Equal Opportunity Employer committed to creating a diverse and inclusive environment. Qualified applicants will be considered regardless of sex, race, age, religion, color, national origin, ancestry, physical or mental disability, genetic information, marital status, sexual orientation, gender identity, gender expression, military and veteran status, or other protected category. HOW TO APPLY - Applications must be submitted through the official City of Boston employment portal. - Posting End Date: January 22, 2027. - For inquiries, contact Victoria Nasanga at victoria.nasanga@boston.gov. EMPLOYMENT DETAILS - Employer: City of Boston - Department: Office of Workforce Development - Job Type: Regular Full-Time - Hours: 35 hours per week - Req ID: 2026-32185 - Location: Boston City Hall, Boston, MA - Union/Grade: Non-Union / MM2-7 - Openings: 1
ABOUT THE ROLE The Gadsden Independent School District is seeking a current district employee to implement the special education assessment process. This role involves assessing the educational, learning styles, and program needs of students referred to special education services. The diagnostician provides diagnostic information and works cooperatively with instructional personnel to ensure the most appropriate programs are provided for students with disabilities. KEY RESPONSIBILITIES - Receive student referrals and implement the assessment and evaluation process within federal and state timelines - Select and administer formal and informal assessments to determine student eligibility for special education services - Produce clear, understandable, and comprehensive written evaluation reports, considering linguistic, ethnic, and cultural diversity - Collect and organize relevant assessment data from student cumulative folders, teachers, principals, support staff, parents, and outside resources - Conduct classroom observations and personal interviews - Coordinate and participate in the Eligibility Determination Team (EDT) to assist with interpretation of assessment data, appropriate placement, and IEP development - Provide staff development training to assist school personnel in identifying and understanding students with disabilities - Consult with professionals, parents, teachers, and administrators regarding assessment findings and educational needs - Accept ultimate responsibility for IEP compliance at each assigned campus and take necessary actions to correct compliance issues - Write and archive all evaluation reports using the district's evaluation report writer system - Protect the confidentiality of all information obtained during student evaluations - Maintain an inventory of assessment materials and participate in ongoing professional development MINIMUM QUALIFICATIONS - Master's Degree in Educational Diagnosis, Special Education Guidance and Counseling, Educational Psychology, or other approved fields such as Speech Pathology or Remedial Reading - Two (2) years of teaching or equivalent experience with exceptional children, as evaluated and approved by the State Department of Education - Licensure in Special Education or Guidance and Counseling - Current Educational Diagnostician license issued by the New Mexico State Department of Education SPECIAL REQUIREMENTS - Must be a current Gadsden Independent School District employee - Regular district-wide travel to multiple work locations as assigned - Ability to regularly lift and/or move up to 50 pounds - Must maintain emotional control under stress - Strong language, mathematical, and reasoning abilities to analyze complex documents, apply advanced mathematical concepts (e.g., frequency distribution, analysis of variance), and apply principles of logic or scientific thinking HOW TO APPLY - Submit an application through the Gadsden Independent School District portal - Include three professional reference letters, all dated within the last 12 months - Current district employees must ensure that at least one of the reference letters is from their current supervisor EMPLOYMENT DETAILS - Location: San Miguel, New Mexico (Chaparral Area) - Employer: Gadsden Independent School District (NM) - Department: Special Education Department - Job Type: Full-Time - Job Number: 202301759 - Opening Date: 07/24/2026 - FLSA Status: Exempt - Work Environment: Moderate noise level; requires standing, walking, sitting, using hands, reaching, climbing, balancing, stooping, kneeling, crouching, crawling, talking, and hearing. Reasonable accommodations may be made for individuals with disabilities.
ABOUT THE ROLE This position involves teaching academic classes to an adult incarcerated population in a secure correctional setting. The role requires utilizing research-based practices to deliver specialized instruction in subjects such as Adult Basic Education (ABE), English as a Second Language (ESL), Pre-Adult Secondary Education (PreASE), and Adult Secondary Education (ASE), while collaborating with the Education Division and administration staff. KEY RESPONSIBILITIES - Teach departmentalized academic classes including Reading, Language, Mathematics, Science, and Social Studies - Complete daily student attendance and update incarcerated individual case plans, including awarding Earned Good Time and completing monthly performance ratings - Administer standardized testing, including TABE, TABE CLAS-E, HiSET, and HiSET qualifying exams - Maintain incarcerated individual education files, performing monthly purges and updating documentation as needed - Identify, recruit, and schedule incarcerated individuals for academic testing and appropriate educational programming - Address Case Plan referrals to academic and vocational programming within 30 days - Complete 40 hours of required training within the fiscal year and maintain a current teaching license - Report security-related matters promptly and manage the classroom consistent with institutional rules and regulations MINIMUM QUALIFICATIONS - Bachelor's Degree - Knowledge of principles, methods, and practices in adult education - Working knowledge of educational tests and assessments - Experience teaching content such as ABE, ESL, PreASE, and/or ASE - Experience teaching adult learners and ability to work effectively with incarcerated individuals, teaching staff, and administration SPECIAL REQUIREMENTS - Possession of an appropriate Teacher's Certificate issued by the Massachusetts Department of Elementary and Secondary Education - Must have no felony convictions, including actions defined in 5 U.S.C. 301, U.S.C. 509, 510, and 42 U.S.C. 15601-15609 - Must not have engaged in sexual abuse in a prison or institution, or been convicted of sexual activity facilitated by force, coercion, or lack of consent - May be expected to work evening hours as operationally necessary - Bilingual applicants are strongly encouraged to apply - This position is not eligible for a hybrid work schedule SELECTION PROCESS 1. First consideration will be given to applicants who apply within the first 14 days of the job posting 2. Applications will be evaluated based on the candidate's education, experience, and alignment with the minimum and special requirements 3. Background checks and credential verifications will be conducted prior to hiring HOW TO APPLY 1. Submit an application through the official Commonwealth of Massachusetts employment portal 2. Ensure all relevant experience, education, and certifications are clearly documented in the application 3. Apply promptly to receive first consideration within the initial 14-day window EMPLOYMENT DETAILS - Job Type: Full-time - Employer: Department of Correction, Commonwealth of Massachusetts - Location: Massachusetts Treatment Center, 30 Admin Road, Bridgewater, MA - Official Title: Teacher (C) - Number of Openings: 1 - Shift: Day - Bargaining Unit: 10-SEIU Local 509 - Education - Job Posting Date: May 15, 2026