Therefore, the experience of naming in the student-teacher relationship cannot assume an automatic relational bond. It cannot be created the same way that a parent can create it with their child. Naming Defines Relationality Students want to be known by the teacher and most consider it important to be named within the first few classes. They seem less willing to want to reveal something about themselves, almost as if they don't want to establish a relational bond with the teacher too quickly. They seem more concerned in being identified with their peers, establishing a relational bond with them first.
Some students reveal a desire to be named and known by the teacher while others are more reluctant.
To be named marks the beginning of the relationship with the teacher. It is difficult to enter into a pedagogical relationship with the teacher without being named. Naming as Belonging Students support the notion that naming makes them feel like they belong. Through the act of naming they become members of the class and therefore develop a sense of community within the learning context. I do like the idea of people getting to know my name because I want them to know me as a student and a person.