Running Head: CASE STUDY 1

Case Study Six:

An Assigned Nickname

Kayla Creasy

Chesapeake College

PSC-220-701

Dr. Deanna Reinard

Running Head: CASE STUDY 2

The case study, An Assigned Nickname, focuses on a real-world situation in which a

teacher, Ms. Goodwin struggles to learn one of the names of her students, Sarai. It was the

beginning of the year and the teacher used activities to learn all of her new students’ names but

she couldn’t grasp Sarai’s. Though Ms. Goodwin does work with the student on pronouncing her

name, she still isn’t able to. One of her fellow students insisted on the use of a nickname that

would be easier - Sarah. Sarai allows everyone to call her Sarah so that is what Ms. Goodwin

became comfortable with. However, at a parent-teacher conference, Ms. Goodwin solely referred

to the student as Sarah which showed to upset and confuse Sarai’s mother.

The situation which brought up the use of an assigned nickname was tense. Ms. Goodwin

had gotten Sarai to work with her in regards to pronouncing her name correctly. Even at the time,

the teacher had worried that Sarai had grown uncomfortable in having to continue saying and

breaking down her name. When another student came up and insisted on the use of the nickname

Sarah. I can see why Sarai didn’t want to decline the offer. First, it was the individual's name, she

most likely didn’t want to offend her by not wanting to be called it. Also, due to overwhelming

feelings she may have seen the nickname as an easy-way-out. Her disappointment or lack of

confidence in her teacher to learn her name may have influenced the decision.

Before using the nickname, I believe it would have been beneficial for Ms. Goodwin to

consider reaching out to the parents. This would have allowed for a conversation in which the

parents could address their concerns or agree upon the use of the nickname. Speaking to the

Sarai’s parents could have served as an opportunity in which the teacher could have learned more

about the particular name, like if it were to have a cultural meaning. This would have avoided the

awkward situation at the conference in which Ms. Goodwin had to explain to the mother why she

was addressing her daughter as the name Sarah instead of Sarai. It was clear that Sarai’s mother
Running Head: CASE STUDY 3

had unspoken feelings regarding the incident and if she would have known about the nickname

prior, this would not have been an issue.

It is extremely important for teachers to learn students’ real names, regardless if they are

hard to pronounce. Using someone's real name and remembering it goes a long way in

establishing positive relationships which are vital within the classroom. When teachers show the

importance of names and how they are a part of who we are as individuals, students are able to

have an appreciation for their own name. There are so many activities and strategies that can be

used when learning and practicing to remember names. I feel that it is acceptable for teachers to

ask individuals what they, themselves, would like to be called which would initiate conversations

of nicknames solely on the students’ terms. It is a much different situation when a student asks to

be called something else rather than being given an assigned nickname.