5 =

SERENE ERTS 1 OSHA GF PR A PT

STEP 4
Collect the student papers. Then, starting with
position “A1,” ask the students to introduce them-
selves and say a few words about themselves and
their expectations for the course.

Again, this step, like the preceding ones, is not very
different from ordinary classroom practice and sound
group leadership. But it does set up the next step.

STEP 5

While listening as carefully as possible to what
student “A1” is saying, find the name on the class
roster and code “Ai” next to it. (Obviously, if the
student is not on the roster, write in the name and the
code.) If you have memorized or nearly memorized
the set of names, and have carefully studied the faces
and appearances of your students, then the positional
code will serve as the link or index between names
and faces!

At first glance, Step 5 appears to be the result of
cross-pollinating cognitive psychology with an elec-
tronic spreadsheet like LOTUS 1-2-3. Despite the
resemblance, it isn’t. You might be surprised to learn
that the technique described above is virtually identical
to the method used by ancient orators like Cicero to
deliver complex orations without reading them to their
audiences. (For more information on the techniques,
consult any scholarly work on ancient oratory, particu-
larly Frances Yates.)

STEP 6.
As soon as you can after class, read the “Student
Expectations Surveys,” covering up the name of the
student. Attempt to remember the name, based on
your recollections of what students said in class about
themselves. Refer to your class roster and position-
code the “Student Expectations Survey” so that you
can “triangulate” if necessary.

This step provides additional reinforcement of the
links between names, faces, and places.

STEP 7

Before the second class meeting, review the surnames
and honorifics of the students on the class roster.
Reread the “Surveys” and attempt to recollect names,
faces, places.

By this point, the majority of the names, faces, and
places should be almost committed to memory. And if
during the second class you don’t mind using the
roster with positional codes as a kind of crib sheet—
well, you can make it seem as though you know more

names and faces than you really do. In fact, with the
right amount of showmanship, you can appear to be a
close relative of the “Amazing Kreskin.”

Conclusions

Make no mistake: this technique does require a
certain amount of work. Like anything else, practice
makes it easicr and easier to apply. But is it worth the
effort?

There is no doubt, in my mind at least, that “the pain
is worth the gain.” In my own career asa student, I
remember that my best teachers always seemed to take
some extra effort to learn—and use—students’ names
as quickly as possible. The worst (i.¢c., graduate
assistants in large undergraduate lecture courses)
never bothered. Teachers cannot claim to be concerned
about how well their students learn, if they themselves
do not try as hard as they can to show they care about
one of the most important possessions anyone can have
in amass civilization: a face and a name.

Myron Jaworsky, Associate Faculty, Accounting
For further information, contact the author at Pima

Community College, Community Campus, P.O. Box
3010, Tucson, AZ 85702-3010.

 

Suanne D. Roueche, Editor

September 8, 1989, Vol. Xi, No. 18

©The University of Texas at Austin, 1989
Further duplication is permitted by MEMBER
institutions for their own personnel.

16

INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD),

EDB 348, The University of Texas at Austin, Austin, Texas 78712 (512) 471-7545 Subsenptions are available to nencensor-
lium members for $40 per year Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation.
Issued weekly when classes are in session during fall and spring tarms and once dunng the summer. ISSN 0199-106X