Call Me By My Name, To Respect My Identity

My name is Rosalba, not Rosie or Rose. It’s Rosalba. (Rose-al-ba). I have spent my whole life having people call me Rosie or like I used to spell it Rosi. I learned early on that my name was too difficult to pronounce. Instead of making people uncomfortable with trying to pronounce it, I just told them to call me Rosie. It is not uncommon for kids to choose an Americanized pronunciation or a new name entirely. I thought to get SOME individuality, I would spell my name different rather than the typical Rosie, you know, to stand out from the herd.

 

Blank Hello name tag

 

 While my family still called me Rosalba, I decided very early on not to use my full name in public. It typically started with those first days of schools when teachers did their roll-calls. Those were the worst! Whenever there was a pause or moment of hesitation, I knew it was my turn. Often times, I would anxiously jump in before teachers even made an attempt. Just because I wanted to avoid the embarrassment. This was my experience year after year.
There was a sense of shame that came with having a “non-typical” name. There were several moments in my childhood that I was even angry about it. Why would my mom and dad set me up for future ridicule? Why couldn’t they pick a “normal” name?

 

 

 

Meme - when the teacher pronounces you name wrong for the 7th time

 

 

 

 My Name Is Yoon (Read aloud)

 

You see, mispronouncing a name may not seem like a big deal. Still, it can have a significant impact on how a person sees themselves and how they feel about their cultural background. Children can feel humiliated or even invisible with their peers. Imagine going to school without ever seeing your name in a textbook; people constantly mispronouncing your name and others, not even making an attempt to learn it.

 

 

 

Meme- if you can say Daenerys from Game of Thrones you can pronounce a students' name correctly.

 

 

 

 Teach Us Your Name (book)

 

 As an adult, nothing had really changed. You meet new people, find new work experiences, and it’s the same situation. “Hi, nice to meet you. My name is Rosalba, call me Rosie” I automated my own introduction. I had anglicized my name to make it easier for someone else not to have to deal with discomfort. I didn’t even recognize it anymore as part of my identity. I was insecure about it. I would do anything to avoid the feeling of judgment that came along with saying my name. That is until I became a teacher. That’s when things started to change.

 

 As a teacher, I made it a point to pronounce every student’s name correctly and also enforced that the rest of my class do the same out of respect. I was very proud of myself for that. I thought I was going to foster a sense of belonging and build some positive relationships in my room. What I witnessed was quite the opposite. Even though I almost demanded everyone to respect each other’s names, some students still gave themselves nicknames. All I kept thinking was ‘what are you doing kid? I got your back here’. I didn’t get it. Here I was defending their honor, and they still chose to go for an easier, ‘Americanized’ route. Why? It was for the same reasons I used my nickname as well – to avoid humiliation from their friends. As much as I did relate, I wished these students would realize the impact it has. And for them to see the beauty that makes them unique.

 

 The Name Jar (Read Aloud)

 

 The kids that teased didn’t help the situation, but neither did some of the staff. Several staff members would complain about a student they had on their roster. Staff would complain about difficult names as well. I would hear, “Why would they (parents) name their child that?” “Why can’t they just pick a normal name?” “Why would they spell it that way”?

 

 Alma and How She Got Her Name (read aloud)

 

 Do you know what I did throughout most of those awkward conversations… Nothing. I bit my tongue. What a freakin hypocrite I was! Here I am thinking that I am an ally to these students, but in reality, I was no better.

 

 But those years of staying quiet didn’t last too long. As I watched this happen to more and more kids, something changed in me. I decided to take a stand against it. So how do you take a stand against this age-old cultural disrespect? I figured it had to start with me. I planned to start teaching people how to say my name. I started expecting/demanding that they say the WHOLE thing.

 

 What once made me insecure actually became my source of confidence. Why should I be ashamed of my name? It’s beautiful.

 

 I’m proud of my name and where it came from. My name is merged from my two grandmothers Rosa and Alba. My name represents my family, my culture, and my identity.

 

 

 

Name Tag -my name my identity

 

 

 

 So I decided no more cope out. I’m not going to transfer other people’s discomfort onto myself any longer. The more we normalize it the less discomfort there will be. And at the end of the work we put into pronouncing and respecting everyone’s name, the discomfort will disappear.

 

 

 

 

 

 

 So you will hear me say my name over and over. In every introduction, every presentation, every workshop. You get the point. And yes, I’m expecting people to use it. I’m holding people accountable because I would expect someone to hold me just as accountable. No one should be ashamed of their name or identity. My name is Rosalba, not Rosie or Rose. It’s Rosalba. (Rose-al-ba).

 

 

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Math Struggles Ain’t Just About Numbers

Let’s be B.F.F.R—math can stress kids out. You’ve seen it: the frozen-in-place stare, the pencil tapping like it’s sending an SOS, or the classic “I CAN’T DO THIS!” meltdown before even trying. But here’s the thing—most of the time, their struggle isn’t about numbers. It’s about mindset.

What if we borrowed some life coaching techniques to help our students not just survive math but actually thrive in it? Let’s break it down into simple, practical ways you can empower your students without turning into a full-blown therapist.

 Reframe the Narrative (A.K.A. Flip the Script on “I’m Bad at Math”)

Ever notice how kids say “I’m bad at math” like it’s their official personality trait? That belief is holding them back more than any tricky word problem ever could.

How to Do It:

  • When a student says, “I suck at math,” respond with: “You’re still learning. Let’s find a way that makes sense to you.”
  • Introduce the Power of Yet: “You don’t get it… yet. But your brain is working on it!”
  • Share stories of people who struggled with math and overcame it (bonus points if you can find famous athletes, musicians, or influencers).

Remind them that they once thought tying their shoes was impossible, and look at them now—shoe-tying pros. Math is just another skill that takes practice.

Teach Emotional Regulation (Because Frustration Is a Math Blocker)

We can’t expect students to push through challenges if they’re spiraling into math-induced panic mode. When frustration kicks in, their brains hit the “I’m out!” button.

How to Do It:

  • Pause & Breathe: Before jumping to the “I CAN’T,” have students take a deep breath. Try “breathe in for 4, hold for 4, out for 4.” Simple, but it works.
  • Break It Down: Instead of tackling the whole problem at once, ask, “What’s one thing we DO know?” Small wins build confidence.
  • Normalize Struggle: Post a sign in your classroom: “Mistakes Mean You’re Learning.” Say it. Live it. Believe it! As Naruto says.

Set Micro-Goals (Because Big Goals Can Feel Overwhelming)

If a kid already feels lost, telling them “just keep practicing” is like saying, “just climb this mountain real quick.” Instead, break it into steps.

How to Do It:

  • Instead of “Get better at multiplication,” set a goal like: “Practice a doubling/halving strategy.”
  • Use progress charts so students can SEE their growth. 
  • Celebrate the small wins! Even if they only got one more right than last time—that’s growth!

Remind them “If you can memorize every single lyric to that TikTok song, you can 100% remember a few math strategies.” 
Honestly research shows long term memory is activated when we leverage different modalities in our lessons. It’s how the brain learns math.

Shift from Performance to Progress (Because Speed Ain’t Everything)

Fluency is about thinking efficiently, not racing to the answer. The goal isn’t to turn kids into human calculators—it’s to help them use numbers flexibly.

How to Do It:

  • Replace timed tests with strategy-based challenges (ex: “How many ways can you solve 12 × 8?”).
  • Instead of praising fast answers, celebrate smart strategies: “Ooooh, I love how you broke that down!”
  • Remind them that even adults use tools like calculators and sticky notes—real math is about knowing how to approach problems, not just getting the answer instantly.

 Teach Self-Talk (Because Their Inner Voice Matters More Than You Know)

The way kids talk to themselves about math shapes their experience with it. If they constantly say, “I can’t do this,” their brain believes it. Time to switch up the self-talk game.

How to Do It:

  • Teach “I can” statements: Instead of “I don’t get it,” try “I don’t get it YET, but I can figure this out.”
  • Have students write down one math strength (even if it’s “I’m good at counting on my fingers” – that’s a start!).
  • Encourage students to talk to themselves like they’d talk to a friend. Would they tell a friend, “You’re dumb at math”? No? Then don’t say it to yourself either!

Emphasize- “You wouldn’t let your best friend talk trash about you, so don’t let your brain do it either!”

Coaching Math Mindsets for the Win

At the end of the day, teaching math fluency isn’t just about numbers—it’s about helping kids believe they can figure things out. When we shift from just teaching math to coaching their mindset, we create students who are not only fluent in math but confident in life.

So, here’s your challenge: What’s one small move you can try this week? Whether it’s shifting self-talk, celebrating small wins, or breaking down frustration, pick one and run with it.

Oh, and if you want more strategies like these, check out my Figuring Out Fluency series, (Book 1) (Book 2) where we make fluency engaging, empowering, and (most importantly) actually make sense.

And if you want more math mindset strategies, grab my Guide For Teachers To Help Students With Growth Mindset