Deepening Connection, Identity, and Real-World Skills Through Student Name Stories
Lessons from the What’s In a Name (W.I.N.) Project
Name projects have become more prevalent in recent years. I have seen many teachers use them, but there are lost opportunities when this is used as a homework activity and not shared with the whole class. This sacred task would benefit from deeper dive and better coordination across the school so that they’re not revisited year after year, losing meaning and missing the moment of an immensely powerful project like this.
One of the first Building Outside the Blocks (BOBs) projects that I presented on was What’s in a Name (W.I.N.)- a deceptively simple but profoundly impactful way to start the school year. Students explore their names’ etymology, the stories behind why they were chosen for them, and even consider alternative names they might prefer. This isn’t just name trivia- it’s a gateway into identity, culture, and personal history.
Why It Matters
For many, a name is the first point of recognition, and being mispronounced or ignored all year can send a subtle but harmful message of invisibility. This project says: You matter. Your name matters. Your story matters. That creates a foundation of belonging and respect. The WIN helps you build the classroom around who is in the room.
Getting to Know Your Students — Beyond the Surface
The W.I.N. fosters genuine classroom connection. Through researching their names and sharing personal reflections, students bring their whole selves into the learning space:
Uncovering family legacies or the origins of their names opens up intergenerational storytelling that builds empathy and deeper understanding between peers.
One student reflected:
“This was one of the most significant assignments in my entire eleven years… it truly allowed us to address our personal identities, and where we had all come from.”
Teaching Real-World Skills Through Authentic Expression
The W.I.N. isn’t just identity exploration; it’s also a dynamic skills-builder. Here’s how:
Research & Presentation
Students investigate name meanings, gather family anecdotes, and use graphic organizers to craft meaningful presentations.
Communication & Autonomy
They create and present personal narratives. Feedback comes from peers and teachers → a powerful loop for self-direction and confidence.
Cultural Literacy
The project sharpens awareness of diverse heritages, naming traditions and celebrations, and invites students to appreciate identity nuances.
Traditions with Flexibility- Allowing Voice and Choice
While the W.I.N. has a defined structure, it grants flexibility:
Students can opt to explore alternatives if their names don’t resonate with them, honouring autonomy in identity work.
Students can research and present in their first language with the onus on the teacher to use translation tools in order for the class to follow along. It helps to show the class and the learner the most confident version of them. It’s also a reminder of the power of language and etymology in creating meaning.
Students can do this as a research and presentation project or they can go further and make this into a class video project to introduce themselves and revisit at the end of the school year. They can add name art to reflect what they learned about themselves. They can also use various mediums to represent their learning about themselves to create an original product that reflects their favourite aspects of their learning. I have even facilitated an school-wide experience.
Putting It All Together: Building Community, Skills, and Identity
What’s in a Name Accomplishes:
Connection
Builds empathy, belonging, and respect through stories
Agency & Voice
Students choose how (or whether) to own or adapt their names
Transferable Skills
Research, presentation, storytelling, self-awareness
Purposeful Flexibility
This project is structured yet responsive to learner needs with easy accommodations. This UDL approach makes it accessible to language learners and students across the learning spectrum.
Trigger Warning
For some students, this project can trigger trauma if the student is disconnected from their parents or their name story brings up difficult issues from their past. If you are flexible and approach this in a student-centred way, there are so many avenues for that student to find their own connection to their name or write the name story they wish they had. This is also a way for you to see the student more completely and better-meet their needs in all other aspects of teaching.
Final Thoughts
What’s in a Name? reminds us that when teaching honours identity, we do more than engage minds; we affirm the whole person. This project exemplifies why teaching works best when students’ voices lead the way: they are seen, heard, and empowered and, in turn, they develop into confident, curious individuals ready to carry their learning into the world.
If you're considering starting the year with a project that builds connection, curricular and learning skills, and is identity-affirming, this is it. It’s a W.I.N. win!
Here’s my virtual Ignite Talk in the What’s in a Name project: