It was a big disadvantage, as a teacher, that I always had difficulty putting names to faces.
A typical example: _ during the first week of term a child comes to me during break to ask about music lessons. I give him a brief explanation and then, to find out if I teach his class for music I ask whose class he is in.
“Yours.” he replies.
To help with this ‘disability’ I used to enlist the help of the children. We would play the game of “How many names can teacher remember?” They would keep a record of the scores and so I was motivated to improve. When I did get better they would change places to make the test harder. After about three weeks I usually managed to learn to recognise all the children in my own class but have to admit that sometimes I never really got to know everyone in the classes I taught only once a week.
This could prove to be most embarrassing when it came to parents evenings and report writing.
In view of all this you can imagine my delight when term started for my Monday English classes this week and I found that – at last – I knew almost everyone so didn’t have to keep referring to my seating plans.
Problem is, I’m not sure I’d recognise them if I met them in the street. . . . .