"The instructor sets the social and emotional tone of the classroom through overt statements and behavioral modeling. Soliciting the ideas, voices, and perspectives of students to develop classroom norms can set the stage for developing an inclusive instructional climate."
From: Tabitha Grier-Reed, & Anne Williams-Wengerd. (2018). Integrating Universal Design, Culturally Sustaining Practices, and Constructivism to Advance Inclusive Pedagogy in the Undergraduate Classroom. Education Sciences, Vol 8, Iss 4, p 167 (2018), (4), 167. https://doi.org/10.3390/educsci8040167 (Note: click on link and use full-text finder to access complete article)
Listen to your students; don't dismiss their requests. Honoring student preferred‐name requests creates a place for students to safely test out identities at a crucial time in adolescent development.
Make mistakes but keep trying. Shanbhag emphasized that often people are so afraid of mispronouncing a name that they don't try to pronounce the name or do so in a goofy way. It's fine to make a mistake when pronouncing a name, but keep trying to get it right.
Schedule personal meetings, if possible, to discuss name and pronoun preferences. Rather than singling students out during the middle of class, which might add stress or embarrassment to a student, if and when possible, work to schedule individual meetings to discuss preferred names, pronunciations and pronouns.
Avoid offensive questions. Asking students what their “real” or “birth” name is can be construed as offensive. Instead, counsel faculty and staff to use the terminology “preferred name” when possible.
From: Sutton, H. (2016). Building a truly inclusive campus starts with student identity. Enrollment Management Report, 20(2), 1–5. https://doi.org/10.1002/emt.30170
The Handbook of Classroom Discourse and Interaction by 
