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A few things on @therealOcloo's thread on names...
First, students are WAAAY more likely to tell you how to pronounce their name if you ask them to say it for you than if you ask them if you got it right. If you ask "is that correct," many many students will say yes even if the answer is no.
And given the above, it goes without saying that a blanket "please correct me if I pronounce your name wrong" before you call the roll will be almost completely useless.
Second, READ OVER THE ROSTER BEFORE YOU WALK INTO THE CLASSROOM. You can practice saying names that are likely to be difficult for you in advance, even google common-but-new-to-you names to get a leg up on pronunciation.
Another thing you can do if you're not sure on pronunciation but can narrow it down is ask "Is it X, or Y?" (Also, because they'll likely say their name for you in response, you can correct yourself even if the answer is actually Z.)
Third: ASK STUDENTS WHAT NAME THEY PREFER TO BE ADDRESSED BY. I have a classroom exercise I do on the second day of class every semester, and I tell students that when they're filling out those cards they should use their preferred names, not what's on the roster.
Benefits of that approach: Unobtrusive. Covers all students. Addresses nicknames/middle names/pronunciation/transition/etc. Doesn't require students to come to you individually.
Fourth: As suggested here, it's easy to take your quest for "authentic" pronunciation too far. Accept that there are limits to what you'll be able to do, and that respecting a "close enough" can be the right course of action.
I'm never going to get to the point where I'm pronouncing all my students' names absolutely perfectly. But I can get closer if I make an effort than if I don't, and I can make the effort in a respectful way that puts the labor on my shoulders rather than the students'.
Fifth: Don't assume that research can get you the whole way there. Spellings and pronunciations are idiosyncratic. When in doubt, ask. Politely.
And all this is a really great opportunity to set a tone for the semester. You've got a chance to model humility, openness, concern—all on the first day. To show your students what you intend their classroom experience to be.
On hypercorrection: A rule of thumb I personally use is how *I* feel about alternate pronunciations of my name by non–English speakers. "Ohn-goose" from a Romance-language speaker is recognizably my name. "Ohg-noose" is not.
Anyway, yes, go take a look at @therealOcloo's thread. Lots more stuff there that I didn't cover.
Finally, as with everything, this stuff gets easier the more you do it. Finding your voice as a teacher in navigating these issues is essential, and you'll likely find that voice by floundering a bit in the process. It's worth it.
One last quick thing on this. I have gone by my middle name since birth, so my name on all school records was always wrong every time, even though it was an entirely standard unmispronouncable Anglo name. It's not just "weird" names you need to watch out for.
