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Fostering Connection: Fifteen Social-Emotional Learning Strategies For Building Community In The Choral Classroom

Strategy #4: ing, confidence, and peer mentorship skills, all of which
Peer Pair-Ups and Musical Mentorship enhance musical outcomes and SEL competencies.

This strategy pairs students intentionally across ex-
perience levels to foster support and mentorship during Strategy #6:
sectionals or sight-reading practice. Rather than ran- Collaborative Repertoire Selection
dom grouping, the teacher selects partners with com-
plementary strengths, encouraging students to learn Another impactful approach is giving students a
from and encourage one another. Coaching prompts voice in selecting one or two pieces of repertoire per
guide students to give feedback rooted in kindness and concert cycle, which fosters ownership and agency. This
curiosity. This structure reduces performance anxiety, process can involve a brainstorming session, listening
strengthens social bonds, and models collaborative to recordings together, or voting on pieces from a cu-
musicianship. It also helps emerging leaders develop rated list that includes culturally responsive, age-ap-
communication skills and builds a culture of mutual propriate works. This strategy builds the SEL skills of
respect. Over time, pair-ups become a norm that em- decision-making, perspective taking, and community
powers every student to feel seen, heard, and capable awareness. When students see their input reflected in
of contributing to the ensemble’s success. This is a use- performance choices, their commitment to rehearsals
ful activity to include during solo and ensemble contest
season. It is worth noting that compliments can start
out simple and work toward more complex and mature
musical vocabulary.

Voice and Agency

Strategy #5:
Student-Led Warm-Ups and Conducting

Empowering students to take on leadership roles
such as leading warm-ups or conducting sectional re-
hearsals deepens their investment in the ensemble and
develops their sense of self-efficacy. Assigning rotating
student leaders for these tasks fosters both musical and
interpersonal growth. For instance, when one of my
more introverted students was invited to lead a warm-
up, they surprised the class with thoughtful vocaliza-
tions that had students wanting to build upon them
day after day. It ultimately became a fun activity that
students eagerly looked forward to at the beginning of
rehearsals. Peer leadership within rehearsals helps stu-
dents learn to support one another musically and emo-
tionally. It also provides a platform for shy or emerging
leaders to step into visibility. According to Patrick Fre-
er, student leadership in choir develops critical think-
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CHORAL JOURNAL May 2026 Volume 66 Number 8 57