SWACDA Jr. High/Middle School R&R Chair
Cristi Miller
It Pays to Connect In a choir classroom, the music goes beyond notes on a page. It interweaves individuals together, creating a community bound by a shared desire for expression. While the development of musical skill is a central focus, equally important is the sense of connection nurtured between students, their peers, and their director. These relationships, especially in middle school, not only enhance the musical experience but also serve as a foundation for emotional growth, teamwork, and long-term success.
The choir director plays a crucial role in fostering connections in the classroom. They are not just a conductor but a mentor who guides students through their musical journey. A positive and trusting relationship between the director and students can stimulate confidence and encourage students to take risks in their performances. This trust allows for vulnerability, where students feel comfortable expressing themselves vocally and emotionally.
As directors, I believe we all recognize our significant impact on our students’ lives through the relationships we build with them. This is particularly evident in middle school, where so many students are grappling with their identity, figuring out how they want to be seen—or sometimes, how they don’t. Personally, I’ve always taken pride in my ability to connect with my students. Perhaps it’s because I still consider myself young at heart, or at least I like to think so. Fortunately, I’ve had the privilege of former students returning to my classroom long after they’ve moved on from middle school and even after graduating high school.
However, as much as I’ve felt confident in my ability to form these personal connections, I began this year with a startling realization: I greeted some familiar faces of students I had taught previously, yet they had chosen not to return to my class. I couldn’t help but wonder what had led them to make that decision. It struck me that many of these students were ones I hadn’t connected with deeply during the previous year. I had made excuses—“They’re quiet,” or “It’s hard to connect with students like them.” I became frustrated with myself for being complacent in this area. It’s easy to bond with the outgoing, social students who are more like me, but what about the quieter ones? Don’t they deserve the same effort? Perhaps they need it even more. So, I set a new goal for this year: to identify the introverted, withdrawn students in each class and make a conscious effort to learn more about them.
I began my mission at the classroom door. Instead of standing back and letting students walk in,I decided to greet each one as they arrived. For those on my “list,” I made a point to learn something personal about them—What football team do they follow? What did they do for fun over the weekend? Where did they get those great shoes?
I’ve extended this effort into my lunch duty. I sit with these students for a few minutes, asking about their day or following up on what I already know about them to keep the conversation going. Each time, I try to discover something new about them. When I see them in the hallway, instead of just smiling and walking by, I make an effort to ask them a question. At first, they often seem surprised when I engage them in conversation, and many struggle to make eye contact. But I’m noticing that it’s becoming easier for both them and me.
Additionally, I’ve started asking rapid-fire questions at the beginning of class. Each student has one minute to answer, and I get through 5-6 students each session. They’ve loved it, and I keep notes on the details I learn about the students I’m focusing on. Although I’m still early in this process, I feel like I’ve already gotten to know my students better than ever before. I’m unsure whether this will lead to higher enrollment in the future. But I’m certain that stronger relationships with my students will be the ultimate reward.
In conclusion, the importance of connection in the choir classroom cannot be overstated. While learning music is the central goal, the bonds formed between students, their director, and the music itself enrich the experience and foster a supportive, inclusive community. These connections not only enhance musical performance but also promote emotional growth, teamwork, and a sense of belonging that students carry with them long after they leave the classroom. Ultimately, the choir classroom becomes a place where music and relationships intertwine, creating a powerful and lasting impact on students’ lives.
