The Music Classroom Cheerleader

Droe, K. L. (in press). The music classroom cheerleader: How three teachers build courage, confidence, and community through daily encouragement. Teaching Music.

This article examines how music teachers cultivate classroom environments where encouragement becomes a sustained and authentic part of musical learning. Through interviews with three teachers working in diverse contexts, five core themes emerged: encouragement is individualized, modeled, authentic, consistent, and community-based. These practices foster student courage, risk-taking, and musical growth by creating spaces where learners feel seen, supported, and safe to participate. Drawing on real classroom examples and practical strategies, the article offers actionable approaches for embedding encouragement into daily routines. Ultimately, it argues that when encouragement becomes culture, students develop confidence, strengthen community, and engage more deeply in music-making