ABSTRACT
In terms of urban teaching, the style of discourse and the teacher’s approach to the unique learning needs of the students make all the difference in terms of creating a nurturing urban classroom. The good teacher understands that urban students, in particular, need a sense of belonging. Good teachers know that students take ownership of their learning when they have a say in planning the curriculum and engage in activities that are fun and interesting. Finally, the chapter presents an overview of this book. The book covers many topics in urban teaching, such as how music teachers commit to caring for their students; and what it means to be culturally responsive. It also covers how to take a poorly budgeted music program and turn it around to advantage; understanding the shifting, changing patterns of the school day, White teachers and students of color; and the role of democracy in cultivating a supportive educative learning community.
