Abstract
A positive teacher-student relationship is a critical component of an engaging climate in pluralistic music classrooms. This article defines and gives examples of five strategies for building positive, cross-cultural teacher–student relationships. Teachers who take responsibility for developing these relationships begin by becoming culturally competent themselves. Culturally competent teachers make use of multiple cultural patterns of interaction, behavior, and music-making in their classrooms. By doing so, these teachers create a classroom climate that is responsive to their students. In addition, culturally competent teachers create more equitable relationships with their students while simultaneously maintaining a focus on musical achievement.
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