Teaching and Mentoring toward Culturally Responsive Practices

Abstract

With the ever-growing diversity of students in our schools, so too are the cultures and experiences that our students bring with them into the classroom. Yet many teachers feel ill-equipped to teach their students in a culturally responsive way. This article includes strategies for music mentors to successfully mentor beginning teachers toward becoming more culturally responsive, even as they themselves are also striving toward that same goal. Strategies include shared reflections, using targeted “conversation starters” to foster beginning teachers’ self-reflection, and harnessing the characteristics associated with beginning teachers’ developmental stages. Recommendations for reframing beginning teachers’ expectations for culturally responsive pedagogy are offered.

Strategies for integrating martial arts-based mindfulness into educational settings

“…In addition, it is necessary for educators to engage in cultural self-reflection to become aware of their own biases and cultural assumptions (Zaffini, 2022). This process includes examining their cultural backgrounds and how it affects their teaching.…”

“…This process includes examining their cultural backgrounds and how it affects their teaching. By understanding their cultural identities, educators can better understand and empathize with their students, creating a more inclusive learning environment (Donahue-Keegan et al, 2019;Zaffini, 2022). Furthermore, it is crucial for educators to be flexible in modifying SEL practices to make them more culturally responsive (Jones & Lee, 2022).…”

“…This approach supports students from diverse backgrounds, helping them connect with their identities and the world around them (Jones & Lee, 2022;Watson-Singleton et al, 2019). Training school teachers and martial arts educators to comprehend and be sensitive to their students' cultural backgrounds and beliefs is crucial for creating inclusive learning environments (Stevenson & Markowitz, 2019;Zaffini, 2022). Additionally, the use of culturally responsive language and collaboration with families and communities enhances the relevance and cultural responsiveness of mindfulness programs, ensuring they are accessible to all students (Barrio & Morgan, 2022;Watson-Singleton et al, 2019).…”