These positive interactions are vital to student engagement and learning. When combined with positive supports and strategies, classroom misbehavior can be reduced as students learn to master appropriate classroom expectations. Furthermore, when teachers' expectations regarding academic achievement remain high, students' self-esteem increases, making them more likely to pursue their educational and professional goals (Montgomery, 2001). Another instructional strategy used in culturally responsive classrooms is the ability for students to become active in their own individual learning (Cartledge & Kourea, 2008). School projects can be selected that reflect the background, interests and experiences that directly relate to the student. These projects allow students to participate at various skill levels or choose topics that represent an ethnic or cultural theme (Montgomery, 2001). These different topics can promote students' understanding of the different cultural or linguistic experiences of their peers (Montgomery,