These positive interactions are essential to student engagement and learning. When combined with positive supports and strategies, misbehavior in the classroom can be reduced as students learn to master appropriate classroom expectations. Additionally, when teachers' expectations for academic success remain high, students' self-esteem rises, increasing the likelihood that they will pursue their educational and career goals (Montgomery, 2001). Another instructional strategy used in culturally responsive classrooms is the ability of students to become active in their own individual learning (Cartledge & Kourea, 2008). School projects can be selected based on the context, interests and experiences directly related to the learner. These projects allow students to participate at varying ability levels or choose topics that represent an ethnic or cultural theme (Montgomery, 2001). These diverse topics can foster students' understanding of the different cultural or linguistic experiences of their peers (Montgomery,