The objectives of this study are twofold: a) measuring students' expressive engagement levels while increasing the teachers' use of two teaching strategies, Personalizing the Task (PT) and Recognizing Individual Achievement (RIA); and b) testing the use of observation, feedback, and training as a practical model for changing teacher behavior. Expressive engagement was defined here as active student involvement in learning task. Trained observers recorded the use of PT and RIA by three third and fourth grade teachers and the levels of engagement for 30 low-income students who were diagnosed as potential academic and discipline problems. During the 5-day experimental period for each strategy, observers and teachers met to discuss strategy frequency and suggest ways of using selected strategies. Observer feedback was effective in modifying teacher behavior. The frequency of both strategies increased while student engagement levels showed no consistent relationship to strategy use. Strong individual differences in the implementation of these strategies was proposed as a possible explanation. (Graphs and charts of statistical data are presented in the text. The appendixes include definitions and explanations of teacher strategies, student behavior, and interobserver agreement tables.) (Author/BRB)