1) Jeremy is a restless student who struggles in school except for art class. He sleeps in class and does poor homework. 2) Jeremy has a packed schedule set by his mother and his father seems nonchalant about his struggles. His relationships with teachers, classmates, and family are explored. 3) Questions are generated about how these relationships impact Jeremy and hypotheses are formed to explain their interactions. Addressing Jeremy's identity development and breaking cycles of low expectations are discussed as potential ways to help him improve.

3. Relationships Person-in-charge Generate questions to all relationship[s Then generate hypothses to all questions. Green 23, 24, 25, 26, 27, 28 + Bronfenbrenner's macrosystem Mabel How does culture (macrosystem) affect thinking of teachers, parents and Jeremy? 23: How does Jeremy affect Mr Tan? 24: How does Mr Tan affect Jeremy? Hypothesis 1: Pygmalion theory, Hypothesis 2: Skinner's programmed learning 25: How does Jeremy affect his subject teachers? 26: How do subject teachers affect Jeremy? Hypothesis 1: Pygmalion theory 27: How do subject teachers affect Miss Low? 28: How does Miss Low affect subject teachers? Hypothesis 1: Pygmalion theory Red 1, 2, 29, 30, 31, 32 Purple 15, 16, 15A, 16A, 17, 18, 19, 20, 21, 22 Light blue 7A, 7, 8, 9, 10, 11, 12, 11A, 12A, 13, 14 Orange 3, 4, 5, 6, 33, 34 1: How does Ms Low's attitude affect Jeremy? 2: How does Jeremy's behaviour affect Ms Low? 29: How does Ms Chia's comments on Jeremy affect Ms Low's attitude and behaviour? 30: How will Ms Low's prior encounter with Jeremy affects those around him? 31: How does Ms Low feel about not being able to speak with Jeremy's mum? 32: Hoe does Jeremy mum's nonchalant or busy attitude have an impact on Ms Low and Jeremy? 15A: How does Alan affect Annie’s attempt to include Jeremy? 16A: How will Annie react to Alan & her subsequent treatment of Jeremy? 17/18: How does Jeremy’s classmates’ attitude affect him? What did Jeremy do in reaction? 21/22: What is the effect of the discipline master’s decision of punishing Jeremy in the school assembly area? 19/20: How did Jeremy’s schoolmates’ sniggers affect him? What did he think? 7/7A: How does the maid relate to Jeremy? How does Mrs Chan relate to the maid? 8: What is Jeremy's relationship with Dino like? 9,10: How does Misha affect Jeremy? 11/12: How does Celeb affect Jeremy and what did Jeremy do? 11A/12A: How does Celeba affect Annie and vice versa? 13/14: How does Alan affect Jeremy and how does Jeremy react? How does the parents' relationship affect Jeremy's performance? 3:How does Jeremy's timetable being packed by Mrs Chan affect Jeremy? 4:How does Jeremy's poor performance in school affect Mrs Chan? 5/6:How does Jeremy's dad, Mr Chan's nonchalance affect Jeremy's behaviour and performance in school? 33/34:How does Mr Chan's nonchalance towards his son affect Mrs Chan? Angela Huiyi Ada Mei Ferng

4. Source: http://www.aifs.gov.au/growingup/pubs/reports/krq2009/keyresearchquestions.html

6. Adolsescents strive to find their own personalities that's why they are often observed to imitate the attitutdes and actions of whim them admire. (Tan, pg. 136) Perhaps instead, Jeremy has Identity DIffusion, not Identity Foreclosure, as he is not adapting the identity of any authority figure close to him. To attain Identity Achievement, see below in purple . Jeremy aniticipates recognition from his parents, however, they are do not give him that inner assuredness. Identity vs Confusion (Tan, pg. 135) Low Teacher expectancy (Tan, pg. 342) Jeremy's parents make him believe that internally he is a failure (attribution theory, Tan, pg. 337), he becomes failure-accepting, then he exihibits all the problems of sleeping in class etc., affects his friends and teachers and Miss Low, then Miss Low gives him low teacher expectancy (Tan, pg. 342) makes him further believe he is a failure internally and he re-exhibits all the problems. To break this cycle, his teachers have to give him oppostunities to develop his identity (Tan, pg. 140) . Thus, Identity achievement is the solution, it is not part of this failure-acceptying cycle. Adolescent Egocentrism (Tan, pg. 94) (Tan pg. 140 is to substitute negative self-statements with positive self-statements): His thoughts began to wander:”Why is my life filled with endless tasks? Why can’t I have some free time to do the things that I enjoy like my friends? Why must my life be so different from others?” Solution (Tan pg. 140): Teach Jeremy to listen to others effectively so that he lears that his problems and concerns are not unique. Then when Jeremy is ablke to increase his social contact, he is able to try on various identities till he arrives at one which he feels comfortable, thus, attains Identity Achievement.

7. Jeremy's parents make him believe that internally he is a failure (attribution theory, Tan, pg. 337), he becomes failure-accepting, then he exihibits all the problems of sleeping in class etc., affects his friends and teachers and Miss Low, then Miss Low gives him low teacher expectancy (Tan, pg. 342) makes him further believe he is a failure internally and he re-exhibits all the problems. To break this cycle, his teachers have to give him oppostunities to develop his identity (Tan, pg. 140) . Thus, Identity achievement is the solution, it is not part of this failure-acceptying cycle.