The students in Class #3 show a greater concern towards their appearance, with all of the students utilizing good hygiene, freshly laundered clothes and conformity to the other student"s style. They appear to have a smoother transition, showing signs of emerging identities during discussion and projects while continuing to have some sense of industry or recognition of the relationship between performance and praise. Examples of their discussion include inquiries into the reasoning behind drug use after reading Go Ask Alice, a book about a teenagers drug abuse and the consequences that followed. The discussion amongst the students in Class #3 varied between their own reactions and what they might do in the same situation; and realistic suggestions on what Alice might have done differently. Class #1 and Class #2 had a harder time individualizing the discussion, allowing Mrs. V. to bring up the salient points and then giving safe answers to the questions. Class #1 and Class #2 also had a wider variety of students in transition, with several showing difficulty in the transition. An example of this would be the student (without special needs) who wore his pants inside out, was disruptive in class, did not participate in classroom discussion, and did not seem to understand the purpose of industry or have the ability to obtain appropriate attention. In applying Erikson"s theory, it might be said that the student has not successfully conquered the industry vs. inferiority stage and is now struggling with the identity stage, instead forming a negative identity. Using the knowledge of Erikson"s theory of psychosocial development, the student could be given tasks that the teacher knew the student was capable of achieving. This would allow the student to begin to see the relationship between successful completion and positive attention. The student could be encouraged to focus on his own abilities versus comparing the student to others, which could cause inferiority.