As the single-father needed to work, the sisters were recommended to join the program by their day school.
 
After every school day, the sisters spent 1.5 hours in academic assistance section and 1 hour in value-added class in the 333 center. By doing this regularly, it helped the sisters to maintain their normal routine and enhance better recovery. After completing their homework, they could become "little teachers" who taught others, which further developed their self-confidence. In the past 6 months, the bigger sister had made a great progress. Now she is a graduated little teacher in the center. She actively participates in the activities of the center and helps other little teachers and the center a lot. After a one-and-a-half year program, the younger sister stays in the center as a graduated little teacher as well. After two years from the incident, instructors also noticed her changes. She becomes cheerful, and she speaks louder than before, obviously she is more confident, and not so afraid of things. The center has created a stable and safe learning environment for the sisters and also provided emotional support to them so that they can smoothly overcome the crisis.

Shortly after Kelly arrived in Hong Kong, her father died and now she lives with her mother and grandparents. She was a P3 student and when the teacher first met her, she was quiet, didn’t show any expression or interest to others. She was focus in finishing the homework but the grades were not good.

After participating in the program and teacher’s encouragement, she starts to talk to others and put up smile on her face. She is gentle and nice, and willing to help others, therefore she is selected as a special assistant to assist SEN classmates to finish their homework. Her excellent craftsmanship was shown by assisting the costume design in the fashion show and she performed a musical instrument in the variety show too. Kelly is now in the extension class, and she can always finish her homework on her own. If she encounters problems, she will ask the teachers and listen to their advices. Besides, she uses the breaks at school to finish the homework, in order to have more time to help others and attend the add-valued classes to enrich her knowledge.

In the recent exam, she is the top 2 in the class and the teachers are so happy for her progress!
 

Sam has been lived with his grandmother since he was born. However, he has ADSD and needs medication to control his behavior. His grades were not good, he didn’t want to do homework or even write a word, and hard to be disciplined or just sitting quietly.

Even since he joined the program, he was motivated by the Vice Commissioner and the instructor. He paid a lot of attention during English Endearment course and studied hard in the academic enhancement section. As a result, his English dictation improved from 0 to 88 marks, and he also gained 42 marks in the English examination.

He used to fight with the classmates a lot. But after joining the program, he gets along with the classmates very well, takes his homework seriously and do not mess with it anymore. He also pays attention during class and answers teachers’ questions.

In the pass he never cared about the housework, but now he helps to fold clothes or even clean the hair on the floor using a Scott type. All the commissioners and instructors are so happy for his change.
 

Carrie was angry and complained everything when she first joined the program. She was emotional unstable, being rude, and yelled at her classmates, therefore most of the classmates didn’t like her. In terms of academic, she was smart but perfunctory and had no motivation at all.

Instructor Man talked to her everyday to build the relationship, tried to understand the underlying reasons of her behaviors and later he found that the problem of Carrie was originated from her parents. Actually her parents were separating, and Carrie thought she couldn't help her parents and felt that she was not loved at all. Therefore she had low self-image and thought she was a useless child.

Man first helped her to build up her confidence by appointing her as a “special assistant” in the class. This established her position among the little teachers and shortly after that, she has made significant progress. Firstly, there was a major improvement in her emotional management. She became light-hearted and often showed a smile on her face. Secondly, she became proactive in terms of learning attitude and she gained motivation. Lastly, she learned to care about others. She was no longer self-centered, and only cared for herself. In general, the program made a complete change on her. Besides, Carrie’s parents were willing to discuss together on how to raise Carrie, and her mother also saw the positive change on Carrie too. She once said to the instructor, “After Carrie joined the program, she becomes more disciplined and can control her temper.” Obviously, this project not only helps Carrie but also promotes family harmony and rebuilds parent-child relationship.

Ling graduated from 333 Learning Companion Leadership Program on 31 July 2012. Though she left the program, she voluntarily helps other fellow Little Teachers at her school. Ling cares about other Little Teachers, she organized study group to help Little Teachers and former Little Teachers at her school.

Ling asks for John's (King of Game) student handbook to check if he turns in his homework regularly whenever she met John at school. There is another former Little Teacher, Sandra, she was so upset and cried because she already graduated from 333 Program, which means she cannot go to 333 center for after school aids. Ling voluntarily give Sandra a hand; spare some time to help Sandra's homework every day after school.

Ling also helped another former little teacher, Yoyo, on revision before examination. When the result came out, Yoyo passed all subjects, except for English. Our instructor, Miss Hui, learnt this from Yoyo over the phone. Miss Hui was so touched, she's glad that apart from warm-hearted, Ling is willing to contribute what she earned from the community to the community. Because of that, Miss Hui called Ling the leader of 333 support troops.

Hina joined the 333 Learning Companion Leadership Program in early 2013.When she first joined the Program, Hina was a girl who did not like to think, was completely clueless with her homework and seldom handed it in. Two months later Hina became cheerful and positive, willing to think and complete her homework quickly and on time. This is a significant improvement in the eyes of her mother and her mother really wants to know how does this Program work and what is our magic.。
She took a day off on 21st April to attend 333's Parents’ Day where she learned about our 333 Learning Companion Leadership Program. A program with layers of meaning, bound together with a spirit of mutual assistance. A far better alternative to those After - School Learning and Support Programmes.
Hina’s mother is a single mother of three, she relies on her eldest daughter, who is studying Form 1, to take care of her two younger daughters. Her job requires long working hours and working on weekends, she is missing most of the precious moment with her girls while they are growing up. Hina’s mother is so grateful for the assistance of the 333 Program. In addition to the tutorship of 333 instructors, there is also one person Hina’s mother would like to thank. She is also a Little Teacher in the same class as Hina, who inspires and provides a lot of assistance to Hina, her name is Mary. Because of the 333 Learning Companion Leadership Program, Hina has made progress in her studies and personal development. And with the help of our little teachers, like Mary, our program's spirit flourishes.

 

John (a fictitious name to conceal the real identity of this student) is a smart boy, but lazy and naughty. His examination scores were below average, he failed all of his academic subjects and he seldom hand in his homework. He was a trouble maker at school. Playing PC games was John's only after school activity before he joined the 333 Learning Companion Leadership Program. Both of his parents are stationed outside of Hong Kong, so John is living with his grandmother. Though his grandmother has been his guardian ever since he was a baby, John's grandmother is illiterate and so she cannot provide John any assistance with his homework. Without proper parental care and guidance in his early upbringing, John grew with little self-confidence and lack of direction.

Ever since John joined the 333 Program and become a 'Little Teacher', he has gained confidence in himself. His learning attitude turned positive and his homework situation has improved much, causing the most significant improvement to be shown in his examination scores. Among all study techniques he learnt from the Centre, John found phonics and logical thinking techniques from his value-added sessions to be the most helpful. He uses "Room mnemonic" to memorize the contents of the chapter he learnt from school. And then applies phonics skills to learn vocabulary. Thanks to these techniques, John got full marks in his latest English dictation examination. Seeing her grandchild improve in so many ways brings comfort to John's grandmother. She often expresses her gratitude to the instructors of 333, because of the 333 Program, she now has a better grandson!

Though John has graduated from the 333 Learning Companion Leadership Program in early 2013, he insists to volunteer his time to help other Little Teachers. His volunteer hours are the highest among all the other volunteer Little Teachers!

Kammy (a fictitious name to conceal the real identity of this student) is one of the many primary school students who joined the 333 program. When she first joined, this is how others would describe her : someone who is taller than her peers of the same age; she is pretty & sporty; always coming late in her shorts; likes mingling with boys; comes across as rude, using foul language every now and then. This is how a couple of the 333 teachers would describe her : “When she arrives at our classroom, she instantly draws everybody’s attention with the noises she created – she will drop her school bag on the table, and start yelling with foul language, expressing her emotions. She will yell at others, demanding a few boys to sit around her as if she is the “Big Sister” of the group. She will eat while others are doing their homework.” As Tse Sir continues to remark, “At times, she will even put her long legs onto the table when she feels like it. When she is in a bad mood, saying losing a sports game, she will lay down on the floor, refusing to get up. It is a bit tricky for us as male teachers how to handle that.” It had never been easy to guide a primary school girl like Kammy, and yet she is just one of the many who joined the 333 program. It literally takes enormous patience and loving care from all the teachers and their Chief Commissioner Lo who are just so devoted to their mission of upturning these students who are often the overlooked ones.

Ms Man is one of the new teachers joining the 333 program, and happens to be one of the teachers for Kammy. One day, Kammy came into the classroom in her usual “rudeness”. She started yelling, and was pretty disruptive to others who were trying to do their homework. Ms Man started to ask herself, “why is this girl yelling? There must be a reason.” Being a new teacher on board who didn’t know Kammy well, Ms Man decided to write a letter to her instead of instantly giving her feedback which she would probably not take on board after all. According to Ms Man, a letter is something that one can read and re-read, rather than a one-time message. She found that a pretty effective tool that she often uses in her interaction with students. Her first letter with Kammy was something along the following lines:
“I noticed you had been yelling at the classroom today. I just want to let you know that yelling is not good for your voice…. Let me share with you an experience one of my students once had and how disastrous it could be….. (Ms Man noticed that kids like to listen to adult’s stories). Kammy, I really don’t want to see you hurting yourself in this way. Please take care of yourself…..” Ms Man even included a honey candy to this letter which she then delivered to Kammy the following day.

This first letter had a chemistry effect on Kammy, as this is probably the first letter she ever received from someone. This effect was picked up by another teacher Ms Fok, as one day Kammy asked Ms Fok for an envelope and letter-pad as she wanted to write back to Ms Man. Somehow she starts to look forward to the next letter from her teacher.

Ms Man continued to make careful observation of Kammy on a day to day basis, and will write to her whenever she has an observation. This seems to have kick-started positive change in Kammy over time. Yet, one day at the start of a new semester, when Ms Man greeted Kammy at the 333 campus, Kammy turned her back against Ms Man and said, “Who are you? I don’t know you. Get lost.” Ms Man did not lose her cool, but on the contrary, she patiently responded to Kammy, “Is this how you would treat me? Do you want me to write you another letter?”. While she didn’t respond much to Ms Man, Kammy was a lot more peaceful in her class that day, without any use of foul language. The next day, Ms Man wrote a compliment note to her, saying “I see the beauty in you. I just wish that you can release that air of loving care and kindness just like the image of an angel, because you are an angel to me.” Coming along with this note is a little gift, which is a shiny angel décor. Thereafter, everyone noticed Kammy put that angel décor into her transparent pencil case, which seems to be a gesture to show everyone else that she is recognized as an angel, and not just someone who is labeled as the “bad girl”.

Ms Man is just one of the many who care so much about Kammy. Another teacher Ms Fok, with her over 30 years of teaching experience, instantly recognized Kammy is the kind of student who needs special attention and care. She is the one who will patiently guide Kammy on her English homework, which Kammy claimed to be a subject she hated when she first came to join the 333 program. Ms Fok will sit patiently by her side to guide her step by step, with a little encouragement every now and then. A stamp (kind of credit point) will be given to her whenever she achieves something, even a minor step forward. Over time, Kammy starts to look up to earning 50 stamps because she can then get an electric sharpener from Chief Commissioner Lo. In fact, every now and then Chief Commissioner Lo will come up with various interesting gift items to encourage the 333 students to excel and improve. The latest stretch for them is a dancing toy which not only attracted the attention of the kids, but even those secondary school students serving as assistant instructors on the 333 program during their after-school hours. Just that this time this toy will take 99 stamps before any of the kids can earn this prize from Chief Commissioner Lo.

According to Chief Commissioner Lo, love and care is often something that matters a lot to these students. She and other teachers will consciously remember the names of the students, give them a hug or even a little gesture of holding their hands, swinging their hands up and down, receiving them at the front-gate or seeing them off, can make a difference.

The fact that Kammy likes playing with boys and tends to spend most of her time with boys, Chief Commissioner Lo decided to have a little dialogue with her one day. On a sheet of paper, Ms Lo drew a line, indicating how one grew from the age of 1, to 3, 6, 12, 18, 21, etc… She put a circle around the number indicating Kammy’s current age, and reminded her, “You are a very pretty girl. Just make sure you won’t get cheated one day and don’t become pregnant at the age of 13-14. You can have a much better future as you grow, going onto university, have further education, a decent job etc. Just think about this, how many marriages do you wish to have in your life? It is in your hands. Do not waste your talent. Do you understand what I mean, my dear?” Kammy nodded, indicating to Ms Lo that her messages are well taken on board (suggests to attach a scanned copy of Chief Commissioner Lo’s drawing which she used to illustrate her messages to Kammy).

Over time, the teachers and Chief Commissioner Lo noticed the efforts they put in start to reap fruits. Kammy has become more disciplined; while occasionally she still used words that sounded like foul language, they are in fact no longer the very rude language she used before. She earned more stamps from her teachers. She started to enjoy coming to the 333 program, as you will often see her coming in late by taxi. She would rather save the money her mother gave her to take taxi to attend the 333 program. The transformation journey is still ongoing, but the noticeable change has given us all a great booster to continue this mission (suggests to add some specific facts to indicate the magnitude of improvement in their academic results).

As remarked by a retired teacher who recently joined the 333 program, “When I was teacher at day-time school, I did notice a third of my students actually needed extra attention, but we were simply too busy and the focus was too much on efficiency, and going through the curriculum. I could only use after-school hours to talk to some of them. I feel not fulfilling the full responsibility as a school teacher. That was what triggered me to join the 333 program when I first heard of this mission and the spirit behind. Now that I have retired, I am glad that I can devote my full efforts to this same philosophy I share with the founder and teachers of the 333 program.” Another retired headmaster, who came from a renowned primary school in the Sheung Shui district, also served on this program for a similar reason. This program, while started only 2 years ago, has started to attract a lot more like-minded teachers and professionals from the education field to join, and collectively they have made a difference to these young kids – giving them hope, love and tender care.

By instructor of Caritas - Ms. Joanne Hung
Kammy showed her charisma and influenced the other students when she was in the extended class, and she also liked hanging out with the boys. According to Ms. Hung’s observation, Kammy preferred the group activities and thus she was encouraged to be a group leader. Kammy was a very capable leader and she was good in allocating work. In addition, Kammy was very observant and sensitive to the strengths and weaknesses of the others. However, her unsophisticated way of presentation had induced uncomfortable feeling of the others. Ms. Hung would praise Kammy’s effort in the debriefing part sometimes and she was very happy about it, even she claimed that the public acknowledgement was unnecessary.

By instructor of Caritas - Mr. Kenneth Cheng
With the given information provided by 333 teacher and also Kammy’s own expression of dislike in joining the activities that she considered “childish”, her participation level in the value-added class of Caritas was Mr. Cheng’s key concern. Out of his expectation, although Kammy was not as disciplined sometimes, she was willing to make changes when instructor treated her as a peer and conversed with her in a respectful way. Mr. Cheng recalled that once when they were playing a group game, Kammy performed as a group representative and collaborated with others for achieving higher scores. She was a group leader indeed! Mr. Cheng found that Kammy is very intelligent and she can behave very well. However, she would be resistant if she were treated like a little child. Mutual respect is a prerequisite for building a trustful relationship with her, which can in turn foster a positive impact on her behaviors.

Jimmy (a fictitious name to conceal the real identity of this student) is a Primary 4 student, and he started joining the 333 program when he was at primary 2. The following is a description of Jimmy when he first started with the 333 program: an extremely restless boy who can never really stay quiet. He liked playing with rubber bands, stirring up troubles in class, going around the classroom to get others upset, capturing others’ attention. And he was described as quite a liar plus an “actor”.

One day, a Primary 5 student’s mother called to complain, saying that his son was sent to emergency after being punched by another 333 student. While she could not recite the name of the student who hit his son, she recognized the school uniform. As initial speculation pointed to Jimmy, he got questioned by the 333 class teacher. Jimmy cried so innocently, insisting that he was wrongly accused, and it was someone else who did it. The teacher also thought it couldn’t be Jimmy as he was so much smaller in size than the Primary 5 student who got hit and injured. Chief Commissioner then called the day-time school headmaster to investigate, and it was later confirmed that it was really Jimmy who hit the other boy.

Another incident also highlighted how good Jimmy was as a liar. A father of another student called one day to report loss of his son’s laptop. As Jimmy sat next to this student, the 333 class teacher called Jimmy’s father to find out more, asking if the laptop could have been mistakenly packed into Jimmy’s school-bag out of mistake. Jimmy’s father replied that Jimmy wasn’t home at the moment, as he was out with his aunt. The 333 class teacher got the phone number of Jimmy’s aunt and called her instead. Jimmy’s aunt found the laptop in his school-bag. Next day, Chief Commissioner Lo called Jimmy into her office, pinpointing this incident straight to the point. “Jimmy”, said Chief Commissioner, “Tell me, what have you done?” Jimmy pretended innocence and that he knew nothing about what happened. Chief Commissioner told him straight into his face, “Jimmy, you know and I know that this is not an accident, nor is it a mistake. You have done this purposefully. You have to correct this, or else this will be the end for you. You will not have a future, you know?” Jimmy then replied, “Yes, I know.”

After careful observation of this boy, the 333 teachers came to realize that there were certain ways that would work well for Jimmy. As he was so restless, the best way was to keep him busy. Ms Fok, the English teacher, would thus give him assignments to keep him engaged, such as dictating 1 to 100, and to ask him to coach some younger ones, as he did enjoy teaching others. For this boy, recognition works much better than reprimands and punishments. Tse Sir and Ms Man are obviously two teachers who have made good use of recognitions on Jimmy.

Tse Sir is a 333 teacher who always carries with him a bag of candies, but he will not give it out for no reason. Apparently, Jimmy also noticed this habit of Tse Sir. One day, Tse Sir saw Jimmy behaving himself in terms of queuing up, without any chit-chatting nor causing trouble around. Tse Sir, without uttering a word, dropped a candy into Jimmy’s shirt pocket. Jimmy didn’t say a word either. He then remained quiet as he boarded the bus. On the bus, Tse Sir remarked, “Jimmy, you are a good boy today, behaving really well.” Jimmy smiled and replied, “That is precisely the power of your candy.”

When Ms Man first joined the 333 program a year ago, that was the first time she encountered Jimmy. As described by Ms Man, Jimmy came across as very noisy and restless. He would give tables and chairs a kick even when there were other students occupying those seats. One day, Ms Man approached Jimmy, “Hi Jimmy, I was told by other 333 teachers that you have very good hand-writing,” Jimmy nodded. Ms Man continued, “Do you think you can give me a hand? I noticed that tables and chairs in the classrooms are not very well lined up. Can you help me, every time you arrive, to check and remind other classmates to readjust the tables and chairs into a more orderly manner? Our classroom can then look a lot neater. In short, I like you to be our Table & Chair Commissioner” (a big role title that made Jimmy felt proud). Jimmy’s eyes glazed as he received this honorable title given to him. Ms Man then continued, “Do not let other people know that you have this role to play, as I wish your caring heart for others will get noticed by others gradually over time. People will start to realize how good a boy you are. This is the little secret between the two of us, alright?” Thereafter, every now and then, Ms Man will give Jimmy some encouraging feedback, not only of what she has noticed of him, but what other 333 teachers observed. Jimmy started to become a much more polite and disciplined boy.

By the instructor of Caritas - Ms. Joanne Hung
Ms. Hung has known Jimmy through casework and group work. Their initial contact went badly due to Jimmy’s rude attitude, and he even spoke foul language to Ms. Hung! The turning point came when Jimmy was accused of theft due to his previous record of stealing a laptop. Jimmy denied the charge and beseeched Ms. Hung’s support, and Ms. Hung made a decision of believing in him at that time. The investigation followed testified that Jimmy was innocent. Since then, Jimmy found that Ms. Hung was trustworthy to share his personal matters with. In the group sessions, Jimmy was encouraged to assist the other students and was praised publicly because his improvement was very impressive. Recently, Jimmy had encountered much pressure and undergone fatigue due to the intensive practice of the relay race. With Ms. Hung’s support and encouragement, Jimmy showed a sign of relief and decided to carry on with the practice. He later won a medal in the competition and he learned that persistence would grant him a gainful outcome.

Patrick (a fictitious name to conceal the real identity of this student) is a new joiner to the 333 program, only starting since October 2011 when he is a primary 3 student. He is a bit chubby and he obviously enjoys eating. He was referred to the 333 program by his day-school teacher, and when he was first interviewed by Chow Sir, he came across as a pretty normal student. The only complaint from his day-time teacher is that Patrick always doesn’t turn in his homework on time.

Patrick was assigned to Ms Fok’s class. According to Ms Fok, Patrick behaved normally on his first day to the 333 class, but then starting from day two, his true personality started to reveal vividly. He started to complain and grumble a lot. Extremely short-tempered and he came across as pretty impolite. He thus earned the nick-name as “The Grumbler”. One of the 333 teachers, Ms Man, coined him as the “Angry Bird”. He started to make remarks such as, “See, I told you, what the point of coming here is? I did say that I didn’t want to come. I could have been a lot more focused if I get to do homework on my own. There are so many people here, and that slows me down.” Patrick treated everyone around him as his enemies. He had no friends, pretty much a lonely ranger.

One day, Patrick refused to do his homework again. Ms Fok patiently asked him, “Are you tired?” Patrick responded, “Yes, I am. Today, I got punished again at school. The worst thing of all, I wasn’t allowed food nor drink. And I feel so sleepy now.” Patrick continued, “ Going to school is such a terrible thing. There is nothing I like there. It is boring, and I often got scolded and punished. What’s the point afterall?” Ms Fok, looking at his angry face, suggested Patrick to take a nap first. That surprised him a bit as he would not imagine any day time teachers allowing him to take a nap in the classroom. When he woke up, Patrick continued to reject doing his homework. Ms Fok knew that this wasn’t the time to force him. On the contrary, Ms Fok offered him some biscuits and drink, something that would nicely appeal to Patrick’s hungry tummy.

As Ms Fok patiently guided Patrick on his homework, she started to uncover Patrick’s talents. He could spell the word “November” when he was still at Primary 3. This surprised the 333 teachers because, at times, not even a Primary 6 or secondary school student could do that. When Ms Fok complimented Patrick on his talent, he looked proud, and thereafter he would quickly get his homework done. Apart from English spelling, he was equally good in Mathematics, as he could easily work on 3-digits’ divisions. He confidently declared, “Yes, I can do that pretty well.”

Over time, Patrick became much more confident and disciplined. He would at times tell others “Do not look at those (school) results. Those were before I joined the 333 program.” His day time school teachers must have witnessed the change in Patrick, and he started to earn more recognition from them. One day, he jumped in front of Ms Fok, saying: “I have good news for you. My teacher gave me a chop on my school book, indicating I have done well today.” Another day, he would say, “Look at this, the chop I got from teacher this time indicated good school performance throughout the week, not just one day. See!!” Another occasion, Patrick would say, “Good news. This time, teacher recognized me again because I have brought along all necessary items to school, without missing any single item. And I haven’t owed any homework at all.” As he shared his progress at school with the 333 teachers, he was apparently very proud of the changes that he saw in himself.

There was a Friday when Patrick refused to do his composition homework, as he was way too eager to join other interest classes. He promised Ms Fok that he would do his homework over the weekend. The following day, a Saturday evening at around 10 pm, Ms Fok called Patrick to follow up. Patrick was watching television at home, and he came to the phone. He confessed that he had not done his composition yet, but assured Ms Fok that he would do it first thing the following morning. He asked Ms Fok not to worry, as he would get his father to review his composition and would submit Monday morning. When he came to 333 program on Monday, Ms Fok checked his school book, realizing that he did keep his promise.

The change in Patrick was well noticed by a number of other 333 teachers. When the name “Patrick” was being brought up by the teachers, they all carried a cheerful smile. All the descriptions of this boy are now associated with the positives and his talents. Ms Man, who started off describing this boy as “Angry Bird”, now describes him as a polite, cheerful boy, always proactive in greeting people. Ms Ng, a new English teacher joining the 333 program, described him as the smartest primary 3 student she has ever met. Tse Sir frankly admitted that his first impression of Patrick was not good at all, but having taught him once, he would describe him as one who took learning and application seriously to a point that he felt really touched. One day, Patrick approached Tse Sir, “Sir, I really liked those ways you taught us the other day to enhance memory. Those ways to categorize information really helped me to remember a lot more things. That worked. I like to learn more.”

Ms Lee shared her encounter with Patrick during one of 333 interest classes. That day, the students were playing a numeric reasoning game. Patrick won the first game, and he was eager to win again. He excitingly remarked, “I must think of a way to win the next game. Let me now show my “winning card” and with this, I bet I will win.” He then tabled a card, written on it was “333”. Ms Lee laughed and asked him why that 333 card would assure him another win. Patrick proudly replied, “Simply because it’s 333”. Every other 333 teachers around the room laughed as they heard this declaration from Patrick.

Apart from the teachers, Patrick’s parents were also very pleased with the changes they saw of their son. During one of the 333 Parents’ Day, Patrick’s parents came and they kept on thanking the 333 teachers, especially expressing thanks to Ms Fok who obviously had become a very important person to Patrick. Even on homework, like composition, that he did not enjoy doing, he would now become a lot more disciplined in completing because he did not want to fail his commitment to Ms Fok, someone who cared so much about him.