My thug class was probably my most uncooperative class of my career. Students definitely had descended to the behavior level of the lowest common denominator. If someone was hit by a bit of tile after someone trimmed a shape, the student felt justified in throwing tile. Pretty soon, bits of tile were flying through the air. I eventually called a halt to tiling, and the class moved onto other art projects.
Except bits of colored pencil and crayon would find their way into the air. Students didn’t care if they received a zero when I caught them throwing objects. Students didn’t care if they were sent to the principal, or if their parents were called in. Some of the parents didn’t seem to care what their child was doing in school.
So I moved the class to paper. Cut paper projects for the bulletin board. Pre-printed paper to color. Stickers in folded books, and the students would write or draw. I have never in my life had such a class, where I couldn’t trust them with anything sharper than a pencil. But if education is to be student-centered and teacher-led, then I had to go with what I had. And what I had were a bunch of students influenced by the thug crew, and unwilling to function as 7th and 8th graders. So I gave them kindergarten work, and they were happy. I was frustrated, but at least I was again in control.
Finally, in January, the class ended – the students moved on to other electives, I received a new class of students – Thugs #1 and #2 were sent to the alternative education program at another school for a variety of reasons. I still see Thug #3 around; Junior Thug is happy to see we’re working outside on the mural; Wannabe Thug and his friend, Mr. Obnoxious, periodically drop by my class to say hi.
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