Because of Mr. Terupt

It’s significant that Peter is the one to suggest inviting students from the Collaborative Classroom to join Mr. Terupt’s classroom party. Peter originally refers to the students in the Collaborative Classroom as “retards,” and he doesn’t care much for the book Mr. Terupt assigns with the project, but he acknowledges the impact the experiential learning has on him: “Last month Mr. T. told us we had to read some stupid book and go spend time with the retards. That was what I thought at first, anyways” (77). Peter’s assumptions about the Collaborative Classroom change under Mr. Terupt’s gentle guidance.

The narrative style allows tension and drama to extend in this novel, as when Mr. Terupt removes Alexia from her group project and returns without her. Readers don’t hear Alexia’s voice until later in the same chapter; Luke’s voice breaks the action up and forces readers to wait to learn details of what transpires between Mr. Terupt and Alexia. This technique of relying on the voices of the students to break up and slow down plot action occurs throughout the novel.

Mrs. Williams slipping on a puddle foreshadows the more tragic accident ahead. Peter’s clowning gets progressively more dangerous as the school year (and the novel) go on. His earlier antics throwing materials at Alexia don't harm anyone, but his water fountain prank aimed at Luke results in the principal slipping and falling. In a couple more months, the repercussions become even more serious when Peter throws the snowball that causes Mr. Terupt’s fall, leaving him in a coma. The format of the class meeting in January foreshadows how the students will eventually connect with one another after Mr. Terupt’s accident. 

Further foreshadowing occurs as Luke plots to throw a snowball at Peter. Luke’s reaction to Peter’s recognition for a correct estimate reveals the depth of his competitiveness and frustration. It’s also a shift in the focus of the narrative offered by male students–The girl drama has faded, and now the boys are the ones distracted by their emotions. Jeffrey is distracted by emotions of loss and self-blame for his brother Michael’s death. He mistakes his parents’ grief for blame: “I know Mom and Dad blame me. They sure don’t love me. Why else are they so silent? They don’t speak to me—rarely, and they never speak to each other” (117). In this month following Christmas, Jeffrey doesn’t mention the outdoor play day, a school project, or even the Collaborative Classroom, where he’s made significant bonds with fellow students. His omission demonstrates the extent of his distraction from school, as he’s entirely focused on his feelings of guilt and grief.