How did you act in lessons you didn't like at school?

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I'd usually just be excessively bored, so I'd find myself putting my head on the desk, or doodling, or something else of that nature. Sometimes, if it was an option, I'd ask to go to the bathroom just for the sake of getting out of there and walking around a bit.

Drifting off in my world o' thoughts.

Yes & no...I went to college for art, but taking other classes was required:
2 years of phys. ed. (utter wretchedness, for me). Also, my interest is ONLY in (making) 2-dimensional art, but had to take a bunch of 3-D art courses. Those were awful, I was so bored & repulsed & miserable.
When students had to work on computers (I'm NOT tech-savvy), I would sit in front of monitor & quietly cry, in confusion & frustration. When we had to make sculptures from wire/clay/wood I'd have no ideas whatsoever other than "get me out of here". I'd barely complete project (since I had no desire/inspiration in that method) and did a crummy job. When I tried to discuss things w/ teacher I'd be told "you've got a chip on your shoulder" or "an attitude". Art history lectures were dull, but it was in a huge auditorium-no one to notice if I was paying attention. At least, as an art student, I could always be doodling in my notebook & it was usually okay w/the art teachers. For all the classes I liked, they weren't enough compared to all the unbearable MANDATORY stuff.
Dropped out after completing 3 years of college, that was over a decade ago.

Why didn't you go to a college with no or little core curricula?

Answer:I chose unwisely because I was young & foolish. Also, my difficulties were even less understood back then, by myself & the people in my life-just bad timing, I guess. I didn't know then what I know now, of course. AS not a dx in DSM until 1994-the year I left school, and I was only dx'd in 2004.

That sucks.
Why not transfer though?

Short answer:because (voluntary) change is not in my skill set. Real answer more convoluted, doubt others would glean useful information from my tale ?
Tend to make decisions by not making a decision, then whatever happens happens. Taking action ahead of time to prevent/lessen undesirable outcomes is beyond me in SOME areas of life. Was deteriorating emotionally at that time in my life, couldn't have been avoided.
One of the critical impediments for me was transportation. Can't point to single cause for leaving school, but this was huge. Can't drive, and can't deal with taking a bus to get to class. Intended to transfer to another college, then procrastinated-enrolled but withdrew before term began. My heart was not in it, had no enthusiasm & too much depression.

Ahh, sorry.

If it's a boring lesson, I stay quiet, but struggle as hard as I can to keep my eyes and ears on topic.
If it's a lesson I disagree with, I phrase my writing assignments and notes/annotations in ways that show that I beg to differ.

In math I would go to sleep or read.

If I was in a class where I didn't like the TEACHER whenever he/she would ask me questions I would refuse to answer.

-SpaceCase

Usually write, pass notes, zone out, or preoccupy myself otherwise. This typically in Math and my current English class.

I've been bored in chemistry class from the day it began. The pace is FAR too slow, as I take up math and science more quickly than I do other subjects, and the first month was math review. Why make us have a certain level of math as a prerequisite if we're just going to go over everything in the first place?

The fortunate aspect of my trouble with this, in conjunction with my IEP, I was issued an Alphasmart, which is like a portable word processor. At least in math class when I'm bored, I can busy myself with more problems, but if I continue to act distracted in chemistry, then they might take the Alphasmart away, and it really helps me to store notes and write stories for my creative writing classes.

That sounds like the level one sciences at my school. Is there any way that you could talk to the teacher about possibly going at a faster pace or doing extra credit stuff? I was in regular chemistry a couple of years ago and already knew everything we were covering, but fortunately, I was able to transfer into honours (nearly impossible to do) for the second semester. That was a lot more challenging.

Not surprisingly considering I didn't understand my problem, badly - P.E. (gym) was the worst.

In classrooms I'd tune out and sometimes laugh uncontrollably at my own thoughts (thinking of something funny I'd read or heard) and sometimes would get caught doing that.

Or I'd do endless repetitive, childish drawings of whatever my special interest at the time was (like telephone poles when I was five).

Makes me wish I was a techie AS person so I could have been doing something cool like designing a supercomputer instead... and making a mint on it now.

Depending on what type of course it is or depending on what my nature ends up doing I will either...

Make an attempt to learn or do whatever I can to get a decent grade

or do what I mostly do

REBEL and just dont plain pay attention or do the work. Believe it or not I hardly ever skip classes but I will show up to class and do a terrible job. And yes it does cost me in the end but I can just retake the class again...something I will have to do next semester for Spanish.

I act in boring classes the way I acted in about 80% of my class time this past semester.

Elbow on table, hand propping my head up, staring at my notebook, doodling stuff pertaining to my special interest in the margins.

And yet I was still able to get straight As this semester, despite being in a Nationally-tanked top-10 program for my major in college (which is actually the closest major you can have to my area of interest, though it touches on it relatively little).

Put another way: When you sit in your chair, off in your own world, doodling in the margins of your notebook 80% of class, yet are still able to get straight-As in a Nationally top-10-ranked program for your academic major, you might be an aspie..."