Handling Three Disruptive Students in B2 Class at TK Angkasa 1.
ABSTRACT
Mengajar anak-anak usia empat sampai enam tahun atau Taman KanakKanak tidaklah mudah. Dalam proses belajar mengajar ada banyak kesulitan
yang dihadapi di dalam kelas. Salah satu kesulitan yang saya hadapi selama
kegiatan magang saya di TK Angkasa 1 khususnya di kelas B2 adalah saya
mengalami kesulitan dalam menangani tiga anak yang sering mengganggu di
kelas. Tingkah laku mengganggu ini sangat tidak sesuai dengan kegiatan
belajar mengajar di kelas.
Menurut hasil pengamatan dan analisa di kelas, ada beberapa faktor yang
dapat menyebabkan kesulitan saya dalam menghadapi tiga anak ini.
Penyebab yang pertama adalah kurangnya pengalaman saya dalam
mengajar anak-anak di Taman Kanak-Kanak, ditambah lagi dengan adanya
anak yang mempunyai kebiasaan mengganggu di kelas. Selain itu hanya ada
seorang guru di kelas B2 yang berjumlah enam belas anak. Masalah ini
menyebabkan beberapa dampak yaitu wali kelas di kelas B2 berkata bahwa
kelas ini sangat berisik dan kurang teratur, saya membutuhkan banyak waktu
dan harus memberikan perhatian lebih untuk menangani anak-anak, dan
masalah ini berpengaruh kurang baik terhadap anak-anak lain dan nilai
akademis dikelas.
Berdasarkan hasil pertimbangan dan penelitian yang mendalam, dapat
disimpulkan tiga solusi terbaik yang dapat diterapkan di kelas. Pertama yaitu
bekerja sama dengan guru lain dapat membantu dalam mengatasi masalahmasalah di kelas. Kedua yaitu memberikan penghargaan dan pujian kepada
anak yang dapat menjaga dengan baik perilakunya di kelas. Ketiga yaitu
dengan mengadakan permainan mendidik yang melibatkan aktivitas fisik
yang dapat membantu mengurangi tinggat kekacauan di kelas, terutama
masalah kebiasaan yang kurang baik atau menggangu proses belajar
mengajar.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT .......................................................................................................i
DECLARATION OF ORIGINALITY .................................................................. ii
ACKNOWLEDGEMENTS .............................................................................. iii
TABLE OF CONTENTS ................................................................................. iv
CHAPTER I. INTRODUCTION ....................................................................... 1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS .............................................................. 7
CHAPTER III. POTENTIAL SOLUTIONS ..................................................... 11
CHAPTER IV. CONCLUSIONS ................................................................... 20
BIBLIOGRAPHY
APPENDICES :
A. FLOWCHART
B. THE TRANSCRIPTION OF THE INTERVIEW
C. “BARNYARD GAME”
D. VISION AND MISSION OF TK ANGKASA
i
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays English has become more and more important. English is
studied by even young children and has been used in a lot of subjects.
That is why the number of people who study this language keeps
increasing. Young children, even kindergarten students, have started to be
taught English at school. As stated in an article entitled “The Importance of
English in Children’s Life” that as a subject, standard English is crucial for
children to learn. Learning English as soon as possible will help them with
reading such as reading subtitles while watching films, and communication
skills such as communicating with friends and teachers (par. 1).
In January 2014, I had an internship at TK Angkasa. I taught
kindergarten students of 5 to 6 years old. When I had my internship in B2
class at TK Angkasa 1, I found several problems in my class. For example,
having difficulties in teaching pronunciation and reading, and handling
disruptive students. In this paper, I would like to analyze and focus on one
problem which will become my topic. The topic is I had difficulty in
handling three disruptive students in B2 class at TK Angkasa 1.
1
Maranatha Christian University
The reason why I choose this topic is because the three disruptive
students always made trouble in class. As stated in an article entitled
“Discipline in your English Language Teaching Class”, the problem that is
often found in English language class is disruptive students who complain,
interrupt, and mess around (par. 11).
Kindergarten students are very interested in something new and they
have many ideas in their mind. They also enjoy talking and asking many
questions about something that appears in their mind. As Kathryn Hatter
described in the article “Preschool Classroom Decoration Ideas”,
“preschool children are naturally curious and creative” (1). However, the
problem happened when I was given the time to teach the English subject
in B2 class without any help from other teachers. B2 class had sixteen
students and three of them were very disruptive. Those three students had
different characteristics from the other students. The three students
always talked a lot, refused to follow my instructions, talked when I was
talking, hit the other students, threw a book or tore it and insisted on
having what they wanted when they wanted it. According to Maryln
Appelbaum in her article entitled “How to Handle Children Who Are
Disruptive”, students can disrupt the classroom by complaining or
interrupting, chatting, getting into fights, and being persistent (1).
Moreover, Dee Willis also states in an article entitled “Early Signs of Social
Behavior Problems in Kindergarten” that disorderly and destructive
behavior is inappropriate and outside the norm of kindergarten students.
Disorderly and destructive behaviors include property destruction (par. 4).
2
Maranatha Christian University
These statements strengthen my conclusion that the three students from
B2 class are disruptive students.
After I choose this topic, the questions which come to my mind is why
the disruptive students were problematic in class and if there are any
solutions to solve the problem. There must be some causes which lead to
them being disruptive in class. This topic will be very interesting to discuss
because this problem has several causes and effects, which will be
explained later. Furthermore, there will be several potential solutions that
can be used to solve this problem.
B. Identification of the Problem
When I had my internship in B2 class at TK Angkasa 1, I found several
problems. One of the problems that I am going to discuss is I had difficulty
in handling three disruptive students in class during my internship. After
analyzing the problem, I come up with several questions.
1. Why is it difficult for me to handle the three disruptive students in B2
class?
2. How does the problem of handling the three disruptive students affect
the other students and my teaching performance?
3. How should I handle these three disruptive kindergarten students in the
classroom?
3
Maranatha Christian University
C. Objectives and Benefits of the Study
The objective or the purpose of writing this term paper it is expected to
become the printed source of guidance of how to handle disruptive
students. It will be useful for TK Angkasa 1 as the institution where I did
my Internship since the other teachers there will be able to identify the
causes and the effects of disruptive students in class. In addition, the other
teachers may be able to apply the potential solutions that I have analyzed
in this term paper.
When I have the chance to teach kindergarten students again, it will be
easier for me to handle disruptive students because this term paper can
be the guidance for me in handling them.
D. Description of the Institution
Based on the interview I did with Euis Hayati as the homeroom teacher
in B2 class, TK Angkasa was built by Yayasan Angkatan Udara Husein
Bandung in 1977. It is located at Jalan Padjajaran no 148 Bandung.
Besides kindergarten school, there are also elementary school, junior high
school, and SMK. TK Angkasa 1 has been renovated a lot much in
building structure and has develop in organization sector. Currently, this
school is led by Praemi Sanggiani as the headmistress. There are ten
teachers and three staff who work for this kindergarten school.
Additionally, the teachers teach in many different subjects, such as
mathematics, religion, arts, and literature.
4
Maranatha Christian University
TK Angkasa 1 has vision and missions. The vision is to build religious,
intelligent, skilled, and independent characters in the children. The
missions are to develop the religious characters in children, to guide the
children to always care about the environment, to plant a sense of pride in
their own culture, and to guide the children to know about nationalism. The
information about visions and missions are hung in the pictures in the
headmistress office at TK Angkasa 1 (see appendix).
E. Method of the Study
The methods written in this term paper are taken from a book, internet
articles, journal, and interview. Euis Hayati as the homeroom teacher in B2
class at TK Angkasa 1 is the interview sources for this term paper. The
journal is based on my internship at TK Angkasa from 13th January until
28th February 2014.
F. Limitation of the Study
The subject to be observed is the three disruptive kindergarten
students in B2 class at TK Angkasa 1. The class has sixteen (16) students
and one homeroom teacher. The internship in B2 class started at 7am
until 1pm. The internship lasted from 13th January until 28th February
2014.The observation objects are three disruptive students in B2 class.
5
Maranatha Christian University
G. Organization of the Term Paper
The first chapter of this term paper explains the description of TK
Angkasa 1, and also the introduction about this term paper. The second
chapter discusses the problem analysis that I found in the B2 class during
my internship. It also explains the causes and effects of my difficulty in
handling three disruptive students. The third chapter discusses the
potential solutions that will be useful to handle the three disruptive
students in classroom and also several positive and negative effects of the
potential solutions. The last chapter is the conclusion from the problem
analysis and chosen solutions which are the best solutions for the
problem.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
As I have explained in the previous chapter, the problem that I found
while doing an internship is I had difficulty in handling three disruptive
students in B2 class at TK Angkasa 1. This problem was caused by two
factors and it led to three negative effects. The first cause is I was lacking
in experience in handling disruptive students. The second cause is I was
the only teacher in B2 class, which was not enough to handle all the
students. Those two causes of my problem have three negative effects
during my internship. The first effect is the homeroom teacher told me that
B2 class was noisy and unorganized. The second effect is I had to put
extra time and attention to handle the students. The third effect is the other
students were influenced and they got bad marks in exercises. For
example, they could not write the names of job proffesions correctly.
Based on my experience while I was having on internship, it is difficult to
handle disruptive students in B2 class. As a result, I should find the best
potential solutions which can solve the problem to handle this. The first
potential solution is I will teach in a team teaching with teacher from other
class. The second potential solution is I will give rewards and praise to
20
Maranatha Christian University
students who behave well in class. The third potential solution is I will give
educational games that involve physical activities to the students.
After I analyze and review the positive and negative effect of the three
potential solutions, the combination of these three potential solutions is the
best solution to help me handle the three disruptive students in class.
When I teach the class in a team teaching with teacher from other class, it
will be easy to handle the students because there are two teachers in the
classroom. When I have to deal with one of the three disruptive students,
the other teacher will help me to handle the other students in class. Giving
rewards and praises can also be another option to encourage the
disruptive students to behave well. The disruptive students will be
motivated to keep their good habits during the class to get rewards.
Educational games including physical activities will also keep their
attention in the lesson. When the disruptive students begin to make
trouble in class, the educational games will distract their attention from
being disruptive to being focused on the activity. They will prefer being
involved in the educational games than being disruptive. Therefore, the
combination of the three potential solutions is the best solution to my
problem.
The combination of the three potential solutions will be very useful if it
is done correctly and properly. There are several suggestions when using
these three potential solutions. First, finding an appropriate teacher to
work in team, when using team teaching in classroom. Second, giving
rewards that are suitable for kindergarten age, such as stickers and
21
Maranatha Christian University
charts. Lastly, finding creative games that are suitable for kindergarten
age so they will be interested in joining the activities. The combination of
the three potential solutions will definitely help me solving the problem of
handling disruptive students.
22
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Reilly, Vanessa. Very Young Learners. Newyork. Oxford University. 2003
Electronic Sources
Agnello, Erin. “Physical Activity Games for Kindergarten” eHow.com. Demand
Media. 2011. 22 May 2014
Akerman, Suzanne. “Games to Use in a Kindergarten Classroom.”
eHow.com. Demand Media. 2013. 13 June 2014
Angela, Melissa. “ Kindergarten Reward Ideas” eHow.com. Demand Media.
2014. 13 June 2014
Appelbaum , Maryln. “How to Handle Children Who Are Disruptive.” How to
Handle Hard-to-Handle Preschoolers. SAGE publication, Google
Books. 6 January 2009
Bradley, Katherine “How to Manage a Classroom With Time to Get in
Everything”. 2009, 4 August 2014
Budget Study on Kindergarten Assistants. Arlington Public Schools. 27 March
2014
“Discipline in your English Language Teaching Class.” icaltefl.com. ICAL :
Quality Teacher Training. 2014. 21 May 2014
Ergine, Aube. “Academic Physical Education Games for Kindergarten.”
eHow.com. Demand Media. 2013. 13 May 2014
Maranatha Christian University
Miller, Renee. “Negatives of disruptive behavior in the classroom.” eHow.com.
Demand Media. 2014. 13 May 2014
“Team Teaching - Advantages, Disadvantage.” StateUniversity.com . 2014.
1 July 2014
“The Importance Of English In Children’s Life” tutor 911. 2006. 4 May 2014
Twist, Benjamin. “Advantages and Disadvantages of Prize or Reward for
students.” eHow.com. Demand Media. 2014. 18 June 2014
Tyler, Mara. “Good Physical Education Games for Kindergarten.” eHow.com.
Demand Media. 2013. 4 May 2014
Willis, Dee. “Early Signs of Social Behavior Problems in Kindergarten.”
eHow.com. Demand Media. 2014. 16 June 2014 .
Interview
Hayati, Euis. Personal interview. 28 February 2014.
Maranatha Christian University
Mengajar anak-anak usia empat sampai enam tahun atau Taman KanakKanak tidaklah mudah. Dalam proses belajar mengajar ada banyak kesulitan
yang dihadapi di dalam kelas. Salah satu kesulitan yang saya hadapi selama
kegiatan magang saya di TK Angkasa 1 khususnya di kelas B2 adalah saya
mengalami kesulitan dalam menangani tiga anak yang sering mengganggu di
kelas. Tingkah laku mengganggu ini sangat tidak sesuai dengan kegiatan
belajar mengajar di kelas.
Menurut hasil pengamatan dan analisa di kelas, ada beberapa faktor yang
dapat menyebabkan kesulitan saya dalam menghadapi tiga anak ini.
Penyebab yang pertama adalah kurangnya pengalaman saya dalam
mengajar anak-anak di Taman Kanak-Kanak, ditambah lagi dengan adanya
anak yang mempunyai kebiasaan mengganggu di kelas. Selain itu hanya ada
seorang guru di kelas B2 yang berjumlah enam belas anak. Masalah ini
menyebabkan beberapa dampak yaitu wali kelas di kelas B2 berkata bahwa
kelas ini sangat berisik dan kurang teratur, saya membutuhkan banyak waktu
dan harus memberikan perhatian lebih untuk menangani anak-anak, dan
masalah ini berpengaruh kurang baik terhadap anak-anak lain dan nilai
akademis dikelas.
Berdasarkan hasil pertimbangan dan penelitian yang mendalam, dapat
disimpulkan tiga solusi terbaik yang dapat diterapkan di kelas. Pertama yaitu
bekerja sama dengan guru lain dapat membantu dalam mengatasi masalahmasalah di kelas. Kedua yaitu memberikan penghargaan dan pujian kepada
anak yang dapat menjaga dengan baik perilakunya di kelas. Ketiga yaitu
dengan mengadakan permainan mendidik yang melibatkan aktivitas fisik
yang dapat membantu mengurangi tinggat kekacauan di kelas, terutama
masalah kebiasaan yang kurang baik atau menggangu proses belajar
mengajar.
i
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT .......................................................................................................i
DECLARATION OF ORIGINALITY .................................................................. ii
ACKNOWLEDGEMENTS .............................................................................. iii
TABLE OF CONTENTS ................................................................................. iv
CHAPTER I. INTRODUCTION ....................................................................... 1
A. Background of the Study
B. Identification of the Problem
C. Objectives and Benefits of the Study
D. Description of the Institution
E. Method of the Study
F. Limitation of the Study
G. Organization of the Term Paper
CHAPTER II. PROBLEM ANALYSIS .............................................................. 7
CHAPTER III. POTENTIAL SOLUTIONS ..................................................... 11
CHAPTER IV. CONCLUSIONS ................................................................... 20
BIBLIOGRAPHY
APPENDICES :
A. FLOWCHART
B. THE TRANSCRIPTION OF THE INTERVIEW
C. “BARNYARD GAME”
D. VISION AND MISSION OF TK ANGKASA
i
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Nowadays English has become more and more important. English is
studied by even young children and has been used in a lot of subjects.
That is why the number of people who study this language keeps
increasing. Young children, even kindergarten students, have started to be
taught English at school. As stated in an article entitled “The Importance of
English in Children’s Life” that as a subject, standard English is crucial for
children to learn. Learning English as soon as possible will help them with
reading such as reading subtitles while watching films, and communication
skills such as communicating with friends and teachers (par. 1).
In January 2014, I had an internship at TK Angkasa. I taught
kindergarten students of 5 to 6 years old. When I had my internship in B2
class at TK Angkasa 1, I found several problems in my class. For example,
having difficulties in teaching pronunciation and reading, and handling
disruptive students. In this paper, I would like to analyze and focus on one
problem which will become my topic. The topic is I had difficulty in
handling three disruptive students in B2 class at TK Angkasa 1.
1
Maranatha Christian University
The reason why I choose this topic is because the three disruptive
students always made trouble in class. As stated in an article entitled
“Discipline in your English Language Teaching Class”, the problem that is
often found in English language class is disruptive students who complain,
interrupt, and mess around (par. 11).
Kindergarten students are very interested in something new and they
have many ideas in their mind. They also enjoy talking and asking many
questions about something that appears in their mind. As Kathryn Hatter
described in the article “Preschool Classroom Decoration Ideas”,
“preschool children are naturally curious and creative” (1). However, the
problem happened when I was given the time to teach the English subject
in B2 class without any help from other teachers. B2 class had sixteen
students and three of them were very disruptive. Those three students had
different characteristics from the other students. The three students
always talked a lot, refused to follow my instructions, talked when I was
talking, hit the other students, threw a book or tore it and insisted on
having what they wanted when they wanted it. According to Maryln
Appelbaum in her article entitled “How to Handle Children Who Are
Disruptive”, students can disrupt the classroom by complaining or
interrupting, chatting, getting into fights, and being persistent (1).
Moreover, Dee Willis also states in an article entitled “Early Signs of Social
Behavior Problems in Kindergarten” that disorderly and destructive
behavior is inappropriate and outside the norm of kindergarten students.
Disorderly and destructive behaviors include property destruction (par. 4).
2
Maranatha Christian University
These statements strengthen my conclusion that the three students from
B2 class are disruptive students.
After I choose this topic, the questions which come to my mind is why
the disruptive students were problematic in class and if there are any
solutions to solve the problem. There must be some causes which lead to
them being disruptive in class. This topic will be very interesting to discuss
because this problem has several causes and effects, which will be
explained later. Furthermore, there will be several potential solutions that
can be used to solve this problem.
B. Identification of the Problem
When I had my internship in B2 class at TK Angkasa 1, I found several
problems. One of the problems that I am going to discuss is I had difficulty
in handling three disruptive students in class during my internship. After
analyzing the problem, I come up with several questions.
1. Why is it difficult for me to handle the three disruptive students in B2
class?
2. How does the problem of handling the three disruptive students affect
the other students and my teaching performance?
3. How should I handle these three disruptive kindergarten students in the
classroom?
3
Maranatha Christian University
C. Objectives and Benefits of the Study
The objective or the purpose of writing this term paper it is expected to
become the printed source of guidance of how to handle disruptive
students. It will be useful for TK Angkasa 1 as the institution where I did
my Internship since the other teachers there will be able to identify the
causes and the effects of disruptive students in class. In addition, the other
teachers may be able to apply the potential solutions that I have analyzed
in this term paper.
When I have the chance to teach kindergarten students again, it will be
easier for me to handle disruptive students because this term paper can
be the guidance for me in handling them.
D. Description of the Institution
Based on the interview I did with Euis Hayati as the homeroom teacher
in B2 class, TK Angkasa was built by Yayasan Angkatan Udara Husein
Bandung in 1977. It is located at Jalan Padjajaran no 148 Bandung.
Besides kindergarten school, there are also elementary school, junior high
school, and SMK. TK Angkasa 1 has been renovated a lot much in
building structure and has develop in organization sector. Currently, this
school is led by Praemi Sanggiani as the headmistress. There are ten
teachers and three staff who work for this kindergarten school.
Additionally, the teachers teach in many different subjects, such as
mathematics, religion, arts, and literature.
4
Maranatha Christian University
TK Angkasa 1 has vision and missions. The vision is to build religious,
intelligent, skilled, and independent characters in the children. The
missions are to develop the religious characters in children, to guide the
children to always care about the environment, to plant a sense of pride in
their own culture, and to guide the children to know about nationalism. The
information about visions and missions are hung in the pictures in the
headmistress office at TK Angkasa 1 (see appendix).
E. Method of the Study
The methods written in this term paper are taken from a book, internet
articles, journal, and interview. Euis Hayati as the homeroom teacher in B2
class at TK Angkasa 1 is the interview sources for this term paper. The
journal is based on my internship at TK Angkasa from 13th January until
28th February 2014.
F. Limitation of the Study
The subject to be observed is the three disruptive kindergarten
students in B2 class at TK Angkasa 1. The class has sixteen (16) students
and one homeroom teacher. The internship in B2 class started at 7am
until 1pm. The internship lasted from 13th January until 28th February
2014.The observation objects are three disruptive students in B2 class.
5
Maranatha Christian University
G. Organization of the Term Paper
The first chapter of this term paper explains the description of TK
Angkasa 1, and also the introduction about this term paper. The second
chapter discusses the problem analysis that I found in the B2 class during
my internship. It also explains the causes and effects of my difficulty in
handling three disruptive students. The third chapter discusses the
potential solutions that will be useful to handle the three disruptive
students in classroom and also several positive and negative effects of the
potential solutions. The last chapter is the conclusion from the problem
analysis and chosen solutions which are the best solutions for the
problem.
6
Maranatha Christian University
CHAPTER IV
CONCLUSION
As I have explained in the previous chapter, the problem that I found
while doing an internship is I had difficulty in handling three disruptive
students in B2 class at TK Angkasa 1. This problem was caused by two
factors and it led to three negative effects. The first cause is I was lacking
in experience in handling disruptive students. The second cause is I was
the only teacher in B2 class, which was not enough to handle all the
students. Those two causes of my problem have three negative effects
during my internship. The first effect is the homeroom teacher told me that
B2 class was noisy and unorganized. The second effect is I had to put
extra time and attention to handle the students. The third effect is the other
students were influenced and they got bad marks in exercises. For
example, they could not write the names of job proffesions correctly.
Based on my experience while I was having on internship, it is difficult to
handle disruptive students in B2 class. As a result, I should find the best
potential solutions which can solve the problem to handle this. The first
potential solution is I will teach in a team teaching with teacher from other
class. The second potential solution is I will give rewards and praise to
20
Maranatha Christian University
students who behave well in class. The third potential solution is I will give
educational games that involve physical activities to the students.
After I analyze and review the positive and negative effect of the three
potential solutions, the combination of these three potential solutions is the
best solution to help me handle the three disruptive students in class.
When I teach the class in a team teaching with teacher from other class, it
will be easy to handle the students because there are two teachers in the
classroom. When I have to deal with one of the three disruptive students,
the other teacher will help me to handle the other students in class. Giving
rewards and praises can also be another option to encourage the
disruptive students to behave well. The disruptive students will be
motivated to keep their good habits during the class to get rewards.
Educational games including physical activities will also keep their
attention in the lesson. When the disruptive students begin to make
trouble in class, the educational games will distract their attention from
being disruptive to being focused on the activity. They will prefer being
involved in the educational games than being disruptive. Therefore, the
combination of the three potential solutions is the best solution to my
problem.
The combination of the three potential solutions will be very useful if it
is done correctly and properly. There are several suggestions when using
these three potential solutions. First, finding an appropriate teacher to
work in team, when using team teaching in classroom. Second, giving
rewards that are suitable for kindergarten age, such as stickers and
21
Maranatha Christian University
charts. Lastly, finding creative games that are suitable for kindergarten
age so they will be interested in joining the activities. The combination of
the three potential solutions will definitely help me solving the problem of
handling disruptive students.
22
Maranatha Christian University
BIBLIOGRAPHY
Printed Sources
Reilly, Vanessa. Very Young Learners. Newyork. Oxford University. 2003
Electronic Sources
Agnello, Erin. “Physical Activity Games for Kindergarten” eHow.com. Demand
Media. 2011. 22 May 2014
Akerman, Suzanne. “Games to Use in a Kindergarten Classroom.”
eHow.com. Demand Media. 2013. 13 June 2014
Angela, Melissa. “ Kindergarten Reward Ideas” eHow.com. Demand Media.
2014. 13 June 2014
Appelbaum , Maryln. “How to Handle Children Who Are Disruptive.” How to
Handle Hard-to-Handle Preschoolers. SAGE publication, Google
Books. 6 January 2009
Bradley, Katherine “How to Manage a Classroom With Time to Get in
Everything”. 2009, 4 August 2014
Budget Study on Kindergarten Assistants. Arlington Public Schools. 27 March
2014
“Discipline in your English Language Teaching Class.” icaltefl.com. ICAL :
Quality Teacher Training. 2014. 21 May 2014
Ergine, Aube. “Academic Physical Education Games for Kindergarten.”
eHow.com. Demand Media. 2013. 13 May 2014
Maranatha Christian University
Miller, Renee. “Negatives of disruptive behavior in the classroom.” eHow.com.
Demand Media. 2014. 13 May 2014
“Team Teaching - Advantages, Disadvantage.” StateUniversity.com . 2014.
1 July 2014
“The Importance Of English In Children’s Life” tutor 911. 2006. 4 May 2014
Twist, Benjamin. “Advantages and Disadvantages of Prize or Reward for
students.” eHow.com. Demand Media. 2014. 18 June 2014
Tyler, Mara. “Good Physical Education Games for Kindergarten.” eHow.com.
Demand Media. 2013. 4 May 2014
Willis, Dee. “Early Signs of Social Behavior Problems in Kindergarten.”
eHow.com. Demand Media. 2014. 16 June 2014 .
Interview
Hayati, Euis. Personal interview. 28 February 2014.
Maranatha Christian University