Handling Four Disruptive Pupils in Pre-Nursery class at TK. Bintang Mulia.
ABSTRACT
Tugas Akhir ini dibuat berdasarkan pengalaman magang saya sebagai staff
pengajar di TK. Bintang Mulia. Saya memutuskan untuk membahas mengenai
kesulitan saya dalam menangani murid-murid yang mengganggu (disruptive
students) pelajaran dan aktivitas di kelas pre-nursery. Oleh karena itu saya akan
membahas yang menjadi latar belakang masalah yang saya alami dan juga
dampak-dampak dari masalah tersebut.
Saya menganalisis masalah yang saya alami pada saat kegiatan magang saya
dalam proses mengajar berlangsung. Saya menemukan beberapa penyebab dan
akibat dari kesulitan saya menangani disruptive students. Penyebabnya adalah saya
tidak memiliki pengalaman dalam mengajar, saya tidak mengenal murid- murid saya
dengan baik, saya tidak dapat berkomunikasi kepada murid- murid saya dengan
baik. Akibatnya adalah waktu mengajar yang saya miliki menjadi terbuang, saya
merasa stress, murid-murid menjadi kurang termotivasi dalam belajar. Maka, saya
menganalisis beberapa pilihan solusi yang memiliki potensi untuk megatasi
permasalahan ini. Solusi pertama adalah saya akan bersikap tenang dengan tidak
menanggapi murid-murid yang mengganggu. Solusi kedua adalah saya akan
menghukum murid-murid yang mengganggu. Solusi ketiga adalah saya akan
memberi hadiah apabila murid-murid berkelakuan baik.
Setelah menganalisis masalah yang saya hadapi, saya melakukan pemilihan dan
pembahasan atas semua solusi yang dipilih dalam mengatasi masalah tersebut.
Saya memutuskan untuk memilih semua solusi saya. Solusi-solusi yang saya pilih
dan yang dibahas berdasarkan penjelasan dan teori yang mendukung. Saya pun
akan memberi masukan kepada TK.Bintang Mulia tempat dimana saya magang.
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT………..……………………………………………………….……….…...i
DECLARATION OF ORIGINALITY...……………………………..…………….…....ii
ACKNOWLEDGEMENTS…………....……………………………….…………..…...iii
TABLE OF CONTENTS.………………………………….…………………………....iv
CHAPTER I. INTRODUCTION………………………………………………….……..1
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
Organization of Term Paper
CHAPTER II. PROBLEM ANALYSIS…………………………….…………………...7
CHAPTER III. POTENTIAL SOLUTIONS….……………………….…………….…11
CHAPTER IV. CONCLUSION……….…………………………….………….…......18
BIBLIOGRAPHY
APPENDICES:
A. BAGIAN ALIR (FLOWCHART)
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Young pupils have different types of behavior in learning. They may
become disciplined or disruptive pupils. When they become disruptive pupils,
they will disrupt the educational process in class and the environment around
them. Senate states,” Disruptive student behavior is student behavior in a
classroom or other learning environment which disrupts the educational
process” (par. 1). It can be concluded that being disruptive showing bad
behavior which must be handled. A pupil who likes running around the class
is an example of disruptive student.
In early childhood, disruptive pupil may yell and hit, may annoy others,
does not follow directions, runs away, and fights over toys. According to
Dr.Campbell,” The period between ages 2 and 5 is one of extreme, rapid
developmental change, and young children make these transitions with
varying degrees of speed and ease” (par. 1). When they are being disruptive,
it will be a problem for the teacher. Rappaport and Minahan say,” One
1
Maranatha Christian Universiy
disruptive child can effectively derail an entire lesson. Surveys show that
coping with disruptive students is teachers' number one problem” (par. 4). It
was also my problem as a teacher in TK. Bintang Mulia during my internship.
In my teaching internship in pre-nursery class, there were four two-yearold pupils who disrupted other pupils in the class while was teaching. The first
pupil was Noel, who hit his friends with his head or hand. The second pupil
was Kenrick, who bit his friends. The third pupil was Arcel, she yelled loudly
in class. The last pupil was Hayden, who had sneaky hands. He dropped a
glass of milk and he also poked the other pupils around him.
The disruptive pupils will be defiant from time to time, so I as their teacher
must handle them since I have not had any experience being a teacher
before. I felt so afraid if I lost my patience and treated these disruptive pupils
emotionally. Teachers must be good role models for their pupils.
It is important for me to analyze my difficulty in handling disruptive pupils
in pre-nursery class to make me able to handle them in my class. Therefore, I
choose this problem as the topic of my term paper.
B. Identification of the Problem
There are three main points which are going to be analyzed in this term
paper, namely :
1. Why did I have the problem to handle disruptive pupils in pre-nursery
class?
2
Maranatha Christian Universiy
2. How can I handle these disruptive pupils in pre-nursery class?
3. How effective is my chosen solution in handling some disruptive pupils
in pre nursery class? Why do I choose my three potential solutions?
C. Objectives and Benefits of the Study
I will discuss about the objectives and the benefits of the study. The
objectives of the study are to find out the causes of difficulty in handling some
disruptive pupils and learning the effects of the difficulty in handling some
disruptive pupils in pre nursery class. The other objective is to find out the
potential solutions of handling the problem.
There are also some benefits of this study, which are having the
knowledge about handling disruptive pupils in pre-nursery class and being
able to apply it in class in order to control the pupils and know the
characteristics of the pupils. Moreover, the benefit for the readers is getting
the knowledge about disruptive pupils and how to deal with them.
D. Description of the Institution
TK. Bintang Mulia has a different concept from the other school. This
school started in 1997. At first its name was TK. Bintang Kecil. This school is
located on Kopo Permai I blok A no. 0, on a wide ground, 2431 m2. TK.
Bintang Mulia provides playing program for the two-year-old children, which
was called Pondok Batita (1 class) and for the three-year-old students, which
3
Maranatha Christian Universiy
was called the Play Group (2 classes). The method which is used in
TK.Bintang Mulia is "Creative and Active Learning" and it is supported by
other activities such as field trip programs, music, computers, indoor and
outdoor activities. This school was built by Yayasan Bina Insan Mulia, with
members appointed by a church foundation: Mr. Agus Tjandra, Mr. Joseph
Koshan, Mr. Edi Soekamto, Mr. Yoseph Soenaryo, and Mr. Husein Hilman.
In addition, it also formed a core team of the school :Mr. Joseph Koshan, Ev.
Tjioe Jung Jung, Mr. Benny Soenarjo, Mr. Arief Subagio, and Mr. Iratius
Radiman. They are given a task to develop TK.Bintang Mulia by the church.
The aim of TK.Bintang Mulia is to educate children to become healthy,
intelligent, independent, and to have a character and faith, with enjoy feeling
in learning which is related to learn in study. TK. Bintang Mulia believes that
children would become Christian leaders who give glory to God and be a
blessing to many people.
The vision of TK.Bintang Mulia is to become a Christian education institute
which educates in faith, integrity, and knowledge. The mission of TK.Bintang
Mulia is to provide the education based on Christian points of view which
have the characteristics of holistic, integrative, transformative.
(Bintang Mulia Magazine)
E. Method of the Study
In my term paper, I use my teaching internship experience to analyze my
problem. Thus, my internship journal is important for me to help me
4
Maranatha Christian Universiy
remember my daily activities during my teaching internship. Besides to add
some more information, I have also interviewed the headmaster of TK.
Bintang Mulia. Her name is Mrs.Lois. Another method that I use is searching
and taking some data from online resources and printed resources related to
my observation. Those are for the theories of my causes and effects, also my
potential solutions.
F. Limitation of the Study
The focus of my study is how to handle some disruptive pupils in prenursery class, which is based on my observation in doing my teaching
internship from 15 July 2013 to 23 August 2013 in TK.Bintang Mulia. In my
class, I found four two-year-old disruptive pupils; namely, Kenrick, Noel,
Arcel, and Hayden. They disturbed the learning progress in class and the
other pupils too.
G. Organization of the Term Paper
This term paper starts with an Abstract as an outline of my term paper.
Abstract is the only paper which is written in Indonesian. The next page is
Declaration of Originality, which explains about the original statement of my
term paper. After Declaration of Originality is followed by Acknowledgement.
It contains my gratitude to everyone who has helped me in doing my term
5
Maranatha Christian Universiy
paper. Afterwards, there is Table of Contents. It contains all the contents in
my term paper.
This term paper also has four chapters. The first chapter (Chapter I) is
introduction. Introduction consists of Background of the Study, Identification
of the Problem, Objectives and Benefits of the Study, Description of the
Institution, Method of the Study, Limitation of the Study, Organization of the
Term Paper. The second chapter (Chapter II) is problem analysis. This
chapter explains all the causes and effects of the problem. The third chapter
(Chapter III) is potential solutions which contains some solutions that
potentially to handling the disruptive students. The last chapter (Chapter IV)
describes the conclusion of my analysis and chosen solution of my problem.
In this term paper, I also provide a Bibliography and Appendices.
Bibliography contains the sources of all my theories. Appendices contain the
flowchart.
6
Maranatha Christian Universiy
CHAPTER IV
CONCLUSIONS
In the previous chapters, I have analyzed the problem that occurred
during my internship in TK. Bintang Mulia. My problem is I had a difficulty
in handling some disruptive pupils in pre-nursery class. This problem has
three possible causes. The three possible causes are I did not have any
experience in teaching, I did not understand the pupils very well and I
could not communicate well with the pupils. Moreover, I also have three
effects. The effects of my problem are my teaching time was wasted, I felt
stressed and the pupils were less motivated to learn. Thus, I decided to
solve my problem with these three potential solutions. My first potential
solution is I will stay calm by ignoring the disruptive pupils. My second
potential solution is I will punish the disruptive pupils. My third potential
solution is I will offer rewards if the pupils behave well.
After analyzing my problem and my potential solutions, I decide to
combine all three my potential solutions as the best solution. The reason is
every child has different personalities. As a teacher, I must identify my
disruptive pupils personalities. According to Speaks, pupils have three
majors personalities. First pupil personality is the emotionality. This
18
Maranatha Christian Universiy
group of personality has aggressive emotion. Usually, the pupil shows the
emotion by crying with screaming. If the disruptive pupils are aggressive,
punishment is suitable for them. The second pupil personality is the
sociability. This group of personality has care feeling with the others.
Some disruptive pupils love to stroke their friend hair, but it can disrupt
their friend activity or make them not comfortable. For this personality, I
will stay calm by ignoring them. The last pupil personality is the activity
level, usually called hyperactive. This group of personality has tendency
on movement. If the other pupils like to stay calm, the activity level pupils
will choose to jump or walk around the class. For this personality, I choose
to give them rewards, if they will stay calm in class
These three main potential solutions can help the teacher in handling
disruptive pupils. The difficulty in handling some disruptive pupils in prenursery class cannot be handled, it will make some chaoses in class. It will
make the pupils less motivated to learn, and the teachers get fail in
teaching. To conclude, most of the disruptive pupils in pre-nursery class
still need special attention so they can change and be good pupils and all
the other teachers must help them to be good pupils. All of them are still
toddlers. That is the reason why a teacher has an important role in leading
the disruptive pupils to be good pupils.
19
Maranatha Christian Universiy
BIBLIOGRAPHY
Printed Sources
Arnold, Francis , et al., ed. Les Bell: AppraisingTeachers in School. London:
Routledge, 1998.
Morrison, George S. Early Childhood Education Today. 4th ed. Colombus:
Merrill, 1988.
Electronic Sources
Barbetta, et al. “Classroom Behavior Management: A Dozen Common
Mistakes and What to Do Instead.” Cortland. 27 August 2013.
.
Burns, Gabriel. “ The Disadvantages of Extrinsic Motivation.” eHow mom. 15
October 2013.
.
Campbell, Susan. ”Preschool Struggles.” Parent and Child (2013). 10
December 2013.
.
Dawe, Trisha. “The Advantages of Rewards in the Classroom.” eHow
mom.
15 October 2013.
.
DeMaso, David. ”Disruptive Behavior Disorders” Boston Children’s
Hospital
(2011). 15 December 2013.
.
Davies, Leah.”Rewards in the Classroom” Kelly Bear. 28 January 2014.
Eber, Pat. “Tips on Nonviolent Parenting.” Nonviolent Alternatives. 26
September 2013.
.
Fedler, Richard M, Rebecca Brent. “All in a Day’s Work.” NC State
University
34.1 (2009). 10 October 2013.
.
Fuller, Simon. “ Disadvantages to School Reward Systems.” eHow mom. 7
October 2013.
.
Goldstein, Sam, N Mather. “Behavior Modification in the Classroom.” LD
online. 15 September 2013.
.
“How to Correct a Student Without Hurting Their Feelings.” Worksheet
Library. 3 November 2013.
Jennings, Patricia A., Mark T. Greenberg. “The Prosocial Classroom:
Teacher
Social and Emotional Competence in Relation to Student and
Classroom
Outcomes.” Review of Educational Research 29 December 2009. 27
August 2013.
.
Morin, Amy. “How Would a Behaviorist Deal With a Disruptive Child?”
Global
Post 2009. 5 October 2013.
.
“Motivating Pupils”. ATL.2014. 28 January 2014.
Nour, Dina M. “University Teachers’ Management Strategies and Pupils’
Disruptive Behavior.“ The American University in Cairo. 22 September
2013.
.
Rappaport, Nancy, Jessica Minahan. “How Teachers Can Read and
Respond
More Effectively to Disruptive Students.” Child Mind Institute 17 May
2012.
14 December 2013.
.
Ratliff, Teresa, April Walk, and Katherine M. McCormick. “Planned
Ignoring
as an Intervention Strategy for Parents and Family Members.” Center
of Effective Collaboration and Practice. 10 September 2013.
.
Ray, Kim.” EFFECTIVE BEHAVIOR TECHNIQUES and STRATEGIES IN
THE CLASSROOM” Parents United Together. 19 August 2013.
.
Speaks, Victoria.” Accommodating Different Personalities and
Temperaments” Early Childhood News. 2 January 2014.
“The Positive Teacher- Pupils Relationship.” CSUN. 19 August 2013
.
Walker, Hill M., Elizabeth R, and Frank M. Gresham. “Heading Off
Disruptive
Behavior.” A Union of Professionals. 27 August 2013.
.
Ylvisaker, Mark, Timothy Feeney, and Mary Hibbard. “What is
Contingency
Management?” Project Learnet. 29 September 2013.
.
Tugas Akhir ini dibuat berdasarkan pengalaman magang saya sebagai staff
pengajar di TK. Bintang Mulia. Saya memutuskan untuk membahas mengenai
kesulitan saya dalam menangani murid-murid yang mengganggu (disruptive
students) pelajaran dan aktivitas di kelas pre-nursery. Oleh karena itu saya akan
membahas yang menjadi latar belakang masalah yang saya alami dan juga
dampak-dampak dari masalah tersebut.
Saya menganalisis masalah yang saya alami pada saat kegiatan magang saya
dalam proses mengajar berlangsung. Saya menemukan beberapa penyebab dan
akibat dari kesulitan saya menangani disruptive students. Penyebabnya adalah saya
tidak memiliki pengalaman dalam mengajar, saya tidak mengenal murid- murid saya
dengan baik, saya tidak dapat berkomunikasi kepada murid- murid saya dengan
baik. Akibatnya adalah waktu mengajar yang saya miliki menjadi terbuang, saya
merasa stress, murid-murid menjadi kurang termotivasi dalam belajar. Maka, saya
menganalisis beberapa pilihan solusi yang memiliki potensi untuk megatasi
permasalahan ini. Solusi pertama adalah saya akan bersikap tenang dengan tidak
menanggapi murid-murid yang mengganggu. Solusi kedua adalah saya akan
menghukum murid-murid yang mengganggu. Solusi ketiga adalah saya akan
memberi hadiah apabila murid-murid berkelakuan baik.
Setelah menganalisis masalah yang saya hadapi, saya melakukan pemilihan dan
pembahasan atas semua solusi yang dipilih dalam mengatasi masalah tersebut.
Saya memutuskan untuk memilih semua solusi saya. Solusi-solusi yang saya pilih
dan yang dibahas berdasarkan penjelasan dan teori yang mendukung. Saya pun
akan memberi masukan kepada TK.Bintang Mulia tempat dimana saya magang.
Maranatha Christian University
TABLE OF CONTENTS
ABSTRACT………..……………………………………………………….……….…...i
DECLARATION OF ORIGINALITY...……………………………..…………….…....ii
ACKNOWLEDGEMENTS…………....……………………………….…………..…...iii
TABLE OF CONTENTS.………………………………….…………………………....iv
CHAPTER I. INTRODUCTION………………………………………………….……..1
A.
B.
C.
D.
E.
F.
G.
Background of the Study
Identification of the Problem
Objectives and Benefits of the Study
Description of the Institution
Method of the Study
Limitation of the Study
Organization of Term Paper
CHAPTER II. PROBLEM ANALYSIS…………………………….…………………...7
CHAPTER III. POTENTIAL SOLUTIONS….……………………….…………….…11
CHAPTER IV. CONCLUSION……….…………………………….………….…......18
BIBLIOGRAPHY
APPENDICES:
A. BAGIAN ALIR (FLOWCHART)
Maranatha Christian University
CHAPTER I
INTRODUCTION
A. Background of the Study
Young pupils have different types of behavior in learning. They may
become disciplined or disruptive pupils. When they become disruptive pupils,
they will disrupt the educational process in class and the environment around
them. Senate states,” Disruptive student behavior is student behavior in a
classroom or other learning environment which disrupts the educational
process” (par. 1). It can be concluded that being disruptive showing bad
behavior which must be handled. A pupil who likes running around the class
is an example of disruptive student.
In early childhood, disruptive pupil may yell and hit, may annoy others,
does not follow directions, runs away, and fights over toys. According to
Dr.Campbell,” The period between ages 2 and 5 is one of extreme, rapid
developmental change, and young children make these transitions with
varying degrees of speed and ease” (par. 1). When they are being disruptive,
it will be a problem for the teacher. Rappaport and Minahan say,” One
1
Maranatha Christian Universiy
disruptive child can effectively derail an entire lesson. Surveys show that
coping with disruptive students is teachers' number one problem” (par. 4). It
was also my problem as a teacher in TK. Bintang Mulia during my internship.
In my teaching internship in pre-nursery class, there were four two-yearold pupils who disrupted other pupils in the class while was teaching. The first
pupil was Noel, who hit his friends with his head or hand. The second pupil
was Kenrick, who bit his friends. The third pupil was Arcel, she yelled loudly
in class. The last pupil was Hayden, who had sneaky hands. He dropped a
glass of milk and he also poked the other pupils around him.
The disruptive pupils will be defiant from time to time, so I as their teacher
must handle them since I have not had any experience being a teacher
before. I felt so afraid if I lost my patience and treated these disruptive pupils
emotionally. Teachers must be good role models for their pupils.
It is important for me to analyze my difficulty in handling disruptive pupils
in pre-nursery class to make me able to handle them in my class. Therefore, I
choose this problem as the topic of my term paper.
B. Identification of the Problem
There are three main points which are going to be analyzed in this term
paper, namely :
1. Why did I have the problem to handle disruptive pupils in pre-nursery
class?
2
Maranatha Christian Universiy
2. How can I handle these disruptive pupils in pre-nursery class?
3. How effective is my chosen solution in handling some disruptive pupils
in pre nursery class? Why do I choose my three potential solutions?
C. Objectives and Benefits of the Study
I will discuss about the objectives and the benefits of the study. The
objectives of the study are to find out the causes of difficulty in handling some
disruptive pupils and learning the effects of the difficulty in handling some
disruptive pupils in pre nursery class. The other objective is to find out the
potential solutions of handling the problem.
There are also some benefits of this study, which are having the
knowledge about handling disruptive pupils in pre-nursery class and being
able to apply it in class in order to control the pupils and know the
characteristics of the pupils. Moreover, the benefit for the readers is getting
the knowledge about disruptive pupils and how to deal with them.
D. Description of the Institution
TK. Bintang Mulia has a different concept from the other school. This
school started in 1997. At first its name was TK. Bintang Kecil. This school is
located on Kopo Permai I blok A no. 0, on a wide ground, 2431 m2. TK.
Bintang Mulia provides playing program for the two-year-old children, which
was called Pondok Batita (1 class) and for the three-year-old students, which
3
Maranatha Christian Universiy
was called the Play Group (2 classes). The method which is used in
TK.Bintang Mulia is "Creative and Active Learning" and it is supported by
other activities such as field trip programs, music, computers, indoor and
outdoor activities. This school was built by Yayasan Bina Insan Mulia, with
members appointed by a church foundation: Mr. Agus Tjandra, Mr. Joseph
Koshan, Mr. Edi Soekamto, Mr. Yoseph Soenaryo, and Mr. Husein Hilman.
In addition, it also formed a core team of the school :Mr. Joseph Koshan, Ev.
Tjioe Jung Jung, Mr. Benny Soenarjo, Mr. Arief Subagio, and Mr. Iratius
Radiman. They are given a task to develop TK.Bintang Mulia by the church.
The aim of TK.Bintang Mulia is to educate children to become healthy,
intelligent, independent, and to have a character and faith, with enjoy feeling
in learning which is related to learn in study. TK. Bintang Mulia believes that
children would become Christian leaders who give glory to God and be a
blessing to many people.
The vision of TK.Bintang Mulia is to become a Christian education institute
which educates in faith, integrity, and knowledge. The mission of TK.Bintang
Mulia is to provide the education based on Christian points of view which
have the characteristics of holistic, integrative, transformative.
(Bintang Mulia Magazine)
E. Method of the Study
In my term paper, I use my teaching internship experience to analyze my
problem. Thus, my internship journal is important for me to help me
4
Maranatha Christian Universiy
remember my daily activities during my teaching internship. Besides to add
some more information, I have also interviewed the headmaster of TK.
Bintang Mulia. Her name is Mrs.Lois. Another method that I use is searching
and taking some data from online resources and printed resources related to
my observation. Those are for the theories of my causes and effects, also my
potential solutions.
F. Limitation of the Study
The focus of my study is how to handle some disruptive pupils in prenursery class, which is based on my observation in doing my teaching
internship from 15 July 2013 to 23 August 2013 in TK.Bintang Mulia. In my
class, I found four two-year-old disruptive pupils; namely, Kenrick, Noel,
Arcel, and Hayden. They disturbed the learning progress in class and the
other pupils too.
G. Organization of the Term Paper
This term paper starts with an Abstract as an outline of my term paper.
Abstract is the only paper which is written in Indonesian. The next page is
Declaration of Originality, which explains about the original statement of my
term paper. After Declaration of Originality is followed by Acknowledgement.
It contains my gratitude to everyone who has helped me in doing my term
5
Maranatha Christian Universiy
paper. Afterwards, there is Table of Contents. It contains all the contents in
my term paper.
This term paper also has four chapters. The first chapter (Chapter I) is
introduction. Introduction consists of Background of the Study, Identification
of the Problem, Objectives and Benefits of the Study, Description of the
Institution, Method of the Study, Limitation of the Study, Organization of the
Term Paper. The second chapter (Chapter II) is problem analysis. This
chapter explains all the causes and effects of the problem. The third chapter
(Chapter III) is potential solutions which contains some solutions that
potentially to handling the disruptive students. The last chapter (Chapter IV)
describes the conclusion of my analysis and chosen solution of my problem.
In this term paper, I also provide a Bibliography and Appendices.
Bibliography contains the sources of all my theories. Appendices contain the
flowchart.
6
Maranatha Christian Universiy
CHAPTER IV
CONCLUSIONS
In the previous chapters, I have analyzed the problem that occurred
during my internship in TK. Bintang Mulia. My problem is I had a difficulty
in handling some disruptive pupils in pre-nursery class. This problem has
three possible causes. The three possible causes are I did not have any
experience in teaching, I did not understand the pupils very well and I
could not communicate well with the pupils. Moreover, I also have three
effects. The effects of my problem are my teaching time was wasted, I felt
stressed and the pupils were less motivated to learn. Thus, I decided to
solve my problem with these three potential solutions. My first potential
solution is I will stay calm by ignoring the disruptive pupils. My second
potential solution is I will punish the disruptive pupils. My third potential
solution is I will offer rewards if the pupils behave well.
After analyzing my problem and my potential solutions, I decide to
combine all three my potential solutions as the best solution. The reason is
every child has different personalities. As a teacher, I must identify my
disruptive pupils personalities. According to Speaks, pupils have three
majors personalities. First pupil personality is the emotionality. This
18
Maranatha Christian Universiy
group of personality has aggressive emotion. Usually, the pupil shows the
emotion by crying with screaming. If the disruptive pupils are aggressive,
punishment is suitable for them. The second pupil personality is the
sociability. This group of personality has care feeling with the others.
Some disruptive pupils love to stroke their friend hair, but it can disrupt
their friend activity or make them not comfortable. For this personality, I
will stay calm by ignoring them. The last pupil personality is the activity
level, usually called hyperactive. This group of personality has tendency
on movement. If the other pupils like to stay calm, the activity level pupils
will choose to jump or walk around the class. For this personality, I choose
to give them rewards, if they will stay calm in class
These three main potential solutions can help the teacher in handling
disruptive pupils. The difficulty in handling some disruptive pupils in prenursery class cannot be handled, it will make some chaoses in class. It will
make the pupils less motivated to learn, and the teachers get fail in
teaching. To conclude, most of the disruptive pupils in pre-nursery class
still need special attention so they can change and be good pupils and all
the other teachers must help them to be good pupils. All of them are still
toddlers. That is the reason why a teacher has an important role in leading
the disruptive pupils to be good pupils.
19
Maranatha Christian Universiy
BIBLIOGRAPHY
Printed Sources
Arnold, Francis , et al., ed. Les Bell: AppraisingTeachers in School. London:
Routledge, 1998.
Morrison, George S. Early Childhood Education Today. 4th ed. Colombus:
Merrill, 1988.
Electronic Sources
Barbetta, et al. “Classroom Behavior Management: A Dozen Common
Mistakes and What to Do Instead.” Cortland. 27 August 2013.
.
Burns, Gabriel. “ The Disadvantages of Extrinsic Motivation.” eHow mom. 15
October 2013.
.
Campbell, Susan. ”Preschool Struggles.” Parent and Child (2013). 10
December 2013.
.
Dawe, Trisha. “The Advantages of Rewards in the Classroom.” eHow
mom.
15 October 2013.
.
DeMaso, David. ”Disruptive Behavior Disorders” Boston Children’s
Hospital
(2011). 15 December 2013.
.
Davies, Leah.”Rewards in the Classroom” Kelly Bear. 28 January 2014.
Eber, Pat. “Tips on Nonviolent Parenting.” Nonviolent Alternatives. 26
September 2013.
.
Fedler, Richard M, Rebecca Brent. “All in a Day’s Work.” NC State
University
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