Handling A Highly Active Boy Aged 4 Years Old At Right Steps 1 Class In Tumble Tots.

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ABSTRACT

Pembuatan Tugas Akhir ini merupakan hasil dari kegiatan magang di Tumble Tots tanggal 14 Juli sampai 16 Agustus 2014. Saya bertemu dengan seorang anak yang sangat aktif di dalam kelas dan saya mengalami kesulitan untuk menangani anak tersebut. Untuk itu saya mengangkat judul

“Menangani Anak Laki-laki Berusia 4 tahun yang Sangat Aktif pada Kelas

Right Steps 1 di Tumble Tots” sebagai topik tugas akhir ini.

Ada beberapa penyebab dari masalah yang saya hadapi, diantaranya: saya tidak berpengalaman menangani anak tersebut, di samping itu saya juga tidak mendapatkan pelatihan khusus sebagai asisten guru di dalam kelas, dan saya tidak mempunyai hubungan yang dekat dengan anak tersebut. Oleh karena saya sulit menangani anak yang sangat aktif ini di dalam kelas, ada beberapa dampak yang terjadi, yaitu: anak-anak lain dan guru terganggu oleh tingkah laku anak tersebut, anak tersebut juga tidak dapat menyelesaikan tugasnya di dalam kelas dengan tepat waktu, dan saya merasa lelah ketika saya menangani anak tersebut.

Selanjutnya, ada empat pilihan solusi untuk menangani masalah yang saya hadapi tersebut. Solusi pertama, saya akan melakukan pengamatan kelas dan berkonsultasi dengan guru kelas terlebih dahulu. Solusi kedua, saya akan membangun hubungan dengan anak tersebut dalam kelas. Solusi ketiga, saya akan mendisiplinkan anak tersebut di dalam kelas. Dan solusi keempat, saya akan memakai beberapa aktivitas yang melibatkan gerakan secara fisik di kelas. Berdasarkan hasil analisis, solusi terbaik adalah gabungan antara solusi-solusi yang diberikan sehingga saya dapat menangani anak tersebut di dalam kelas.

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CHAPTER I

INTRODUCTION

A. Background of the Study

This term paper is based on my internship at Tumble Tots from 14 July 2014 until 16 August 2014. Tumble Tots is an education institution for preschool to kindergarten children where they can learn life skills since their young age. I worked as a teacher assistant. Most of the time, I was teaching at Right Steps 1 class where there were 3-4 years old children. The Right Steps 1 class was divided into 2 classes, the first class started from 8 a.m to 10 a.m and the second class started from 10.15 a.m to 12.15 p.m. The duration of each lesson was 45 minutes and there was a 30-minute recess. The children addressed the teacher with “auntie” or

“uncle”. The teacher is the Leader of the classroom and there is a teacher

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During my internship, I had to deal with a highly active boy who could hardly sit nicely on his chair. He liked screaming, running, and disturbing other children. The other children also followed his actions by moving around the class and making noises in the class. He did not share the toys and the books with other children. His behaviors show that he is a highly active child, as stated by Spring, “a highly active child has a seemingly endless supply of energy and a very active temperament” (par.1). He also mentions, “There is no clinical description of the “highly active” child.

Parents may describe these children as “constantly active” and even

“intense” or “uncontrollable”. Or, to reflect the positive side of their

children’s personalities, parent might describe them as “spirited”,

“adventuresome” or “determined” (par.2). In addition, he describes, “A

highly active child has an energetic temperament, very emotional, and can be devastated” (par.14). Furthermore, Ostergren explains, “The highly active child always seems to be on the move. He runs more often than

walks …” (par. 2).

I would like to discuss the topic, “Handling A Highly Active Boy Aged 4

years old at Right Steps 1 Class in Tumble Tots” as the topic of my term

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B. Identification of the Problem

The focus of my analysis is formulated in the following research questions:

1. Why did I have a difficulty in handling a highly active boy aged 4 years old at Right Steps 1 class in Tumble Tots?

2. How did the problem influence the boy, the other children, and me? 3. How should I overcome the problem effectively?

C. Objective and Benefits of The Study

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D. Description of the Institution

This data is based on the information from the Internet and brochure. Tumble Tots is an institution engaged in education that promotes physical game for children aged 6 months to 7 years. Tumble Tots was founded in 1979 by Bill Cosgrave, a former national coach of Olympic sport in

Southampton. Tumble Tots is a franchise that already has 90 branches in the United States and consists of 60,000 students. Tumble Tots classes also have spread across Singapore, Malaysia, Thailand, Hong Kong, Korea, and Indonesia.

In Bandung, Tumble Tots was established in 2000 at Jl. Maulana Yusuf no.8 and the other branch at Jl. Galunggung no. 36. The principal of the school is Fedya Kertatama. Tumble Tots has an integrated system, a good SOP (Standard Operating Procedure), control and curriculum that always follow the latest developments with passion and commitment. Tumble Tots has some facilities, such as the Station and Montessori Room. The Station is a special room for physical activities. Whereas the Montessori Room is

a “living room” for children. Children could choose their activities such as

practical life exercises, sensorial materials, and language development. The number of teacher in Tumble Tots at Maulana Yusuf is 20. (“Right

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E. Method of the Study

I have collected some data for this term paper. I get the data from my internship journal. I also use library research to get some data from books and articles on the Internet. This data is used to analyze the causes, effects, and solutions of the problem.

F. Limitation of the Study

The focus of my research is handling a highly active boy aged 4 years old at Right Steps 1 class in Tumble Tots. My position was a teacher assistant. I did my internship from 14 July 2014 until 16 August 2014. The subjects of the research are a highly active boy and me.

G. Organization of Term Paper

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CHAPTER IV

CONCLUSION

In this chapter, I would like to present the best potential solution to my problem. The problem is my difficulty in handling a highly active boy aged 4 years old at Right Steps 1 class in Tumble Tots. The causes of my problem are I was not experienced in handling this boy, I did not get any training before a becoming teacher assistant in the class and I did not have a close relationship with the boy. Then, the effects of my problem are the other children and the teacher were disturbed by his actions, the boy could not finish his task on time, and I felt tired, when I handled the boy. Based on the analysis, I have four potential solutions for overcoming my problem. First, I will observe and consult with the home teacher. Second, I will build a close relationship with the boy. Third, I will discipline this boy in the classroom. Fourth, I will use several moving activities in the classroom.

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observe the class, so I will get the information about the boy. Then, I will

consult with the home teacher also to learn from the home teacher’s

experience. After that, I will start to build a close relationship with the boy whenever necessary, I will discipline this boy in the classroom. As Wheeler states, “the success of assertive discipline depends on first establishing

rapport with students” (52). That’s why I should have the relationship first, and

then I will discipline the boy. Moreover, I will use several moving activities such as guessing games, building blocks, or bouncing and catching balls. As a result, I will handle the boy effectively in the classroom.

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