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Taufiq Hendra Wicaksono
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PERILAKU MENGGANGGU DI KELAS Taufiq Hendra Wicaksono
Paradigma No. 15 Vol VIII, Januari 2013
Publisher : Paradigma

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Abstract

Characteristics and indicators of disruptive behavior and there is no common characteristic at each age level school (playgroup, kindergarten, elementary, junior high, high school or university). Disruptive behavior can be divided into three levels, namely mild, moderate and severe. The reasons for this can come from internal or external actors. Handling problems and disruptive behavior can be observed from behavioristik approaches, cognitive and humanistic. Through this article classroom teachers and teacher guidance and counseling are expected to understand and handle disruptive behavior so as to maximize the teaching and learning process in the classroom.
PERILAKU MENGGANGGU DI KELAS Taufiq Hendra Wicaksono
Paradigma No. 14 Th. VII, Juli 2012
Publisher : Paradigma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (124.644 KB)

Abstract

Characteristics and indicators of disruptive behavior andthere is no common characteristic at each age level school(playgroup, kindergarten, elementary, junior high, high school oruniversity). Disruptive behavior can be divided into three levels,namely mild, moderate and severe. The reasons for this can comefrom internal or external actors. Handling problems and disruptivebehavior can be observed from behavioristik approaches, cognitiveand humanistic. Through this article classroom teachers and teacherguidance and counseling are expected to understand and handledisruptive behavior so as to maximize the teaching and learningprocess in the classroom.Key words : Disruptive Behavior, teacher guidance and counseling,learning process
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