The ideal standard for inclusive school is the existence of a shadow teacher to help a classroom teacher.However, unique condition happened to one of the classroom teacher in Indonesia who eliminated the function of shadow teacher and could handle the hyperactive students. This study aimed to analyze how the classroom teacher could handle hyperactive students without the shadow teacher from different sides which are motivation, learning method, learning approach, and teacher understanding. The sample of this study was the most authoritative one of the classroom teacher in elementary school. The sample was chosen by the criteria that have been set before. The qualitative data were collected by semi-structured interviews and periodic observation. The data were analyzed by using the triangulation method. The result of the analysis showed that strong motivation of teacher believe that hyperactive students should be able to socialize independently, the importance of the role of parents in guiding and giving trust to hyperactive students and proper handling and approaching are needed. This study also showed that the most appropriate learning method by giving psychomotor activities, applicable reward and punishment, and seating arrangement properly

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Machrus, M. A. & Desmita, N. (2019). “Strong motivation be my success in teaching”: How a teacher handling hyperactive student in inclusive school with eliminate the shadow teacher. International Journal of Humanities, Arts and Social Sciences, 5(1), 1-8. doi: https://dx.doi.org/10.20469/ijhss.5.10001-1