Panel Discussion – Classroom Management

Category / 4 / 3 / 2 / 1
Knowledge / All students showed excellent knowledge of the classroom management model, needing no cues and showing no hesitation in talking or answering questions / All students showed excellent knowledge of content, but 1 or more students needed note cards once to talk or answer questions / All students showed excellent knowledge of content, but 1 or more students needed note cards often to talk or answer questions / Most students needed note cards to talk and to answer questions
Questions and Answers / Host asked excellent in-depth questions and panel members provided excellent answers supported by the management model / Host asked questions requiring factual answers, and all panel members were able to provide correct, in-depth answers supported by the management model / Host asked questions requiring factual answers, one of the panel members was not able to provide correct answers or in-depth answers supported by the management model / Host asked questions requiring factual answers, None of the panel members were able to provide correct answers
Length of Presentation / Panel presentation was 15-20 minutes / Panel presentation was 10-14 minutes / Panel presentation was 7 – 9 minutes / Panel presentation was less than 7 minutes
Visuals/Prop / Panel members used a visual (handout or visual display) to support discussion/explain management model; Panel members used some form of additional prop to support discussion/explain management model / Panel members used a visual (handout or visual display) to support discussion/explain management model / Panel members used a visual (handout or visual display) that did not clearly support discussion/explain classroom model / Panel members did not use a visual (handout or visual display) or a prop
Creativity / Very original presentation of material; captures audience’s attention / Some originality apparent; good variety and blending of materials and discussion / Little or no variety; panel discussion conducted with little originality or interpretation / Repetitive panel discussion with little or no variety; insufficient use of visuals
Coherence and Organization / Through the panel discussion the classroom management model’s major elements are described and demonstrated with the visual and prop; Elements include: underlying assumptions regarding student behavior/misbehavior, underlying assumptions regarding role of teacher/teacher behaviors that harm/help in classroom management; major rules/steps of the model regarding teacher behavior / Through the panel discussion the classroom management model’s major elements are well described with a visual ; Elements include: underlying assumptions regarding student behavior/misbehavior, underlying assumptions regarding role of teacher/teacher behaviors that harm/help in classroom management; major rules/steps of the model regarding teacher behavior / Through the panel discussion the classroom management model’s major elements are somewhat well described with a visual ; Elements include: underlying assumptions regarding student behavior/misbehavior, underlying assumptions regarding role of teacher/teacher behaviors that harm/help in classroom management; major rules/steps of the model regarding teacher behavior / The panel discussion did not describe one or more of the elements of the management model; Elements include: underlying assumptions regarding student behavior/misbehavior, underlying assumptions regarding role of teacher/teacher behaviors that harm/help in classroom management; major rules/steps of the model regarding teacher behavior

4 = Meets and exceeds requirements 3 = Meets all requirements2 = Missing some of the required components 1 = inadequate

Total Points ______

Percentage ______

Guidelines for Preparing a Script for the Panel Discussion

Work with a group of 4 or five students to prepare a script with questions and answers for your panel discussion.

Use higher – order thinking to create in-depth questions and answers based on the information you have gathered from your research. Be innovative, rather than just focusing on factual knowledge.

Use print and Internet resources to prepare meaningful questions that stimulate thinking.

For an outline or framework for your questions to create a presentation that is 10 – 15 minutes long.

Your panel discussion should coordinate with the visual display and the prop (if a prop is used)

You may prepare additional questions for the “audience” to ask, with your answers prepared in advance.

You may prepare a skit for the “audience” to participate in during your presentation with the “script” prepared on cards for the “audience”

Enjoy the process and make the panel discussion an effective summary of the classroom management model you have researched.