Using Debate Techniques in Your Classroom- Sides Debates

In this election year, there may not be a better time to introduce debate concepts to your students. Formal debate involves complex reasoning abilities as well as verbal communication strategies that will benefit any student. As a Middle School teacher, I have found that introducing these concepts in chunks is the most successful method for my students. I use several activities to chunk this learning.

One activity that has been very successful is Sides Debate. Sides Debates are simple to implement and easy for students to engage in.

1. Label opposite sides of the room. One side is labeled "AGREE" while the other side of the room is labeled "DISAGREE".

2. Have a group of students (you can do this with the entire class, as well) stand in the center of the room, between the opposite "AGREE" and "DISAGREE" sides of the room.

3. Read a statement aloud to the students. The statement must be one around which students can form an opinion (This statement is called a Resolution. You can introduce this term to your students).

4. Have the students select a side of the room where they will stand. If students agree with the resolution, the students stand near the "AGREE" sign. If the students disagree, they stand near the "DISAGREE" sign.

5. Student must then express why they have chosen their side, verbally.

6. Students may change sides at any point during the Sides Debate, that is a student standing on the "AGREE" side may move over to the "DISAGREE" side and vice versa. Students must be prepared to share, verbally, what instigated the switch in opinion.

This activity can be a quick warm up to begin class and is designed to last around 5 minutes or so. I have extended discussions into class, as well. It is a great way to structure a quick and controlled debate while introducing concepts to students.

Additional Suggestions and Example:

If you want to ramp up the forensic aspects of this activity, teach students to formally present ideas by using formatted responses for introducing arguments and rebuttals.

For example, let the Sides Debate Resolution be "Our school should require students to wear a formal uniform."

A student introducing their argument would begin by stating their opinion in relation to the resolution. For example, "I agree with the resolution that students at our school should be required to wear formal uniforms."

Next, require students to define any vague terms within the resolution. For example, in our resolution, what do the students believe is meant by the terminology formal uniform. The student could state, "I agree with the resolution that states that students at our school should be required to wear formal uniforms. I believe that formal uniforms should require students to wear collared shirts, khakis or an approved length skirt and dress shoes."

Finally, when introducing an argument, require students to give support for their opinion. Let students know that fact-based support is the best type of support. For example, the student could state, "I agree with the resolution that states that students at our school should be required to wear formal uniforms. I believe that formal uniforms should require students to wear collared shirts, khakis or an approved length skirt and dress shoes. Currently, students wear t-shirts, gym shorts and leggings every day. We would look better if we wore formal uniforms instead of casual clothing." The student in the example offered the italicized opinion supported by the bolded fact.

In the case of a direct rebuttal, students must restate the point that they wish to counter. For example, a rebuttal for the sample argument presented previously could be, "It has been argued that formal uniforms make students look better than our current casual dress code."

Then, a student could be required to offer a counter argument in the form of a consideration. For example, "It has been argued that formal uniforms make students look better than our current casual dress code. Have you considered that the formal uniform you described may be less comfortable than our current, more casual dress code?"

Students would then offer an assertion that is supported by their consideration. For example, "It has been argued that formal uniforms make students look better than our current casual dress code. Have you considered that the formal uniform you described may be less comfortable than our current, more casual dress code? Students will work better and behave better if they are more comfortable."

Finally, a student ends their rebuttal by restating their opinion in relation to the resolution. For example, "It has been argued that formal uniforms make students look better than our current casual dress code. Have you considered that the formal uniform you described may be less comfortable than our current, more casual dress code? Students will work better and behave better if they are more comfortable. Therefore, I disagree that students at our school should be required to wear a formal uniform."

Utilizing the formatted responses and structure as I have presented forces students to think through their reasoning and gives students some concrete communication tools for future debates and written assessments. Also, it helps to manage the activity so that it doesn't devolve into a shouting match.

Please leave comments if you have any question or further clarification of this awesome and exciting activity.

Checkout my YouTube channel: Chaka Cummings (The Dedicated Educator). Also, find me on LinkedIn and check out some of my published posts on education.