Developing a

Debate
Program in Your
School

Alberta Debate and Speech

Association
Revised July 2005
Speech Association

Copyright 2005 Alberta Debate and

WHY DEBATE?
1. Debate occurs in a variety of settings throughout our culture: Some of these
include politics, courts of law, assemblies, business, philosophical discussion
and general social interaction. Academic or educational debate activity,
therefore, exists in order to prepare students for the real life forms they
will encounter.
2. In the past fifteen years, Alberta has developed formats for debate activities
that differ from approaches used in other provinces and countries. Academic
or educational formats that appear most relevant and beneficial to the
students have evolved. These include:
a) Discussion Style Debate (Junior High)
- To develop basic analyses of issues and provide a firmly controlled
forum for proposals and questioning. This form is particularly
suitable for younger students. (see ADSA Information Guide for
details)
b) Cross Examination Debate (Senior High)
- To develop in depth analyses and critical thinking prompted by a
close question-answer interaction. (see ADSA Information Guide for
details and ballots)
c) Parliamentary Debate (Senior High)
- To imitate the decorum and procedures of proper parliamentary and
legislative debate while further developing the style of basic debate.
(see ADSA Information Guide and Guide to Parliamentary Debate for
details)
d) The Seminar (Junior and Senior High)
- To provide a non-competitive opportunity for debaters to obtain or
expand on information and perceptions gained from prior research.
During this activity, knowledgeable, often well-known individuals
provide expertise Community contact and involvement is more
pronounced here.
- A spirit of cooperation among the debaters reduces competitiveness
and increases other educational benefits.
e) Cooperative Investigation (Junior and Senior High)
- An excellent alternative to the first four as its overall educational
value is high but, for those starting out, the competitive involvement

is lower. Herein, the debate sponsor can encourage working

together. As well, procedures are less complicated than a debate
and/or seminar.
- Each student selects an area of concern related to the topic; then
prepares, researches and forms views. Assigned to a team, he/she
discusses the total of all views until consensus is reached. The team,
as a whole, then presents their case as one; each adding his/her
views. A question period follows where judges and student observers
can query the presenter on his/her information.
- This style is ideal for mixing of schools and students developing a
cooperative spirit among them. In addition, it is an ideal lead up
activity to other debate formats listed.
(Note: For many debate activities, the ADSA produces research
packets.)
3. Philosophies of educational debate vary greatly. At one end of the spectrum
are those who believe the sole intent is winning. At the other are those who
view competitiveness as detrimental to learning.
Sponsors in Alberta have methodically developed activities which, though
recognizing competition as an important teaching tool, have emphasized
other educational aspects to a greater extent.
Some of these aspects include:
a) Developing Critical Thinking Skills
- Alberta debate events are organized in such a way that students
must argue both sides of an issue during the course of the event.
This can broaden students approaches to all issues. Their evaluative
and discriminative skills are developed as well.
- Development of critical thinking skills has application outside of
debate or school, often providing the experienced student debater
with a perspective and problem solving edge over his peers.
b) Honing Research Skills
- Though it is sometimes assumed that students can adequately learn
research skills through normal curricular instruction, class size, time,
and other limitations make this prospect extremely unlikely.
- The debate club or debate option approach allows more flexibility for
the one to one or small group interaction necessary.

- Debate sponsors have indeed found that direct curricular benefit

occurs for most participants.
c) Speaking Skills
- Mistakenly, people think of the terms debate and public
speaking as synonymous. The term public speaking assumes
style is of greatest importance. In proper debate content research
and logic are of equal, if not greater importance than the style of
public speaking.
- The public speaking aspect is, however, a contributory factor to the
quality of a debaters skill, and therefore, when taken in its proper
perspective, serves an important educational purpose in debate.
d) Stimulating Interest In and Understanding of Issues
- Debate brings out an in depth study of contemporary, social
economic and political issues.
e) Bringing the School Recognition
- Though a secondary role and not recommended as a sole objective,
debate as a viable extra-curricular activity casts a positive light on
the opportunities offered by a particular school.
When all these objectives are emphasized in their proper balance, it is found that
the development of an unusually high level of maturity, leadership and
camaraderie among participants tends to occur.
ORGANIZING A DEBATE PROGRAM
1. Introduction
If the school, teacher and students are so fortunate, a true option program
can be established within the curriculum. Students in the option as well as
the teacher are able to involve themselves outside of class having had
greater time and emphasis within the class.
As this is not always the case, however, we should look at the practicalities
involved in developing an extra-curricular club.
2. Perspective
In most cases, though there are notable exceptions, the debate club will
rarely gain the degree of notoriety held by a winning sports team within a

school. This does not mean, however, that debate cannot become a wellrespected and valuable addition to a list of extra-curricular choices that
normally over-emphasizes non-academic pursuits.
Remember, this activity is extremely valuable for directly developing skills
that complement the curriculum and the personal development of
participants.
3. Developing Debate as a Viable Extra-Curricular Activity
The debate sponsor will realize that potential debaters may wish to belong
to sports teams or other cultural clubs. All these activities will have
practice or meeting times that are often inflexible (a missed practice, for
example, could mean a person would be dropped from the team).
When faced with these established activities what is a sponsor to do.
a) He/she must convince the administration and students that his/her
program is high quality, and has something special to offer the
individual. He/she must, with true commitment and zeal, spread the
word.
b) He/she must have a plan of meetings, mini-debates and inter-school
activity.
4. Creating Student Interest
As most educators are aware, creating student interest can be difficult at
the best of times. There are ways of accomplishing this, however:
a) Handpicking likely candidates. Often the direct approach is the most
successful. Most teachers know of student candidates who would find
debate suitable to them.
It is acceptable to present a strong case to these candidates on an
individual basis. This usually develops the best core of students; one
that will hold the club together.
b) Utilizing Club Days. In most schools, club days are held early in the
fall. It is important that if tables or even presentation times are
available the sponsor should use these opportunities to the maximum
of his/her ability.
The sponsor should make clear his/her own enthusiasm for the new
club, as the sponsors personal magnitude will help draw students.
Noting the objectives of the club, the ongoing nature of such an
activity, the opportunities for social interaction and travel as well as

the prospect of higher grades should encourage a number of students

to join.
Make sure you have familiarized yourself with ADSA activities
workshops, seminars, T.V. debates and the tournament program so
you can answer questions. In addition, it is important that they are
aware of a definite meeting time.
c) Announcements and Posters. Though the direct or club day
approaches may yield greater results, the P.A. system and posters
may do the trick.
Whoever makes the announcements should be in support of and keen
about the debate program. The announcement should be succinct and
mention some of the more high profile activities provincial
championships, T.V. debates, law seminars, debate camp.
Whoever makes the posters should use catch phrases, or other
clever devices to attract attention. Posters should be used in
conjunction with announcements.
5. Classroom Integration
Particularly English and Social teachers can integrate debate into their
classroom instruction. According to the curricula in each area, the skill areas
previously outlined are intended to fall under the objectives of these two
subjects. Debate is not mutually exclusive to their domains, however. It is
applicable anywhere, critical thinking and communication have a place.
In that it is compulsory, more students will be directly exposed to debate
allowing greater understanding and the probability of greater interest.
If this approach is utilized, inter-class debates might evolve.
6. Meeting the Club
On calling the first meeting, the sponsor shouldnt be discouraged if only a
few interested souls turn up. If he/she has two (or three in the instance of
Junior High Jr.) committed people, he/she has a team. If he/she has three
(four in Jr./Jr.) he/she has a team plus spare. If he/she has four debaters (six
in Jr./Jr.) he/she has two teams. A small number, in a way, is a blessing in
disguise at first as the new sponsor has less to worry about and can
concentrate on learning the ropes. Others will join as time goes on. A typical
scenario for a committed sponsor might see only four debaters in the first
year, eight in the second, over twenty in the third and over thirty in the
fourth. This type of growth is indicative of growth factors that have been
seen in presently operating programs.

7. Planning
The sponsor must assess the following considerations in planning for club
involvement:
a) Provision of materials, lists of texts and handbooks related to debate
skills and subject matter. (Information available through the ADSA)
b) Explanation of one fundamental at a time using an evolutionary
approach to teaching debate.
c) Evaluation with positive reinforcement and constructive criticism.
d) Provision of a positive yet challenging atmosphere.
e) Organization of practice sessions, social get-togethers and relaxed,
friendly meetings.
f) Recognition of, and emphasis on a code of ethics among debaters.
(Also applicable to other life situations)
g) Provision of as many varying opportunities for debate-type activities
as is possible. (Model Parliament, Model U.N., etc. Information
available through the ADSA website)
8. Instruction
In addition to the previously mentioned planning there are specific
methods of instruction that might be attempted:
a) Working from the known to the unknown find out what members
know and develop the program from there.
b) Explaining and/or reviewing the basic structure and responsibilities
involved in debate.
c) Discussing the value of debate.
d) Viewing video cassettes of the debate and speech series.
e) Viewing a demonstration debate by experienced debaters in the
school or from a neighboring school.
f) Mentioning and attending scheduled workshops where students can
have an intensive learning experience in debate.
g) Organizing club debate with constructive evaluation from self and
other student members. Initially, the sponsor might utilize values

issues to allow the debaters to commence debating by expressing and

supporting more his/her personal opinions. (e.g. Be it resolved that
boys are better than girls.) Most topics used at events are
propositions of policy and, though values issues are a good
beginning, policy issues develop the desirable skill level more
completely. (e.g. Be it resolved that Canada should reinstitute capital
punishment.)
h) Conducting one on one debates with simple resolution.
Affirmative Constructive
Negative Constructive and Refutation
Affirmative Rebuttal

3 minutes
5 minutes
2 minutes

(times could be varied)

i) Requesting a special workshop for you and your neighboring schools
where ADSA staff and volunteers could provide you with expertise.
(Suggested in the case of substantial numbers: 60-100 students.)
j) Attending a debate as observers.
NOTES REGARDING INSTRUCTION
Sponsors should not write even a small part of a student speech as this detracts
from the learning experience and is somewhat questionable when students are
involved in tournaments.
Sponsors should direct, not do the work. Research, evaluation, etc. should be
done primarily by the students though some background reading might be done
by the coach to effectively evaluate the issues being debated. The sponsor might
offer guidance in finding materials.
Sponsors who abide by these and previous suggestions will be truly successful as
educators which is, after all, the prime objective for a sponsor. He/she will inspire
his/her debaters with a sense of sportsmanship, value for hard work, and general
love of the activity.
The students will most likely come to respect his/her academic ability and
intellectual objectivity while appreciating the desire to offer indirect assistance.
SOURCES OF SPONSOR INFORMATION
1. Contact the Provincial Association staff to obtain the information pamphlets,
research packets, monographs, etc. they may have.

2. Attend workshops to gather ideas.

3. Contact regional steering committee members for extra assistance. In
addition, this person should be able to supply information on events held in
that region. (See the ADSA Information Guide for contacts on the website)
4. Obtain lists of affiliated schools (from ADSA website) thus learning of
experienced educators in the areas.
5. Through staff or steering committee representatives, determine if any
graduate debaters are available as they are valuable resource people.
6. Survey teachers in your area, and if a sufficient number are interested,
request a clinic to be conducted by the ADSA staff and volunteers.
THE TOURNAMENT
Own School
Sponsors are encouraged to run a tournament within their school as it has proven
to be the quickest way to inspire interest in staff, students and community, thus
providing the impetus to get and keep things rolling. (A Tournament Organization
Guide is available from the ADSA website).
Other School
When the first tournament takes place, sponsors should adopt the following
procedures:
a) Pre-tournament
-

Run over technique.

Get research packets if available from the ADSA website (not available for
all events).

Have all debaters sit down, share ideas, split up research, and cooperate in
general (cooperation provides club spirit and cuts down on work no
competition will occur between them at tournaments anyway).

Collect fees and submit entries

Discuss resolution

Direct research

Ensure adequate preparation

Check transport to and from tournament

b) During Tournament
-

Check to see that all members are present (have phone numbers in case
drop outs are frowned upon as organizers should not have to make last
minute changes)

Provide encouragement prior to the rounds

Observe debaters in action (if they do not mind). However, do not scout.

Discuss while providing positive reinforcement and helpful, easily

understood pointers throughout the day. (A round lost is not as important as
whether the debater understood and did his/her best)

Bolster discouraged egos. (Most debaters have begun by not winning

multiple rounds, yet persisted, doing better another day.)

c) Post Tournament
-

Run a meeting immediately after the tournament

Debrief debaters in a positive manner

Treat wins and losses as less important than the way in which debaters
presented their cases and conducted themselves overall.
CONCLUSION

Debate is an extremely fine addition to your students learning experiences. Drive

and commitment on your part will succeed in involving students, school and
community.
In addition, that commitment will, most certainly, assure a heightened sense of
self-worth for you as an educator.