MR. D'S NOTES ON TEACHING
Rev. Stanley L. Derickson Ph.D.
COPYRIGHT 2001
Chapter 14
DEBATE
What is debate? What you put on de hook.
Debates take on many forms, but usually they are two opposing teams/groups that attempt to disprove their opponent's position while proving their own.
ADVANTAGES OF THE METHOD
1. Allows opposing opinions to be aired in a very formal setting where there is a fair amount of controversy. Usually the method provides the listener and members a good amount of material.
2. Much more interesting than lecture or a speech or two on opposing views.
3. Students are more involved.
a. Those on the debate teams are prepared for the debate by study.
b. The listener is automatically drawn into the debate as he hears, evaluates and begins to take a side.
4. It allows for bringing forth the major facts on a given subject so that the students can view them and bring themselves to a decision.
5. It brings forth information in a very organized manner and in a very brief form.
DISADVANTAGES OF THE METHOD
1. It leaves very little decisive information. Quite often one side will claim the other is in error on a point yet doesn't have time to prove their own point.
Accusation almost becomes fact so the members need to be sure to correct misconceptions for the listeners.
2. Strong personalities tend to weight the sides to the point of poor representation of the sides.
3. Division and hurt feelings are easy if the teams REALLY believe what they are debating.
Embarrassment can come if one side is poorly prepared. Being shot down in flames is not pleasant - especially if this is in a group that regularly meets together.
METHOD
1. Limit the number on the teams to 2 to 4 people.
2. Assign the topic well in advance so that proper preparation will be forthcoming.
3. Help the teams in their fact finding. Be sure that they have a couple of real problem questions for their opposition. This will help to spur them to dig deeper.
4. Be sure your subject is controversial enough to produce a good debate.
5. Allow specified times for each member, alternating teams. At the end of this round allow a two minute rebuttal session to each team member.
6. Give time for audience input at the end of the session.
7. The topic is put into a form that requires proof. Examples follow:
a. "The son's of god and daughters of men are the lines of Seth and Cain respectively."
b. "Abortion is the unmerciful taking of a human life."
The fact given or as some call it a "resolve" should always be in the affirmative and very clear as to its statement.
8. The affirmative side goes first in the first round of speeches. The negative goes first in the rebuttal sessions.
9. In actual debates there is quite often a vote as to which side won the debate. This may or may not be good in the classroom.
10. Provide as much information as you can to both teams or at least help them find info.
CONSIDERATIONS
1. Are there enough students to have teams and an audience?
2. Are there enough students that would be able to do the research and put together a debate?
3. Is the subject adaptable to a debate?
FORUM METHOD
In the debate if you are for the affirmative, you are forum! Yes, a bad joke!
To start with there seems to be disagreement about what a forum is. Some view it as a discussion following a single speaker, film, or video. Others suggest it is a discussion following two opposing speakers.
I would describe it as an open discussion of a topic or body of information that has been given previously in the session. This would allow for both of the above definitions. This allows for any type of information, be it films, tapes or speakers.
PURPOSE OF THE METHOD
The purpose of the forum is threefold.
a. To allow for discussion of the ideas presented.
b. To allow for questions and clarifications of the ideas presented. If a speaker has misinformed there is opportunity for challenge and/or clarification.
c. The method allows further information to be added to the session by the teacher or students.
ADVANTAGES OF THE METHOD
1. It gives the student opportunity to interact with the principles or information that has been presented.
2. Keeps the student active to a certain point during the first part of the session. They will be listening so that they can join in the discussion later.
3. It allows the teacher to clarify or comment on anything that he disagrees with or any thing which he wants to emphasis to his class.
4. The forum is a built in review of the main body of information given to your class.
DISADVANTAGES OF THE METHOD
1. Questions from the class may or may not be relevant to what you want to get across.
2. It takes a tremendous amount of time for the teacher in that they have to study both sides of the issue and be prepared to challenge and lead on both sides.
METHOD
1. Announce before hand that there will be a time for questions.
a. You may take the questions verbally from the floor or
b. have the students write them on a piece of paper and read them from the front.
2. You can use this after any general giving of information be it film, filmstrip, tape or live speakers that have presented something before the class.
3. The teacher should set the stage for what is going to be done and then enforce that plan.
4. The chairman or teacher is able to direct the course by selecting the questions that are ask as well as by prodding the speakers into areas that the speakers might try to avoid.
5. The teacher should give a brief recap of the issues of the session. The teacher should also give any further information which is relevant.
6. This is a method for introducing information and stirring thought - not necessarily for settling issues or solving problems.
7. If a lull in the discussion appears the chairperson should have questions of his own to ask.
8. The chairperson's questions should be on mark and aimed to bring the discussion back to a controversial point.
CONSIDERATIONS
1. You could use this form to introduce a subject for the following week’s study. This could give forth the facts and incentive to go home and study for next week’s session.