Floor debates
A floor debate is the traditional way of involving more people in the debate. Most competitive debates, for example, build in some provision for a floor debate. It is perhaps the easiest way to introduce the concept of Whole-class debates.
Learning objectives
- To help improve general communication skills
- To help improve confidence
- To encourage quick thinking skills
- To encourage listening skills
- To encourage and improve rebuttal skills
- To encourage pupils to question a point of view
- To encourage an expression of views and debate on issues and current affairs
Preparation
The motion for the classroom debate can either be worked through at a preparation lesson (ie the class can work through the processes of brainstorming, grouping arguments, structuring speeches and grouping arguments together) and then the debate itself takes place at the next lesson.
Alternatively, the motion can be announced at the end of a lesson with the intention of holding the debate at the next lesson and the teams are expected to prepare together as part of their homework.
Whether there is a preparation lesson or not will be dependent on how much debating the class has done before.
The positions in the debate (two or three speakers for the proposition, two or three speakers for the opposition, one or two chairperson(s) and one or two timekeeper(s)) should be allocated for the next lesson so that all those directly involved know what they will be doing at the debate. The teams can choose amongst themselves which speech they do or the teacher can allocate the speaking positions. The speech length should be agreed - again, this will be dependent on the age and experience of speakers. (See Debating formats for guidance)
The positions can either be allocated by rotation or by asking for volunteers. The motion can be decided by the teacher or in consultation with the class (see Useful motions).
Homework
Between the lesson where the motion is announced and the debate, the speakers should prepare their speeches for the debate and they should work with their team mates. An additional idea is to allocate pupil coaches to each team.
The rest of the class should be encouraged to read about the subject for the debate as they will be expected to contribute during the floor debate.
The chairperson should prepare an introduction for the debate and introductions for the speakers.
The debate
The debate takes place as normal. The four main speakers make their speeches and during these speeches the rest of the class should be taking notes. After the second opposition speaker finishes, the chairperson should open the floor debate and ask for contributions from the floor.
The chairperson should keep a record of who speaks during the floor debate (this can be given to the teacher to help assess progress).
The members of the floor should raise their hand if they would like to speak and the chairperson should point and ask them to make their point. floor speakers can ask questions about any of the issues raised in the debate or make new points. The points can be made in favour of the motion, against the motion or in abstention (neither for or against the motion).
A rule can be enforced that every person in the class needs to contribute to the floor debate - as these contributions can be quite short, it is a good way of encouraging less confident individuals to speak in front of the class.
Alternatively, the teacher can specifically allocate a number of floor speeches at the preparation lesson to pupils who may find debating difficult or to able speakers who have already spoken in a classroom debate. floor speeches can be as long or as short as the speakers want to speak for.
The idea of allocating floor speeches beforehand means that students who find debating difficult can prepare a short speech of one or two sentences.
Floor speeches can be a stepping stone on the way to a full speech, but they can also be used to stretch more able students who may have already given a main speech in previous lessons.
After the floor debate, the summary speakers should summate the debate as normal but with reference to some of the points made in the floor debate.
A floor debate is useful way of using debate format In the classroom as it can involve everybody in the class.
Teacher notes
How to assess progress
- Do the pupils understand the process of a floor debate?
- Was there evidence of teamwork (both within teams and with pupil coaches, if used)?
- Did everyone in the class contribute during the floor debate?
- If floor speeches were allocated, how did the speakers perform?