A Debate Workshop That Sparked Confidence and Critical Thinking

The debate workshop began with a simple yet thought-provoking question: What is a debate? The session was originally designed for middle and high school students, with the elementary students as the audience. But the real magic happened when the elementary students—originally just the audience—were invited to participate. The younger ones confidently took up the challenge. Despite their initial hesitation, they collaborated with the older students, brainstormed, and presented their ideas with remarkable clarity.

To set the stage, the mentors asked, "If you have a difference of opinion, how do you put it across? Do you converse, or do you fight?" A senior high student’s response was refreshingly honest: "It depends. If it's with friends, we talk it out. If it's with siblings, we fight!" This lighthearted yet relatable answer set the tone for the session.

The mentors then broke down the structure of a debate, explaining that it’s not about arguing for the sake of winning but about convincing others with well-reasoned arguments. They introduced key elements:

✔️ A strong opening statement

✔️ Rebuttals and counter-arguments

✔️ A powerful closing statement

They also introduced different styles of debate, including:

Oxford Style – Where the audience votes based on the teams' arguments.

British Parliamentary – A more formal style with multiple teams.

Lincoln-Douglas – Focusing on moral and ethical debates.

Turncoat Debate – Where a single person argues both for and against the topic.

Spontaneous Debate – Where participants respond on the spot with minimal preparation.

Some students particularly enjoyed the turncoat style, as it challenged them to think deeply about both sides of an issue.

Beyond Arguments: A Lesson in Collaboration

One of the most striking moments was watching students listen to their opponents, acknowledge their points, and then counter them with logic and evidence. This ability to recognize another’s viewpoint while still standing firm on their own is a skill that even adults struggle with! The mentors commended them, noting that this level of thoughtful engagement is rare.

It was also incredible to see collaboration across age groups. The younger students took on the challenge, while the older ones welcomed their contributions, refining their arguments together. The elementary didn’t just say, "This is good" or "This is bad.” Instead, they presented ideas based on their own experiences and what they learned from each other. It wasn’t just about debating—it was about learning from each other and adjusting their ideas to present a stronger case.

The Mock Debate: A Topic Close to Their Hearts

After learning the fundamentals, it was time to put them into action. To select a topic, students were shown a picture prompt. The mentors were amazed at how quickly they identified a relevant and engaging topic:

"Should children be given phones?"

Given how personal this issue was, the discussion was lively and passionate. Both teams built their arguments methodically, responding to rebuttals with real-life examples and reasoning.

The for team wrapped up their case with a well-thought-out closing statement, reinforcing their stance and addressing every counterpoint. Their final argument was so convincing that even the mentors nodded in agreement.

But the against team delivered a closing statement that was short, crisp, and incredibly powerful:

"Do not rob our childhood with a few inches of screen - while the world is so big to explore."

That line left an impact. It was a reminder that powerful arguments don’t have to be long—they just need to be clear, meaningful, and memorable.

Reflections as a Facilitator

What stood out most was not just their thinking skills, but their ability to collaborate across age groups. The younger ones, despite their hesitation, stepped up. The older ones accommodated their viewpoints, and the younger ones, in turn, modified their ideas to meet the challenge of presenting counter-arguments.

It was incredible to witness how, when given the time and space, children gain confidence, wrestle with their own doubts, and overcome them. And more than anything, it was a reminder of how children learn—through engaging, meaningful experiences like these.

At the end of the debate, the mentors provided feedback on areas such as time management, staying focused on the topic, and how to seek permission for time extensions. These were valuable takeaways that the students can carry forward into future debates—and beyond.

In the end, it wasn’t just about debating. It was about thinking critically, expressing ideas clearly, and respecting different perspectives. A lesson not just for students, but for all of us.

This debate workshop was conducted at Sunnyside in collaboration with the Indian Society for Universal Dialogue (ISUD) – a vibrant student-led organization from the School of Excellence in Law, The Tamil Nadu Dr. Ambedkar Law University.

This workshop was facilitated by -

• Aruna Sree B (General Secretary, ISUD)

• Dhivyaa (Vice President, ISUD)

• Roopesh & Sankeerana (ISUD Members)

📸 Instagram: @isud.chennai

🌐 Website: isud.in