November 30, 2025
This quarter, my English classes took on something different—something challenging, uncomfortable, energizing, and, as my students put it themselves, “a little stressful but actually worth it.” We dedicated an entire unit to structured academic debate: researching real-world issues, arguing multiple perspectives, collaborating in teams, and defending claims with evidence.
What I saw—as the teacher—was far more profound than simply learning how to debate.
What I saw was students learning how to think.
Learning to Argue Both Sides Builds Stronger Thinkers
One of the first major shifts came when students realized they wouldn’t always get to argue the side they personally agreed with. This initially frustrated many of them. But that discomfort became the entry point for real intellectual growth.
One student wrote,
“I had to argue for the opposite side of something I believed in, and I realized I had never actually considered that viewpoint seriously. It pushed me to think more critically instead of emotionally.”
Another student said,
“At the very beginning, I didn’t account for all the counterclaims that were thrown at me. I had to learn how to refute something while also learning from the evidence I was going against.”
This—right here—is the foundation of critical literacy: curiosity, not certainty.
The Power of Evidence: Letting Facts Shift Opinions
Several debates forced students to confront new information they hadn’t expected.
One student wrote,
“My thinking changed when the other team used statistics about 16-year-olds and emotional maturity. I hadn’t considered that evidence at all.”
Another reflected,
“I wasn’t prepared for the first debate and learned a lesson about getting all my ducks in a row. Evidence really does matter.”
And in a basketball GOAT debate, one student admitted,
“My thinking changed when the other team shared more in-depth information about Jordan’s scoring titles and records. It was hard to rebut when they had such strong statistics.”
When teenagers say facts changed their minds, you know the unit is working.
Students Found Their Voices — Even When It Was Hard
Public speaking is famously one of the most common fears. Many of my students walked into the unit anxious about being challenged on the spot or speaking in front of peers. But the debates created a controlled space to practice exactly that.
One student shared,
“When someone challenges me, I sometimes talk too fast or forget to breathe. But working with my group helped me practice slowing down and being more confident.”
Another discovered an unexpected strength:
“I learned I’m actually good at explaining my ideas clearly when I’ve prepared. Speaking under pressure is hard, but this helped me improve.”
Others were more blunt—just as valuable:
“Sometimes debates annoyed me, but they helped me get better at speaking with confidence.”
Growth does not always feel glamorous. Sometimes it sounds like honesty.
Teamwork and Real-World Skills Emerged Naturally
Students quickly learned that debate isn’t a solo sport. Research had to be shared, rebuttals coordinated, and roles assigned. Some struggled with this at first:
“I need to work on teamwork. When people weren’t on the same page, it made it harder to come back from what the other team said.”
But many recognized how essential these skills are:
“Debates help us learn to fight our own battles and build argumentative skills for essays.”
“It gave me a small taste of what being a lawyer might feel like.”
“It helped me connect with my peers and learn about real-world topics.”
English class became a mini laboratory for communication, collaboration, and civic reasoning.
Do Students Think Debates Should Stay in English Class?
Their opinions weren’t identical — and that’s what makes their perspective valuable.
Some answered emphatically yes:
“Debates should stay because they help us think better, speak better, and understand multiple points of view.”
“They challenge us to find strong evidence, which helps with writing essays.”
Others were more conflicted:
“They were stressful but useful. They pushed me outside my comfort zone.”
“I’d pick article of the week over debates, but debates teach real speaking skills.”
A few said no, offering thoughtful reasons:
“Debates belong in social studies because that’s where we learn about law and government.”
“They were confusing for me, and thinking fast is not my strength.”
And yet even in their hesitation, many acknowledged growth:
“Even though they annoyed me sometimes, they made me think better.”
Authentic learning rarely pleases everyone. But it always leaves a mark.
What This Unit Proved
By the end of the quarter, something subtle but powerful had happened:
Students weren’t just speaking louder.
They were thinking deeper.
They learned to:
• evaluate evidence
• anticipate counterarguments
• speak clearly
• challenge assumptions
• revise their thinking
• collaborate in ways they weren’t used to
• and most importantly — listen
In a world that moves fast, where opinions spread quickly, and facts are often optional, teaching students to debate thoughtfully is teaching them to navigate their own lives responsibly.
One student captured it best:
“Debates made me feel like I could express my opinions, but they also made me listen to the other side. Sometimes hearing the other side changed what I thought.”
That is literacy. That is growth. That is exactly the kind of learning our district should be proud to celebrate.