Do your pupils take part only minimally when you pose open questions? A well-run debate turns the classroom into a laboratory of ideas: it improves oral communication, critical thinking and active listening.

In this practical guide you’ll see how to hold a debate in the classroom step by step, with timings, roles and examples you can apply today in your Sixth-Form students. You’ll also find tips to avoid common mistakes.

How to hold a debate in the classroom step by step

1. Choose a relevant topic

The starting point is a topic linked to the curriculum and to pupils’ real lives. It should allow opposing stances and be framed by clear questions. For example: “Should social media be legally restricted for minors?”, “Does AI improve learning?”, or “Is individual responsibility enough in the face of climate change?”

Formulate the issue as a closed question and add more specific sub-questions to narrow the focus. This prevents endless, anecdote-driven discussions.

2. Assign balanced roles and teams

To organise a debate in the classroom effectively, create two teams with similar levels of oral competence. Distribute roles:

  • Moderator: ensures turn-taking, respect and timekeeping.
  • Timekeeper: controls timings and gives clear signals.
  • Spokesperson: deliver openings and closings.
  • Observers/jury (optional): take notes using a rubric and provide feedback.

Assigning the stance by drawing lots promotes critical thinking by forcing pupils to analyse arguments beyond their personal preferences.

3. Prepare solid arguments with reliable sources

Preparation makes the difference. The A–R–E structure (Assertion–Reason–Evidence) is highly recommendable. It consists in presenting a clear main idea, justifying why it stands, and supporting it with data, examples and citations from trustworthy sources.

Ask for at least 2–3 reliable sources per argument, recorded on an evidence sheet.

Rehearse short contributions of 60–90 seconds to practise clarity and pace.

4. Establish rules and timings for each phase

Before starting, agree visible rules on the board:

  • Speak in turn, no interruptions.
  • Debate the idea, not the person.
  • Mandatory citation of evidence and paraphrasing the opponent before refuting.

It is also important to set timings for each stage, so the whole debate lasts about 15–20 minutes:

  • Openings: 2 min per team.
  • Development: 3 min per team.
  • Refutations: 2 min per team.
  • Cross-questioning: 1–2 min.
  • Closings: 1 min per team.

5. Hold the debate in the classroom in an orderly manner

To run the debate smoothly, the teacher acts as a facilitator. Begin by reminding everyone of the central question and the timings for each phase. It helps to project a visible timer and set brief transition signals; for instance, a traffic-light speaking system where green means continue, amber warns that 30 seconds remain and red closes the turn.

The first contribution should be a clear, concise opening that sets out the team’s thesis; from there, alternate turns in the agreed order and write emerging key ideas down on the board.

During the main exchange, insist that every claim is accompanied by evidence. If a single voice starts to dominate, cap individual turns at 30–45 seconds and direct questions to different team members to ensure balanced participation.

In the cross-questioning phase, keep in mind that the goal is not to “catch out” the other side, but to clarify nuances and test the strength of their reasons.

Before the closings, each team selects the two essential messages and the debate is finished with a neutral synthesis and, if appropriate, a quick pre- and post-debate vote to gauge shifts in opinion.

6. Evaluate the debate and give feedback

Evaluation is communicated from the outset with a clear rubric (content, structure, communication, interaction and teamwork) and a formative approach.

During the debate, the teacher logs observable behaviours and, at the end, provides feedback first at whole-class level and then specifically to teams or individuals: acknowledge successes and set one priority improvement for next time. Include self-assessment and peer assessment based on evidence, a narrative Plus/Delta, and a brief, verifiable bibliography.

Tips on how to hold a debate in the classroom successfully

  • Start simple: choose low-stakes topics to practise the technique.
  • Rotate roles: everyone takes turns as spokesperson, moderator and observer.
  • Evidence cards: every fact must be traceable—if not, it stays out.
  • Warm-up micro-debates (2×2 minutes) before the main debate.
  • Inclusion: provide paired prep time and timed turns to give quieter pupils a voice.
  • Variants to energise: fishbowl (inner circle debates, outer circle observes and rotates in) or pendulum (pupils may switch sides if an argument convinces them).
  • Purposeful tech: on-screen timers, shared documents to collect sources, and a spreadsheet for the rubric.

Common mistakes when holding a debate in the classroom

  • Topics that are too broad.
  • Lack of preparation: debating without evidence turns it into a string of opinions.
  • Vague timings: without a timer, the same pupils will dominate.
  • Allowing interruptions or put-downs.
  • Assessing only who “wins”: the goal is to argue better, not to beat the other side.
  • No participation plan: without rotating roles, quieter pupils are sidelined.
  • Skipping the closing phase: without synthesis and reflection, learning fizzles out.