“Watching our third graders engage in debate was like watching their minds in motion—analyzing, responding, and thinking critically in real time. It was incredible to see their confidence grow with each argument.” – Emily Prior, Academic Enrichment and Support Department Co-Chair

With their desks completely rearranged in a large rectangular formation, Grade 3 classrooms transformed to a stage set for a lively debate, where teachers and school leaders became the main event judges and students stepped into the role of debaters. Prepared with the skills of collaboration, thinking quickly on their feet, and strategizing, students brought their learning to life through a structured, competitive debate, embracing a new academic challenge.

Upper School Speech & Debate Team Offers Guidance

To help Grade 3 prepare for their big debate, Upper School Speech & Debate students Zoomed into the classrooms to offer guidance to their eager younger peers. Broadcasting from the Joseph Dana Allen Library on the Dyker Heights campus, the session between divisions created a special moment of connection that bridged the two campuses during the school day. Upper School students Ava Barbiere ‘26 and Leo Cheng ‘27 shared practical debate tips and modeled a mock debate on a related topic.

Each Team Makes Their Case

The students’ final project focused on the book There’s an Owl in the Shower by Jean Craighead George and encouraged them to synthesize their understanding of the text and their knowledge of owl habitats and forest conservation. Each class was split into two teams and prepared for debate. Students were randomly selected for each team.

One team advocated for the preservation of the forest and protection of the Spotted Owl while the other defended the livelihood and traditions of local loggers. Using worksheets, students were challenged to outline their main argument. They considered who or what is affected by their arguments (animals, workers, families, forests, etc.) The noted reasons and evidence to support their position and how to defend it, as well as prepared for how to respond when the opposing team challenged their position. The result was a lively, thoughtful exchange that showcased students’ growth as readers, thinkers, and speakers. Clear expectations, including debate etiquette, and guidelines were also shared with the students.

On Thursday, March 13, the debate stage was set with both teams vying for the winning title. The young debaters were judged in categories including main argument; reasoning and supporting evidence; speaking skills; teamwork; rebuttals; and closing statements. The platform to debate showcased their critical thinking skills and challenged students to support their claims with facts and examples, listen closely to their peers, and respond with thoughtful counterarguments crafted in the moment—all of which brought an exciting mix of spontaneity and delight to the experience.

Academic Enrichment and Support Department Co-Chair Emily Prior reflected that the level of engagement displayed through the debate is something she hopes will continue on long after the judges’ deliberations were rendered. “One of the most special moments of the debate was seeing students truly listen to one another,” she said. “Not just waiting for their turn to speak, but actively processing the opposing side’s argument to craft thoughtful rebuttals.”

Modeling the Art of Debate

In addition to modeling the art and discipline of debate at the Upper School level, seasoned debaters Barbiere and Cheng served as powerful role models, showing younger students that debate is built on strategy, respect, and confidence. They emphasized the importance of sportsmanship and reminded their audience that debate isn’t just about winning—it’s about learning, growing, and loving the process. In turn, the young debaters could see this competitive event through a new lens. They left the session energized and curious, with some even declaring their future plans to join the Speech & Debate team when they one day reach the Dyker Heights campus.