Every C day throughout the year, Class 3 students engage in a special elective rotation from 1:45-2:45 p.m. During the hour-long block, the girls participate in Innogators (Robotics), Zenagators (Mindfulness), Creatagators (Data & Visual Literacy) and Communigators (Speech & Debate).
On a recent C Day afternoon, students in Room 43 were taking part in their Communigators block. Our third graders, led by Head of Lower School Literacy & Social Studies Miranda Orbach with support from K-12 Speech & Debate Coordinator Jim Shapiro, learn to share their ideas clearly, practice respectful debate and explore storytelling and persuasive techniques.
“Let’s practice our tongue twisters,” Ms. Orbach said to kick off the day’s lesson. The girls took turns reciting phrases like “how much wood could a woodchuck chuck…” and “toy boat, toy boat…” to help open their palates.
As they transitioned into a 2v2 debate, Ms. Orbach asked, “What are the two sides of a two vs. two debate?” to which the students replied that someone can be on the pro side (in favor of) or a con side (against/in disagreement).
Class 3 also knows that as debaters and audience members they must be open to hearing others and be willing to be persuaded. After four students were selected for the first debate, the remainder of the class moved into “audience position.” Ms. Orbach reminded the girls again that speech and debate “isn’t just speaking — it’s also about listening.” The students took this to heart doing so with attentiveness and curiosity.
The first debate on the docket was: Recess should be longer. Each duo was assigned a side with the pairs sharing their initial arguments with their teachers during a minute-long deliberation. Votes would be cast at the conclusion of the debate, which, Ms. Orbach reminded, shouldn’t necessarily be reflective of personal beliefs, but instead cast for the side that presents the best reasoning/argument. Strong debaters, the girls learned, can debate the pro or con side of any topic, even if they don’t believe in it.
Throughout the exercise, phrases like “I heard what you said but…” or “I strongly disagree because…” were used, demonstrating the girls’ thoughtful listening and analytical thinking. The votes revealed that the con side won 7-3.
The next group’s resolution, “it’s better to be hot than cold,” ended in a tie! The final group debated whether fiction is better than nonfiction with fiction taking the win by a close margin. All parties, despite the outcome, were gracious and respectful.
Students then had the chance to present a solo “hero speech,” which is not related to a hero in a movie or storybook the way we traditionally think, but is given from the perspective of an object. In previous classes, for example, students spoke as if they were a seatbelt, a penny, a hairbrush and an expo marker.
Eva, the first to volunteer, told the group that she would be speaking as “the right shoe of a third grader.” In a hero speech, students are required to share the pros and cons of being the object and include a strong closing sentence.
Speaking off the cuff, and with a well projected and strong voice, Eva offered many positives of being a right foot shoe, like traveling to lots of different places. The cons, however, included itchy socks, being smelly and “being kicked around everywhere.”
Her classmate, Annabelle, eagerly volunteered for the next slot and spoke as the “right sock that goes in the right shoe.” Zuri next spoke from the perspective of a plane’s tray table.
Confidence, creativity and fun abounded. And, through each exercise, the importance of using your voice and listening carefully and respectfully became even more clear.
