Chairing and Procedure
The chair makes the debate possible. A good chair is invisible when things run well and decisive when they do not. This page explains the chair's job, the order of a debate and the conventions that keep it fair.
The chair's responsibilities
| Responsibility | What it looks like |
|---|---|
| Prepare | Know the motion, teams, format and timing. |
| Open | Welcome the room; explain the motion and order. |
| Introduce | Name each speaker and their role. |
| Time | Signal time clearly and consistently. |
| Protect | Keep speakers safe from interruption and personal attack. |
| Rule | Resolve procedural questions fairly. |
| Close | Thank the teams; open the floor if appropriate. |
Before the debate
- Confirm the exact motion and the format.
- Check the names and order of speakers.
- Agree on speech lengths and POI rules.
- Test the timer and the signal.
- Prepare a short opening script.
- Check the room layout and microphone.
- Agree on how points of order will be handled.
Opening script
Model opening: “Welcome to this debate. The motion is ‘That schools should ban mobile phones during class time.' On my right, proposing the motion, are ... . On my left, opposing the motion, are ... . Each speaker has four minutes, with points of information allowed after the first minute and before the last minute. Please listen respectfully. I will now call the first affirmative speaker.”
This is an original teaching example. Replace the names and times with your own.
Order of speeches
| Order | Speaker | Time | POIs |
|---|---|---|---|
| 1 | First affirmative | 4 minutes | From 1:00 to 3:00. |
| 2 | First negative | 4 minutes | From 1:00 to 3:00. |
| 3 | Second affirmative | 4 minutes | From 1:00 to 3:00. |
| 4 | Second negative | 4 minutes | From 1:00 to 3:00. |
| 5 | Affirmative summary | 3 minutes | None. |
| 6 | Negative summary | 3 minutes | None. |
Times are adjustable for the class. The chair should state them clearly at the start and keep them consistent.
Time signals
| Signal | Meaning |
|---|---|
| One bell | One minute remaining. |
| Two bells | Thirty seconds remaining. |
| Three bells | Time is up; finish the sentence. |
| Stand | Stop speaking. |
| Hand raised | POI window open or closed. |
Agree on the signals before the debate. A chair who invents new signals mid-speech creates confusion.
Points of order
A point of order is a procedural objection, not an argument. It might concern a breach of the rules, a misstatement of the motion or an interruption. The chair decides whether to hear it.
| Situation | Chair's response |
|---|---|
| A speaker is repeatedly interrupted. | “That is out of order. Please allow the speaker to continue.” |
| A speaker misstates the motion. | “The motion is ... Please address the motion as stated.” |
| A speaker makes a personal attack. | “That is a personal remark. Please address the argument.” |
| A point of order is really an argument. | “That is a debating point, not a point of order. Save it for your speech.” |
| A definition is disputed. | Hear both sides briefly; rule; explain the reason. |
| A speaker runs over time. | “Time is up. Please finish your sentence.” |
Definitional disputes
If the teams disagree about the definition, the chair should hear a short explanation from each side, then rule. The ruling should be based on fairness and connection to the motion, not on which team is more confident.
- Ask the affirmative to state its definition.
- Ask the negative to state its objection.
- Ask each side for one reason.
- Rule clearly.
- Explain the reason in one or two sentences.
- Instruct the teams to continue under the ruling.
Audience questions
Some classroom debates include questions from the audience. The chair should manage them fairly.
- Ask the audience to raise a hand.
- Take questions from both sides of the room.
- Keep each question brief.
- Direct the question to one team or open it to both.
- Do not let one audience member dominate.
- Close the question time clearly.
Closing the debate
Model close: “Thank you to both teams. The motion was ... . We have heard the cases for and against. Please join me in thanking the speakers and the timekeeper. I will now open the floor to questions.”
This is an original teaching example.
Chair's script
| Section | What to say |
|---|---|
| Welcome | Name the event, the motion and the teams. |
| Rules | State times, POI window and respect expectations. |
| Introductions | Name each speaker and their role. |
| Transitions | “Thank you. I now call ...” |
| Time | Signal clearly and consistently. |
| Close | Thank the teams and open the floor. |
Fairness
| Bias | Response |
|---|---|
| Favouring one team's questions | Alternate sides. |
| Giving one team more time | Use the same signals for every speaker. |
| Letting personal remarks pass | Intervene consistently. |
| Explaining the motion for one side | Keep explanations neutral. |
| Ignoring a procedural objection | Hear it briefly and rule. |
| Rushing the close | Thank both teams equally. |
Activity: chair a mini-debate
- Choose a short motion and two teams of two.
- Appoint a chair and a timekeeper.
- Run the debate with two-minute speeches.
- Include one point of order and one definitional query.
- Ask the audience whether the procedure was clear.
- Rotate the chair and run it again.
The chair serves the debate, not a side. Fair procedure is what makes the argument meaningful.
Common errors
- Unclear order. Speakers do not know when to speak.
- Inconsistent timing. One team gets more time.
- Ignoring personal attacks. The room becomes unsafe.
- Ruling without hearing both sides. The decision looks biased.
- Letting a point of order become a speech. Time is lost.
- No clear close. The debate ends in confusion.
Next, study audience and persuasion to connect the case to the room. The debate ethics and inclusion page sets the standards for respectful disagreement.