First Speaker – Affirmative Team 1) INTRODUCTION: Good mornin tea!"ers and st#dents$ T"e topi! to toda%&s de'ate is (((((((((((((((((((((((((((((((((((((((((((((((((((((((((($ e t"e Affirmative Affirmative team aree *it" t"is statement 'e!a#se (((((((((((( +sa% %o#r team ,ine)((((((((((((((((((((((((((((( -) T.A/ S0IT: As first speaker of t"e Affirmative team2 I *i,, 'e e3p,ainin (((((((((((((((((((((((((((((((((((((((((((( $ /% se!ond speaker +name) *i,, e3p,ain ((((((((((((((((((((( and +name) m% T"ird speaker *i,, s#m #p o#r team&s tea m&s !ase and prove to %o# t"at ((((((((((((((((((((((((((((+Restate t"e topi! from %o#r point of vie*)$ 4) 5.GIN 6OUR ARGU/.NT 7) FINIS8 56 R.STATING R.STATING T8. TO0IC TO0IC OF T8. D.5AT. D.5AT. 9) T8.N SA6 6OUR T.A/ IN. ) SIT DON – DO NOT SA6 ;T8AN< 6OU&
First Speaker – Neative Team 1) INTRODUCTION: Good mornin tea!"ers and st#dents$ T"e topi! to toda%&s de'ate is (((((((((((((((((((((((((((((((((((((((((((((((((((((((((($ e t"e neative team do NOT aree *it" t"is statement 'e!a#se (((((((((((( +sa% %o#r team ,ine)((((((((((((((((((((((((((((( -) T.A/ S0IT: As first speaker of t"e neative team2 I *i,, 'e e3p,ainin (((((((((((((((((((((((((((((((((((((((((((( $ /% se!ond speaker +name) *i,, e3p,ain ((((((((((((((((((((( and +name) o#r T"ird speaker *i,, s#m #p o#r teams !ase and prove to %o# t"at ((((((((((((((((((((((((((((+Restate t"e topi! from %o#r point of vie*)$ 4) R.5UTT =5efore I 'ein *it" m% team&s ar#ment2 ,et me first !orre!t some errors made '% t"e first speaker of t"e affirmative team$ T"e affirmative team *o#,d "ave %o# 'e,ieve t"at >>>>>>>$$ 8o*ever2 t"is is not !orre!t 'e!a#se >>>>>>>>>>>>>? 7) R.STAT. 6OUR T.A/ IN. 9) 5.GIN 6OUR ARGU/.NT ) FINIS8 56 R.STATING T8. TO0IC OF T8. D.5AT. @) T8.N SA6 6OUR T.A/ IN. ) SIT DON – DO NOT SA6 ;T8AN< 6OU&
Se!ond Speaker – Affirmative Team 1) INTRODUCTION: Good mornin tea!"ers and st#dents$ e t"e affirmative team stron,% 'e,ieve t"at (((((((((((((((+state t"e topi!) (((((((((((($ -$ R./IND: /% first speaker +sa% t"eir name) "as e3p,ained to %o# a'o#t (Briefly summarise what you first speaker talked about to remind the audience$(( As se!ond speaker I *i,, 'e ta,kin to %o# a'o#t (((((+%o#r point) ($ 4) R.5UTT: 5#t 'efore I 'ein2 ,et me first !orre!t some errors made '% t"e neative team$ No*2 t"e neative team *o#,d "ave %o# 'e,ieve t"at BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB$ 8o*ever2 t"is is not t"e !ase>> +now you have to explain to the audience why the negative speaker was wrong!) 7) T.A/ IN. Sa% %o#r team ,ine aain$ 9) 5.GIN 6OUR ARGU/.NT ) FINIS8 56 R.STATING T8. TO0IC2 6OUR T.A/ IN. AGAIN T8.N SIT DON$ +DO NOT SA6 ;T8AN< 6OU&
T"oro#" reBt"ink needed on t#ition !,asses
The government of the day must take cognisance and ownership of the actual state of education in schools. The BN coalition party machinery, in particular the Education Ministry, must in earnest re-examine why parents are finding it asolutely necessary to put their school-going children through private tuition classes. These past thirty over years private tuition centres have een mushrooming all over the country. !t certainly is another unnecessary multi-illion ringgit industry that is thriving out of a nearly failed education system in the country. "arents in their commitment to give their off spring a sound future are not acking off. Every parent ensures that their children - even those in primary schools, go for private tuition. #ithout tuition classes, their children are certain to fall way ehind in class and eventually complete the years of compulsory schooling without a certificate. $ence, parents will swear that this or that tuition centre is the est in town and attest with testimonies of how their sons and daughters got through right into university ecause of the tuition classes. The %uestion is why do we need those two to three hours of tuition two or three times a week in order to pass exams when the children have een spending a good six hours every day five days a week, every week in school& 'viously in school they are not learning anything( they are not ale to comprehend( they are not getting assistance from teachers( they are not motivated to grasp the su)ects. $ence the need to go for tuition to etter prepare for passing exams. *ight& "arents need to wake up. They need to ask themselves why they are allowing themselves to e victims of a failing education system. They need to re-examine the increasing dependency on tuition when their children are spending almost half their waking hours in school. The Education Ministry must e honest and courageous enough to re-evaluate the system without fear or vested interest. !f you are truly into creating a nation that is resilient for the future and swear you suscrie to transformation and caring for our young minds, then the education that our kids get in school should suffice to make the students aspire for excellence. +ou do not need private tuition classes to do that that
miracle-saving act. !n actual fact, if tuition classes can produce such good results despite the short learning hours, then why waste time, money and resources having full-time schools& Maye all schools should e )ust converted to tuition centres. nfortunately, parents keep this unhealthy and unnecessary practice alive y patronising tuition centres and not demanding that the government of the day ring ack the glory of schools and teachers and teaching methodologies that were the pride of the nation efore the /0s. nfortunately, too, teachers who are given good salaries in school have taken tuition classes more seriously and passionately. That extra and unlimited income from giving tuition makes a sustantial difference for their wealth creation dreams. !n the early years of nationhood, weaker students would e given extra coaching classes y teachers for free. Many schools, too, had student clus where the more capale learners would stay ack after school to help the weaker students, with teachers moderating or supervising these sessions. 1nd mind you, the government did not give any allowance or incentives for all these caring concern that teachers demonstrated. Today, despite the government spending multi-millions of ringgit for education, including introducing all kinds of smart schools and smart uildings, we find that schools are not the place where students learn to master the su)ects. The tuition centres are today the places of learning and understanding. 1nd it comes at great cost and urden to parents. "erhaps parents should pull up their socks and roll up their sleeves to fight this tuition menace that does not make sense of the whole purpose of having schools. The prevailing argument that schools cannot and do not have the means to address the needs of weaker students is a whole lot of crap. 2uch arguments simply mean that we have allowed our schools to fail and keep failing y our supporting of the tuition industry. The %uestion is why is it that students who attend international schools do not have to attend tuition and yet excel& #e have to e courageous enough to e honest to the core. 'ur school systems have
roken down. #e do not have the right people for the right )o. There is too much politicking that has crept deep into the veins of education. The ureaucracy that permeates and wes around schools has made teachers to e de-motivated. "olicies and constantly changing directives that have a political motive and agenda spun around, have made teachers end up doing the are minimum. 3reed to make money at the expense of the failing system further drives more and more teachers to moonlight as private tuition providers. Blinded and unthinking parents meanwhile allow themselves to e permanent victims of a failed education system, and end up fervently suscriing to the tuition system. #hen you have extinguished passion from within the corridors of teaching and learning, you have already hung the education of our young. "arents, what is your take on this&
$aving private tuition also has its disadvantages. 2ometimes tutors provide additional homework on top of those given y teachers in school. The extra homework from tutor is an added urden to the students. 2ometimes, tutors can arrive at the wrong timing, 4or instance, the students are not in the mood to learn or have gone through a hard day work in school and are, therefore mentally feel tired. 5espite in such a ad timing, the tuition sessions may still have to carry on, which make it unfruitful. "rivate tuition can e a financial urden to parents who are poor. $owever, when the student is a slow learner who needs a tutor outside school, tuition is a necessary evil.2ome students treat their tutors as a walking dictionary, expecting them to furnish answers to the homework given y school without thinking through the solutions y themselves over time. This can make them mentally la6y. There are some parents who have unreasonale expectations. They insist that their children engage private tutor even though their children perform well academically. !n conclusion, it is good to have private tuition provided the parents can afford and the students to find the tuition session is eneficial to them. The enefits are plentiful if parents manage to find a good tutor who can value added y playing various roles to help their students to achieve
"rivate tuition can e a financial urden to parents who are poor. $owever, when the student is a slow learner who needs a tutor outside school, tuition is a necessary evil. 2ome students treat their tutors as a walking dictionary, expecting them to furnish answers to the homework given y school without thinking through the solutions y themselves over time. This can make them mentally la6y - 2ee more at7
8 hours of school and then tuition: Is your child learning anything? I was quite disturbed to hear that Haroon Tariq - the student who secured 38 As in IGCSE – has opened up a tuition centre where he intends to offer paid tuition for O’ and A’ leel sub!ects" It is indeed sad that such a brilliant mind is encouraging a trend like after school classes. This article by no means serves to undermine the accomplishments of the aforementioned student, but to highlight the implications of the overall growing trend of private tuition in Pakistan, whose endorsement by Haroon is pitiful. In my opinion, afterschool tuition are a handicap, or put it more appropriately, an addiction for students. !nce a child develops the habit of getting spoon fed by tuition teachers, his intellectual abilities begin to decline. He no longer strives to find solutions to the problems he faces in his studies, but instead looks towards the aid he e"pects to receive in the evening from the academy. # line from the online advertisement of Haroon$s academy reads, %&our only 'ob will be to revise the material( the e"traction of relevant material is up to us.$ This is the worst form of spoonfeeding one can imagine and those falling for such taglines are committing intellectual suicide. It is through the practice of e"traction of relevant materials and other such intermediary activities that actual learning takes place. I remember studying for my !$ level )eography paper. The sub'ect was not offered in my school *or any other school I knew+, and thus it was impossible to find someone who had previously appeared for this particular sub'ect$s e"amination. &et, instead of going to a tuition centre, I went through the course syllabus and searched online for relevant books. #fter going through a number of book reviews, I finalised a couple of course books and bought them from the local bookshop. I do understand that such measures of selfstudy are difficult and students can easily get confused or worse, distracted. There were instances when even I became unsure of whether I was on the right track or not, but this where my true learning took place. #fter studying independently, I not only scored an # but was also awarded Top in the orld in )eography certificate by the /I0. #s a student who never succumbed to the pressure of afterschool tuitions I can say one thing for sure( students who become accustomed to tuitions try and find further shortcuts and this habit continues even through university level.
1ntil a student realises that there is no option other than studying, striving and working hard on their own, they will never think that the struggle is worthy and will always take the easier way out. orking hard and seeing the results can change a person$s approach towards life. #llama I2bal gives a beautiful comparison between getting end results through short cuts and through hard work stating that( Jachtey Nahi Bakhshay Hoye Firdous Nazar Mein Jannat Teri Pinha Hai Terey Khoon-e-Jigar Mein *The heaven, which was given as a gift to Ha3rat #dam *#4+ before the creation of this world, did not have that charm and beauty which a self created paradise on 0arth *through hard work+ would have+ #nother %package$ offered by Haroon was the( %5evised 6ackage$: 7ull course in four months This is a clear violation of the official /I0 stance which says that O’ level syllabuses are designed on the assumption that candidates have about 9 guided learning hours per sub'ect over the duration of the course. 7urthermore, these kinds of convenience store %packages$ also serve as incentives to students be sloppy throughout the school year and 'ust go for tuition for four months to cover the entire course. #fterschool tuition are also detrimental to the health of students. 4tudying for eight hours continuously in school and then going to tuition centres in the evening is inhuman, to say the least. ;owadays, parents have even started sending children in primary school for evening tuition< They can barely talk yet and are already being thrust into the %big bad world of competitors$? I have relatives in my family who do the same and it is beyond my comprehension how this activity is relied on not 'ust by students but by their parents too< hen 2uestioned, the usual response from parents is that they want their child to perform the very best in tests. I have 'ust one question for such minds. =o we want a nation full of brilliant little test takers? ouldn$t it be better if the students spent the same time in the evening playing sports, chitchatting with their parents, or 'ust reading some non course books instead? This would not only help them maintain their social presence but will also aid them in their academic performance. # healthy body and mind can perform better than an overworked one and only an active mind can perform better. Tuition make your mind la3y( don$t encourage this dependency in students<
T#ition !,asses a *aste of mone% and time2 sa%s strai"tBA st#dent
Tuition classes do not ensure students get excellent result in examinations, ut y paying attention to what is taught y teachers in school classrooms will, said Natasha Mohd !6ari, who scored 81s in her "enilaian Menengah *endah 9"M*: examination. 2he regarded tuition classes as a waste of time and money. ;#hat is important is to have the initiative and desire to excel. 1ttending extra classes held in school and paying attention in class, as well as doing my own revision at home, are enough for me,< she said when met y Bernama after getting her "M* result at 2ekolah Menengah =onvent Bukit Nanas 9=BN: yesterday. Natasha, >, also attriuted her success to constant study. $er schoolmate, Nor 1tikah Md 1ris, >, who also scored 81s, said students had their own techni%ue of studying and hers was the ;last-minute study<. ;! have no prolem studying at the last minute. ! also attended the extra classes held in school and also went for tuition classes,< she added. N. 5harshana, >, also from =BN, who scored /1s, said she prepared early for the "M* examination and paid attention in class. Meanwhile, 2M? #angsa Melawati student, 16ira @ulaikha, >, said she was surprised to have scored 81s in the "M* as she did not fare well in the trial examination. ;$owever, the result of the trial examination prompted me to work harder,< she added. $er schoolmate, Aee ie Cie, >, said that only through hardwork and determination could one excel. ;Even if there is a study time-tale, ut if we do not follow, it will e useless. Aikewise, for those sent to tuition classes, if they are not interested to study, they gain nothing,< she added. 1drian 'ng #ei 2hun, >, from 2M? 2eksyen >, #angsa Ma)u, attriuted his success to doing a lot of revision and exercises at home. $e scored /1s.
Se!ond Speaker – Neative Team 1) INTRODUCTION: Good mornin tea!"ers and st#dents$ e t"e neative team stron,% disaree *it" t"e topi! >$ T"at >>>$ (((((((((((((((+state t"e topi!) (((((((((((($ -$ R./IND: /% first speaker +sa% t"eir name) "as e3p,ained to %o# a'o#t (Briefly summarise what you first speaker talked about to remind the audience$(( As se!ond speaker I *i,, 'e ta,kin to %o# a'o#t (((((+%o#r point) ($ 4) R.5UTT: 8o*ever2 'efore I !ontin#e *it" m% team&s !ase2 ,et me first !orre!t some errors made '% t"e affirmative team$ No*2 t"e affirmative team *o#,d "ave %o# 'e,ieve t"at BBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB$ 8o*ever2 t"is is not t"e !ase>> +now you have to explain to the audience why the affirmative speakers were wrong!) 7) T.A/ IN. Sa% %o#r team ,ine aain$ 9) 5.GIN 6OUR ARGU/.NT ) FINIS8 56 R.STATING T8. TO0IC TO SUIT 6OUR N.GATI. 0OINT OF I.2 @) SA6 6OUR T.A/ IN. AGAIN ) SIT DON$ +DO NOT SA6 ;T8AN< 6OU&
T"ird Speaker – Affirmative Team
1) INTRODUCTION: Tea!"ers and st#dents$ T"e topi! of toda%&s de'ate is ((((((((((((((((((((((((((((((((((((((((((((((((((((((((($ It is o'vio#s t"at t"ere is a ,ot t"at *e need to do to maintain o#r environment$ NoBone is ar#in t"at point$ 8o*ever2 t"e neative team seems to 'e ver% *ron on a n#m'er of iss#es$ -) OTS OF R.5UTTA : As t"ird speaker of t"e affirmative team2 it is m% o' to !orre!t t"ose errors$ T"e neative team is *ron in s#estin t"at >> T"is is *ron 'e!a#se >>>>> T"e neative team "as a,so said t"at >>>>>$$ T"is is a,so *ron 'e!a#se >>>>>>$ ( You need to point out everything that you think is wrong about the opposition’s comnments … and then say why it is wrong Your ob is convince the audience that your team" the affirmative team is right!)
4) SU//ARIS. (#ow you have to briefly summarise your team’s points to remind the audience that you are correct) Tea!"ers and st#dents2 t"e affirmative team stron,% 'e,ieve t"at +restate t"e topi!)$ /% first speaker +name) "as e3p,ained to %o# a'o#t >>>>>>>>>>> /% se!ond speaker +name) "as e3p,ained to %o# t"at >>>>>>> And I "ave s"o*n %o# t"at most of t"e !omments made '% t"e neative team are *ron$ 7) R.STAT. T8. TO0IC 9) R.STAT. 6OUR T.A/ IN. ) SIT DON +DO NOT SA6 T8AN< 6OUE)
T"ird Speaker – Affirmative Team
1) INTRODUCTION: Tea!"ers and st#dents$ T"e topi! of toda%&s de'ate is ((((((((((((((((((((((((((((((((((((((((((((((((((((((((($ It is o'vio#s t"at t"ere is a ,ot t"at *e need to do to maintain o#r environment$ NoBone is ar#in t"at point$ 8o*ever2 t"e neative team seems to 'e ver% *ron on a n#m'er of iss#es$ -) OTS OF R.5UTTA : As t"ird speaker of t"e affirmative team2 it is m% o' to !orre!t t"ose errors$ T"e neative team is *ron in s#estin t"at >> T"is is *ron 'e!a#se >>>>> T"e neative team "as a,so said t"at >>>>>$$ T"is is a,so *ron 'e!a#se >>>>>>$ ( You need to point out everything that you think is wrong about the opposition’s comments … and then say why it is wrong Your ob is convince the audience that your team" the affirmative team is right!)
4) SU//ARIS. (#ow you have to briefly summarise your team’s points to remind the audience that you are correct) Tea!"ers and st#dents2 t"e affirmative team stron,% 'e,ieve t"at +restate t"e topi!)$ /% first speaker +name) "as e3p,ained to %o# a'o#t >>>>>>>>>>> /% se!ond speaker +name) "as e3p,ained to %o# t"at >>>>>>> And I "ave s"o*n %o# t"at most of t"e !omments made '% t"e neative team are *ron$ 7) R.STAT. T8. TO0IC 9) R.STAT. 6OUR T.A/ IN. ) SIT DON +DO NOT SA6 T8AN< 6OUE)
T"ird Speaker – Neative Team
1) INTRODUCTION: Tea!"ers and st#dents$ T"e topi! of toda%&s de'ate is ((((((((((((((((((((((((((((((((((((((((((((((((((((((((($ 6o# "ave "eard t*o ver% different side to an environment iss#e toda% and 'ot" teams "ave raise some ver% important points$ 8o*ever2 t"e affirmative team seems to 'e ver% *ron on a n#m'er of iss#es$ -) OTS OF R.5UTTA : As t"ird speaker of t"e neative team2 it is m% o' to !orre!t t"ose errors$ T"e affirmative team is *ron in s#estin t"at >> T"is is *ron 'e!a#se >>>>> T"e affirmative team "as a,so said t"at >>>>>$$ T"is is a,so *ron 'e!a#se >>>>>>$ ( You need to point out everything that you think is wrong about the opposition’s comments … and then say why it is wrong Your ob is convince the audience that your team" the negative team is right!)
4) SU//ARIS. (#ow you have to briefly summarise your team’s points to remind the audience that you are correct) Tea!"ers and st#dents2 t"e neative team stron,% 'e,ieve t"at +restate t"e topi! t#rnin it to %o#r point of vie*)$ /% first speaker +name) "as e3p,ained to %o# a'o#t >>>>>>>>>>> /% se!ond speaker +name) "as e3p,ained to %o# t"at >>>>>>> And I "ave s"o*n %o# t"at most of t"e !omments made '% t"e affirmative team are *ron$ 7) R.STAT. T8. TO0IC to %o#r team&s point of vie*$ 9) R.STAT. 6OUR T.A/ IN. ) SIT DON +DO NOT SA6 T8AN< 6OUE)
