Ep.4 Taking the Scenic Route: How Declarative Language Transforms Classrooms and Conversations

Hosts:Kristen Smith & Tara Ross, Speech-Language Pathologists, Upper Grand District School BoardSpecial Guest:Linda Murphy, Author of The Declarative Language HandbookJoined by:Dave Mesesnel, Special Education Consultant, Upper Grand District School BoardEpisode Overview:Welcome aboard! In this episode of our Social Learning Road Trip, we’re taking a deep dive into declarative language—a communication style that’s all about inviting conversation and building connections, not making demands. Kristen and Tara are joined by Linda Murphy, author of The Declarative Language Handbook, and Dave Mesesnel, a special education consultant with the Upper Grand District School Board, to explore how declarative language can transform classrooms into spaces where students feel more engaged and less stressed. So, buckle up Key Takeaways:Declarative vs. Imperative Language: The Road Less DemandingLinda Murphy kicks things off by explaining how declarative language differs from imperative language. While imperatives are like a GPS that tells you exactly what to do, declaratives are more like scenic route signs—they offer direction without pushing for a specific response. Linda shows us how declarative statements allow for authentic conversation without the pressure to “perform.”Building the Perfect Declarative StatementJust like any good road trip requires some preparation, making a solid declarative statement involves picking the right language. Linda shares how using cognitive verbs (think, wonder, decide) and sensory language (I see, I hear) can help us better express our thoughts and engage students in more meaningful ways. It’s about creating an open space for students to join in, without the anxiety of an immediate response.Don’t Just Ask, Invite!Educators often feel like they need to ask a question every time they want to check in with a student. But Linda suggests a detour: turn questions into declarative statements that invite reflection. Instead of “What did you learn today?” try “I’m curious about what you thought of that lesson.” This approach keeps the conversation going without the pressure of needing an “answer.”Navigating Uncertainty: Teaching Problem-Solving on the RoadThings don’t always go as planned on a road trip, and the same goes for the classroom! Linda encourages teachers to model vulnerability when things go sideways. By using declarative statements like, “Well, that didn’t go as planned, but I’m thinking about what to do next,” teachers show students that problem-solving and uncertainty are part of the journey. It’s a great way to model self-regulation and resilience.Connect With Our Guest, Linda Murphy:  www.declarativelanguage.com