Ep.6 Building Connections & Calm: The Power of Declarative Language in Trauma-Informed Classrooms

Hosts: Kristen Smith & Tara Ross, Speech-Language Pathologists, Upper Grand District School BoardSpecial Guests:Linda Murphy, Author of The Declarative Language HandbookWendy Donaldson, Superintendent of Student Support Services, Upper Grand District School BoardEpisode Overview:Welcome back to the Upper Grand District School Board Social Learning Road Trip! On this leg of the journey, we’re exploring how declarative language can be used to build stronger connections in the classroom, support students through trauma-informed practices, and enhance co-regulation. Join Kristen, Tara, Linda, and special guest Wendy Donaldson, Superintendent of Student Support Services, as we talk about the big-picture impact of declarative language across the school environment. Whether you’re navigating the daily traffic of classroom dynamics or looking for tools to help your students feel more connected and understood, this episode is your roadmap to success!Key Takeaways:Declarative Language in the Classroom: A Bigger PictureLinda Murphy kicks off this episode by helping us see how declarative language isn't just a tool for individual connections, but a whole-school approach. It’s about teachers modeling thought processes and providing students with a way to communicate their ideas clearly. Linda explains how this practice encourages respect, empathy, and a deeper understanding of others’ perspectives. By using declarative language, teachers can create a school environment where students feel seen, heard, and connected.Scaffolding for Success: How to Make Declarative Language Work in a Busy ClassroomAs we all know, classrooms can get noisy and chaotic, and not every student is ready to engage with declarative language right away. Wendy Donaldson shares her thoughts on how we can be mindful of the environment and student needs when implementing declarative language. She and Linda discuss practical strategies for scaffolding communication, like adjusting physical proximity to students or using other supports to ensure that communication is being received effectively.The Impact of Declarative Language on Trauma-Informed PracticesThis is where the rubber meets the road. Kristen and Linda discuss how declarative language aligns with trauma-informed approaches. By reducing perceived threats and offering clear, non-demanding communication, declarative language helps students feel safe and more regulated. Linda highlights the importance of non-verbal communication, like body language and tone, to match the supportive nature of declarative speech, ensuring that students feel calm, connected, and ready to learn.Declarative Language and Co-Regulation: Setting the Stage for CalmLinda also touches on how declarative language supports co-regulation—one of the core strategies for helping students manage their emotions. By providing students with clear and calm communication, teachers can model appropriate emotional responses and help students learn how to regulate their own feelings in real-time. Wendy emphasizes that this approach can be especially helpful for students who have experienced trauma, creating an environment where they feel safe to express themselves and make sense of their surroundings.Connect With Our Guest, Linda Murphy:  www.declarativelanguage.com