What is declarative language?
Declarative language uses observations, comments and wonderings instead of direct commands or repeated questions.
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It is a calm, low-demand way of communicating that supports students to notice what is happening, make sense of a situation, and decide what to do next.
This approach can be especially helpful for neurodivergent learners, students experiencing anxiety, and Äkonga who find direct questioning, correction, or too much verbal language overwhelming.
Key idea
Instead of telling a student what to do, describe what you notice and give them space to think.
Imperative or declarative?
Imperative language asks for a specific response. Declarative language shares information and invites thinking.
Imperative language
“Put your shoes on.”
“Stop calling out.”
“Calm down.”
“Why aren’t you working?”
Declarative language
“Your shoes are by the door.”
“I can hear lots of ideas.”
“Your body looks busy right now.”
“Something seems stuck.”
Classroom prompt swaps
Try changing instructions, questions and corrections into observations or shared thinking.
Instead of
“Don’t forget your book.”
Try
“Your book is still on the table.”
Instead of
“Sit down and get started.”
Try
“The first question is ready on your page.”
Instead of
“Stop running.”
Try
“Walking feet keep people safe in this space.”
Instead of
“Why did you do that?”
Try
“Something made that hard. Let’s work it out together.”
Instead of
“Hurry up.”
Try
“The timer shows five minutes left.”
Types of declarative prompts
Observations
“I notice the chair is still out.”
“Your page is blank.”
Wonderings
“I wonder what might help.”
“I wonder what comes next.”
Shared thinking
“Sometimes starting with one word helps.”
“This looks like a tricky moment.”
Emotional noticing
“Your hands look tight.”
“That seemed frustrating.”
Prediction
“When the bell goes, we’ll move to the mat.”
“The next step is pack up.”
Reflection
“You finished two parts already.”
“That strategy helped you stay with it.”
When a student is dysregulated
Stress reduces a student’s ability to process language, answer questions and problem-solve. In these moments, use fewer words, slow your pace, and keep your language calm and concrete.
Pause. Notice your own tone, body language and pace.
Reduce language. Use short statements rather than explanations or questions.
Offer safety. “I’m here.” “You have space.” “We can work this out.”
Return later. Reflection and problem solving happen once the student is calm.
Helpful phrases
“This feels big right now.”
“Your body needs a break.”
“I’ll give you some space.”
“We can come back to this.”
Pair language with visuals
Visual supports reduce cognitive load and make routines, expectations and next steps easier to understand.
Try this
Use a photo of what “finished” looks like. Ask, “Do you match the picture?” rather than repeating the instruction.
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First /Then
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Checklist
Timer
Photo model
Things to avoid
-
Rapid-fire questions
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Repeated reminders when the student is overwhelmed
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Public correction or shaming language
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“Why did you...?” during heightened moments
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Sarcasm, idioms or unclear implied meanings
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Too much verbal information without visual support
Further Resources
These links and resources may support further learning and classroom planning.