Ep.12 Co-Regulation on the Playground and in the Classroom: Strategies for Supporting Students with Diverse Needs

Ep.12 Co-Regulation on the Playground and in the Classroom: Strategies for Supporting Students with Diverse Needs

Hosts: * Tara Ross, Speech-Language Pathologist * Kristen Smith, Speech-Language Pathologist Guests: * Linda K. Murphy, Author of The Co-Regulation Handbook * Amanda Pinnigar, Special Education Consultant (former Special Education Resource Teacher,) Upper Grand District School Board Overview: In this  episode of the series, the team dives deep into the practical application of co-regulation strategies for supporting students with diverse needs in the classroom and beyond. Joining the conversation are Linda Murphy, author of The Co-Regulation Handbook, and Amanda Pinnigar, a special education resource teacher  with the Upper Grand District School Board. Together with co-hosts Tara Ross and Kristen Smith, they explore real-life classroom scenarios and discuss how to integrate co-regulation and competent roles into everyday teaching practices. From supporting reluctant readers to fostering peer-to-peer interactions during recess, this episode provides valuable insights and actionable strategies to create a supportive learning environment. Key Takeaways: * Co-regulation isn’t just about the student; it's about creating an environment where they can succeed. Establishing clear, manageable roles during tasks—whether in a whole group, small group, or individual setting—helps students feel competent and engaged. * Declarative language is essential for students with developmental language disorders. Using explicit la00nguage to guide students through tasks and narrating the process fosters understanding and self-regulation. * Peer-to-peer interactions can be a key avenue for social learning. Encouraging parallel or reciprocal play, and scaffolding these interactions, helps students with social-emotional challenges develop essential skills in a low-pressure environment. * Teachers play an essential role in setting up success. Whether through creating competent roles, guiding peer interactions, or narrating the process, teachers are the architects of a supportive, co-regulated classroom environment. * * Linda K. Murphy, Author of The Co-Regulation Handbook www.declarativelanguage.com [http://www.declarativelanguage.com]

Ep.11 Navigating Co-Regulation: A Road Map for Early Learning Success

Hosts: Tara Ross & Kristen Special Guest: Linda K. Murphy, author of The Co-Regulation Handbook Guest: Carrie Conrad, Principal with expertise in early literacy and working with young learners EPISODE OVERVIEW: In this episode of Social Learning Road Trip, we dive deep into the concept of co-regulation and its role in early childhood education, particularly within Ontario’s play-based kindergarten programs. Joined by Linda K. Murphy, author of The Co-Regulation Handbook, and Keri Conrad, a seasoned principal with extensive experience in early literacy, the conversation explores how educators can thoughtfully integrate co-regulation strategies to foster emotional and behavioral growth in young learners. The discussion provides a framework for creating a supportive, structured learning environment that helps students build self-regulation skills and thrive in a play-based setting. KEY TAKEAWAYS: * Co-Regulation is Essential for Emotional and Social Growth: Co-regulation strategies are critical in supporting young learners as they navigate new social and academic environments. Educators play a key role in helping children develop the emotional and behavioral skills needed to succeed. * Clear, Structured Roles Foster Competence: Assigning simple, clear roles to students reduces anxiety and helps them feel confident in their place within the classroom. This approach fosters emotional regulation and enhances classroom participation. * Gradual Shift to Independent Learning: By starting with structured roles and gradually shifting to more independent play, educators can help students build their self-regulation skills and prepare them for greater autonomy. * Intentional Scaffolding is Crucial: Educators must intentionally scaffold children’s learning by providing appropriate supports, using role frameworks that gradually increase in complexity. This supports both emotional development and cognitive growth. RESOURCES: * The Co-Regulation Handbook by Linda K. Murphy * Ontario Kindergarten Play-Based Learning Framework * Linda K. Murphy, Author of The Co-Regulation Handbook www.declarativelanguage.com [http://www.declarativelanguage.com/]

Ep.10 Highway to Learning: Co-Regulation, Communication, and Executive Functioning on the Road to Independence

Hosts: Tara Ross and Kristen Smith, Speech-Language Pathologists (SLPs) at UGDSB Guests: Linda Murphy, Author of Co-Regulation Handbook Josh Boden, Manager of Psychology Services at UGDSB EPISODE OVERVIEW: In this episode of the Upper Grand District School Board Social Learning Road Trip, hosts Tara Ross and Kristen Smith are joined by two expert guests: Linda Murphy, author of the Co-Regulation Handbook, and Josh Boden, Manager of Psychology Services at UGDSB. Together, they explore the essential role of declarative language in supporting student communication, social learning, and executive functioning. Through the lens of co-regulation, the team dives into how educators can use declarative language to help students build the foundational skills needed for self-regulation, independent thinking, and effective communication—particularly in the context of minimally verbal or nonverbal students. KEY TAKEAWAYS: * The Importance of Declarative Language: Using declarative language helps students understand expectations, label their emotions, and create meaningful social exchanges, laying the groundwork for strong communication. * Co-Regulation's Impact on Executive Functioning: Co-regulation is foundational for the development of executive functioning skills like attention, task initiation, planning, and task completion. * Flexible Support in the Classroom: Teachers can use a "master-apprentice" model to scaffold executive functioning and communication skills, gradually transferring responsibility to students as they gain confidence and competence. * Creating Safe Spaces for Communication: When supporting nonverbal or minimally verbal students, it's essential to give them the time and space to communicate in their own way—whether through gestures, AAC devices, or alternative forms of expression.

Ep.9 egulating Emotions & Building Connections: The Power of Declarative Language in the Classroom

Hosts: Tara Ross & Kristen Smith, Speech-Language Pathologists (SLPs) at Upper Grand District School Board (UGDSB) Guests: * Linda Murphy, Author of The Co-Regulation Handbook * Jen Meeker, Principal of Special Education, K-12, UGDSB OVERVIEW In this episode, we dive deep into the importance of declarative language in the classroom and how it can support both co-regulation and self-regulation for students. Tara and Kristen are joined by Linda Murphy, author of The Co-Regulation Handbook, and special guest Jen Meeker, Principal of Special Education at UGDSB. Together, they explore how educators can leverage declarative statements to foster emotional regulation and enhance communication in students—especially those facing unique challenges. KEY TAKEAWAYS * Declarative Language is about making statements that help students understand what is happening in the moment—"We are going to work on the calendar now," rather than giving direct commands like, "Do the calendar now." This creates a supportive environment for students to process and engage at their own pace. * Co-regulation is crucial for helping students manage overwhelming emotions before they can learn self-regulation. It’s about adults (teachers, support staff, or peers) being present and validating the student's experience. * Competent, Authentic, and Contingent Roles empower students by providing them with real, manageable tasks within the classroom. These roles, when paired with clear communication, support the development of social and emotional skills. * The Role of Educators in managing their own emotional regulation is just as important as supporting students’ regulation. Educators can model strategies like self-talk or taking a break to demonstrate healthy emotional management. * Behavior vs. Dysregulation: Understanding that challenging behaviors often stem from emotional dysregulation rather than intentional misconduct helps educators approach these situations with empathy and effective strategies. Connect With Our Guest, Linda Murphy:  www.declarativelanguage.com

Ep.8 Navigating Co-Regulation: Steering Students Toward Success

Hosts: Tara Ross & Kristen Smith, SLPs with UGDSB Special Guests:  Linda Murphy, Author of The Co-Regulation Handbook,  Ruby Dellil, Principal, Upper Grand District School Board Episode Overview: Welcome back to the Upper Grand District School Board Social Learning Road Trip podcast! In this week’s episode, Tara Ross and Kristen Smith, both Speech-Language Pathologists at UGDSB, are joined by two incredible guests: Linda Murphy, author of the Co-Regulation Handbook, and Ruby Dalil, an elementary school principal at UGDSB. Together, they continue the conversation from last week, diving into the practical application of co-regulation in the classroom and beyond. This week’s episode gives listeners a crash course in co-regulation, covering foundational concepts, strategies for implementation, and how this dynamic practice can be used to foster authentic learning experiences. Key Takeaways: 1. Co-regulation is a dynamic partnership: It’s a shared experience where both communication partners—whether adults or peers—respond to each other moment-to-moment. It’s less about directing the other person and more about being present in the interaction. 2. Competent roles build regulation: Giving students a role they feel confident in, especially during moments of dysregulation, creates a sense of safety and helps them regain emotional control. 3. Focus on process, not just product: Rushing to finish tasks can rob us of the rich learning opportunities that come from navigating challenges. Co-regulation allows students and teachers to slow down and engage with the process of learning, which leads to deeper understanding. 4. Co-regulation extends beyond adults: Although co-regulation is often seen as an adult-to-student interaction, it can also be incredibly effective in peer-to-peer exchanges, especially when the students are ready for more dynamic, unpredictable interactions. Connect With Our Guest, Linda Murphy:  www.declarativelanguage.com