Recently, I attended a conference where table talks were a part of the lunch program. There were 12 or 13 topics, and we chose which table/topic we wanted to sit in on. Who ever was at the table collaboratively guided the personalized conversation on that topic. Twenty minutes later, a timekeeper let us know it was time to go to the next table of our choice.
During one of the rounds, I floated over to the Motivating Students table. This is clearly one of my favorite topics.
But very quickly, the teachers and school leaders at the table started talking about which classroom management strategies they use when students are not motivated. The talk focused on punishments and rewards.
And I started to panic, because I really wanted to get the conversation back onto motivation and engagement (and I know how counterproductive punishments and rewards actually are to learning!). How could I do that without offending these educators who were clearly struggling with what to do to motivate disengaged learners…
And finally I found a diplomatic way to redirect the conversation: “I find that when I'm doing a class activity that the students are really into and engaged, I really don't have any classroom management issues.” Everyone nodded that they had the same experiences. “So what do those activities look like? What is it about those activities that seems to engage the students?” And “boom” the conversation was focused on what motivates students.
But it was also in that moment that I realized for the first time that classroom management wasn't a sister skill set to motivation and engagement. It was the direct opposite of motivation and engagement.
Classroom management is what we do when our kids aren't motivated and engaged.
And, for the most part, we don't need to worry about classroom management when they are engaged.
Yes, orderliness helps students learn. And let's see if we can encourage and support our teachers in focusing more on proactive motivation and engagement, so they can focus less on reactive classroom management.