There is plenty of research out there that concludes how classroom management is the culmination of motivation, communication, and discipline. I think that one of the reasons why these elements have been observed to fit into the larger concept of classroom management is because each of them respects the dignity of the instruction process and the children that partake within it. Motivation is a critical element in the setting of classroom management. Children have to want to abide by the system being outlined. They have to have some leve of "buy in." No concept of classroom management can function without children being motivated to accept their presence in the classroom as a good thing. Communicating this is essential. Teachers have to communicate with the students the structure of the classroom, its management, and how both are essential to the learning process. It is here where student "buy in" becoomes essential. If students can buy what is being sold, there is a greater vision of classroom management being achieved. Part of this comes from individual rapport with the teacher. It is here in which motivation can be evident.
Classroom management is not entirely successful if motivation is extrinsic. At some point, "carrots" will run out and teachers will be left with no rewards to give. There are only so many pieces of candy or iTunes cards one can give. In the final analysis, it comes down to an intrinsic notion that the student feels galvanized to be part of that learning environment. Teachers who are successful probably use motivation a great deal. Sometimes, this motivation can be on a larger scale, where teachers are effective communicators to their students. Yet, I feel that more of the times, this motivation is individualistic and intimiate, where the child feels that their voice is validated. In this, motivation becoes a larger part of the classroom management approach. Students have to feel, on some level, that they are emotionally engaged with the teacher and with the classroom setting. If they do, motivation fits into the larger classroom management dynamic.
Discipline becomes an important part of this dynamic. Discipline is not necessarily seen as punishment, as much as it is a commitment to the structure of the classroom as part of the instructional process. Students have to know that the teacher "buys" what is being sold. If the motivation and communication pieces are valid, then the student has to know that the teacher will honor those if those promises are broken. A student must realize this and can only realize such a reality if the teacher shows that they are willing to commit to it. It is here in which discipline is seen and it is here in which discipline is essential. All three elements thus fit into the larger construction of classroom management.