This informed commentary article offers a simple, effective classroom management strategy in which the teacher uses routine documentation to motivate students both to perform academically and to behave in a manner consistent with established classroom rules and procedures. The pragmatic strategy is grounded in literature, free to implement, requires only a moderate amount of consistent effort from the teacher, encourages parental involvement, and provides students constant and specific feedback. The strategy is in line with self-determination theory, which claims the three elements necessary for motivation are autonomy, competence, and connectedness. All of these are addressed by the strategy.