We talent development professionals certainly love our theories. But despite what those beloved theories tell us about how adults learn, we sometimes regress back to our pedagogical origins and treat adult learners like children. Consider the popular practice of banning smartphones in the classroom. Sure, banning paper airplanes, chewing gum, and smartphones might make classroom management easier, but our goal should be to facilitate learning for adults, not to police learners as if they are school children. There are many learning theories to explain how adults learn and what motivates them to do so, but I cannot find a single theory that supports the notion that separating learners from their mobile devices motivates them or helps facilitate learning.