Teaching reluctant students: using the principles and techniques of motivational interviewing to foster better student–teacher interactions

In formal learning settings, there will always be instances of resistance to
learning from students, resulting in either open conflict or withdrawal and
consequent disillusionment on the part of both students and teachers. This paper presents a set of principles and associated practices for responding to disengagement from learning in constructive ways. This framework, motivational
interviewing, is borrowed from health care but has been adapted for use in
higher education. The model focuses on building confidence and independence
and fostering engagement, thus enabling students to take responsibility for their
learning. The model is student-centred and collaborative and thus fosters
constructive relationships between student and teacher. This paper presents the
theoretical underpinnings of the model and the ways in which it can be used in
teacher–student interactions.