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

Harvey Wells, Anna Jones

    Research output: Contribution to journalArticlepeer-review

    Abstract

    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.
    Original languageEnglish
    Pages (from-to)175-184
    Number of pages10
    JournalInnovations in Education and Teaching International (Print)
    Volume51
    Issue number2
    Publication statusPublished - 2014

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