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.