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STUDENT: “I can make sure the alarm is set a little earlier and probably, I need to get more rest so I am not so tired, but I like to stay up late. Maybe I could take a nap during the afternoon. Next time I won’t sign up for such an early class.”

PROF: “Sounds like morning classes are going to be a challenge for you, but since you are already enrolled in my morning class, how do you feel about getting up ear- lier or getting more rest?”

STUDENT: “It might work, but I’d have to give up some of my personal time. I’ll try setting the alarm earlier.”

PROF: “It looks like you have come up with a plan to get to class on time. I look forward to seeing you on time next class.”

SAMPLE DIALOGUE 3: This discussion centers on a student who was repeatedly arriving to class unprepared to learn and contribute to the class community:

PROF: “Being prepared for class is critical for you to gain a complete understand- ing of the material and for you to be a contributing member of class. I am con- cerned that you might not be taking as active a role as you might if you were fully prepared.”

STUDENT: “I didn’t have time to complete the reading because I had to work a double shift.”

PROF: “I understand how that work schedule could interfere with your school work and make class preparation challenging. How do you think it can be negoti- ated in the future?”

STUDENT: “I could do the reading during my breaks and dinner hour.”

PROF:“That sounds like a workable solution. Are you willing to try that solution for this coming week? I’ll follow-up with you next week to see how the idea worked out.”

Keep in mind that resistance is normal, and events, tasks, and challenges sometimes provoke opposition to change. The motivational interviewing approach would suggest that it is fine to acknowledge reluctance to change, but avoid confronting it head-on as this only feeds resistance and deepens resolve that the resistance is the root of the problem, not the behavior itself. Motivational interviewing places responsibility for educational success in the hands of students. At the same time, the frameworks increase opportu- nities to communicate with students about what they can do to be success- ful, and let them know that they have opportunities in every educational setting to practice the skills that can bring about success.

Interactions with students can become more focused and helpful not only to the student but also for the professor. Motivational interviewing can increase student competency as students take steps that help them to real-

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