I was asked recently about how I taught and what lessons I would share with someone, based on my experiences. I often describe teaching as equal parts planning and creativity. Yes, I prepare resources, map out learning outcomes, and think carefully about how to structure a session. But the reality is, some of the most powerful learning doesn’t happen in the plan — it happens in the moment.
I was reminded of this recently while delivering a course on motivational interviewing for a group of physiotherapists. Their goal was to develop communication skills to better support clients in making positive behaviour changes — changes that could improve health and wellbeing not only now, but in the future.
I had designed the course with a clear framework in mind. But partway through, the lead physiotherapist asked if we could pause and apply what they had learned to a real client situation they were finding difficult. Their client had been investing a lot of money in physiotherapy, but was still stuck in unhelpful habits, continuing to exercise to excess and causing themselves more pain. The patient wasn’t listening to the advice and recommendations they were giving him, and yet they persisted with this approach and found themselves in a cyclical loop.
This wasn’t part of my agenda. I had another plan in mind, to help them apply knowledge to practice. Yet, it felt like a pivotal moment, an opportunity to bridge theory with real-world application based on a need they identified as being relevant to them.
So, I took a deep breath, thought on my feet, and suggested a way we might approach it. As we worked through the challenge together, the exercise naturally evolved, morphing into something slightly different than what I had first imagined. That was okay though, ideas naturally evolve. What struck me was the energy in the room: the learners were engaged, reflecting deeply, and experimenting with how they could apply their new skills in practice.
These moments can be daunting. You’re exposed as a teacher. There is no hiding behind slides or a carefully mapped-out lesson plan. But they’re also where teaching comes alive. They demand creativity, adaptability, and trust in the learning process. And when you see that light bulb moment — the one where someone realises they can take what they’ve learned and use it straight away; it feels like pure magic.
Later, when reflecting with a friend, she reminded me that what makes for a great learning experience isn’t always the content itself, but the willingness of the teacher to adapt and respond to the needs of the group. That stayed with me. As teachers and facilitators, we’re often quick to criticise ourselves or wonder if we did enough. But taking time to reflect helps us see the value in our own unique style, and perhaps even give ourselves a little more credit.
A few days later, the lead physiotherapist emailed me to say the course had sparked lots of discussion within the clinic. They were already experimenting with new strategies to strengthen rapport and improve assessments. For me, that’s what teaching is all about: empowering people to reflect, adapt, and bring learning into their everyday practice. I know that this group were able, at the end of the day to:
My teaching helped them learn the theory and apply learning to a situation which was real and meaningful to them.
Teaching is rarely a straight line. It’s a dance between preparation and improvisation, structure and creativity. And sometimes, the most memorable moments — for both teacher and learner — are the ones you never planned for.
If you would like to learn about motivational interviewing and practice how you might apply this learning to promote and support behavioural change, then please feel free to book on to my course. Alternatively, I can arrange to deliver a training day within your organisation. Please contact me to discuss your needs.
