St Leonard's College | Independent School Melbourne

The differences between traditional classroom teaching and this practical approach are striking, and I’d like to highlight a few key observations.

Firstly, the concept of success is notably different. In the history classroom, the teacher sets standards for success in essay writing, communicates these to students, and ultimately determines if these standards have been met. Students rely on my judgment to gauge their success or failure. In contrast, in Bike Mechanics students, being avid cyclists, are able to assess success through a bike’s performance and feel. They can immediately tell if a repair or upgrade has been effective. This hands-on feedback eliminates the role of the teacher in setting, selling, and applying standards of success.

Secondly, motivation differs significantly. In traditional classrooms, students might all too often be driven by grades or teacher approval. In Bike Mechanics, the motivation comes from students’ desire to see a poorly functioning bike transformed into a well-functioning one. Students see and feel the results of their work directly, providing instant gratification (or often frustration, which can be just as motivating!) and eliminating the need for grades or comments from a teacher.

Lastly, the teacher-student relationship shifts. Without needing to set or judge standards, the teacher’s role becomes more about supporting students in achieving goals they themselves recognise as important. This shift fosters a collaborative environment where teachers assist rather than direct, emphasising student autonomy and practical problem-solving.

In summary, the STL Bike Mechanics program has given me a refreshing perspective on education, highlighting the value of immediate feedback, intrinsic motivation, and supportive teacher-student interactions.

By Mark Hodges, Humanities Teacher