Not a Teacher, But a Forest School Practitioner: What’s the Difference?

In a traditional classroom, the teacher is often the expert, the one delivering knowledge. In forest school, I step back from that role. I see myself as a co-explorer, a guide, and a trusted adult, but not the centre of attention.

The child is the centre.

The land is the classroom.

And the learning flows from experience — not a set curriculum.

Observation Over Instruction

As a practitioner, I observe deeply. I watch where a child’s curiosity goes, what sparks their imagination, what challenges them. I don’t jump in with answers. I ask questions. I create opportunities. I make sure the environment is safe — physically and emotionally — and then I let them lead.

This builds confidence and ownership. The child isn’t just learning about something — they’re living it.

Language That Matters

Even the way I speak with children is intentional. Instead of saying “Be careful!” I might say, “Notice how the branch moves when you step on it.”
Instead of “Don’t do that,” I might say, “What’s your plan here?”

This language invites awareness, not fear. It encourages children to think, not just follow.

A Deeper Relationship with Nature

In forest school, I don’t just “teach” about plants, animals, or salmon — I model a relationship with the land. I show respect. I express wonder. I use storytelling, especially Indigenous books, to frame our time together. The lessons are slower, deeper, and often less visible — but far more meaningful.

Why This Matters

Calling myself a practitioner isn’t about avoiding the title “teacher.” It’s about being intentional with how I work.

It’s about creating space instead of filling it.
Listening instead of lecturing.
Following curiosity instead of forcing outcomes.

At Salmon Forest, I practice with humility. I learn with the children. I trust that the land is our best teacher — and my role is to hold that space with care, wonder, and respect.