VOICES OF THE FOREST—When Learners Set the Pace, Speed Isn’t the Same as Progress
Voices of The Forest is a storytelling series by Head of School Dr. Tyler Thigpen that shares the real words and reflections of learners and Guides at The Forest School: An Acton Academy and The Forest School Online. Each post offers a window into the self-directed learning journey, highlighting what growth, agency, and purpose look like in action.
In traditional classrooms, speed often gets mistaken for success. Finish early? You must be smart. Need more time? You’re behind. But in self-directed environments like The Forest School: An Acton Academy and The Forest School Online, progress looks different. It’s not about racing through worksheets or assignments—it’s about understanding yourself, setting goals that matter, and growing into the kind of learner (and person) you want to be.
Two of our heroes, Omari and Finn, recently reflected on what it feels like to move at a pace that fits them. Their words offer a powerful reminder that real learning isn’t always fast—but it is deep, lasting, and transformative.
In Their Words: Omari and Finn on Self-Paced Learning
Omari (10th grade):
“I would say [self-directed learning] helps me go at my own pace. I’m not having to follow a schedule and be like, ‘Oh, I gotta get this done before the deadline.’ I can go however I want to.”
“Now that I'm in control of my learning, I feel like I can do anything. If I want to know something, I can search it up and learn about it—and not feel so stupid around my classmates when I say I don't know how to do that.”
“They let me choose how I want to learn math. I could go to tutoring, work with classmates, or learn on my own. And ever since I started working with one of our math tutors, Mr. Kenynon, I’ve been excelling.”
Omari’s story is one of growth in confidence. When he entered Forest, he was unsure of himself academically and socially. But by learning at a pace that honored his process—and having the courage to ask for help—he’s now thriving.
Finn (7th grade):
“What I like about self-directed learning is that I get to control how slow or how fast I work, which really helps both my mental health and my work ethic.”
“Everything in my life has changed since I came to The Forest School. I used to think, ‘Oh, I just have to get through school and I’ll be fine in life.’ But now, I have a desire to learn. That desire gets me through the thick and thins of life.”
“At times, it can feel like a lot to control my own life—but overall, my spirit gets amplified. When you're setting your own goals, you know you can achieve them. It's challenging, but you also believe in yourself.”
Finn is discovering not just how he learns, but who he is. In a multi-age Studio (our term for classroom) where learners can stretch or slow down depending on what’s best for them, he’s building confidence, creativity, and agency.
What This Means for Parents and Caregivers
This is what growth looks like in Phase 2 of becoming a self-directed learner: Learners begin to take ownership of their goals, understand their learning preferences, and choose challenges that are meaningful. They learn to say, “Here’s how I work best,” and they start asking for what they need—whether that’s more time, a different strategy, or support from a Guide or peer.
It can feel messy. It can feel slow. But make no mistake—this is progress.
The next time your child seems to be “off track,” ask: Are they avoiding something… or are they figuring something out? Are they unmotivated… or are they learning how to motivate themselves?
Self-direction isn’t about instant results. It’s about building lifelong habits of reflection, resilience, and self-trust. And those take time.
At Forest, we honor the journey. Because when learners set the pace, they’re more likely to own the destination.