Expect the Best, Prepare for the Worst, Survive the Fall Trip
Abbey White • October 29, 2018

The Secondary Level students, their co-Directors, and I recently returned from a two-week fall trip to a non-profit outdoor camp in Hudson, Wisconsin. On the very last day of the trip, as our vans pulled up to Forest Bluff, I heard several children declare something to the effect of, “We survived!” or, “We all made it back in one piece!” I laughed and cheered along with them because there was some truth to their excitement; the trip was a lot of work and we accomplished something very special as a group without incident. But what might have seemed so daunting (and risky!) to the children at first was made entirely manageable by their thorough preparation and attention to detail in the weeks leading up to our departure.

The fall trip is the first of three trips taken by the Secondary Level students during the school year. These trips are the cornerstone of the Secondary Level program at Forest Bluff School, not only because they encompass about five weeks of the school year, but also because they are so formative for our students. Maria Montessori described adolescence as a time for valorization, to build confidence in one’s capabilities and to join the adult world (See the blog post titled The Four Planes of Development: Child Development in Four Questions to learn more about adolescents). The fall trip in particular, during which we carry out service projects for a camp, directly engages the children in real, adult work, which very often includes sizeable demolition and construction projects. The long-term value of this work is evident; the camp is peppered with structures built by former Forest Bluff students: amphitheaters, lookouts, archery ranges, and wildlife restoration projects, to name a few. These are lasting reminders of the work a group of highly independent twelve- and thirteen-year-old children are more than capable of producing in a very short amount of time.


Yet, before any of that incredible work can start, the children are hard at work here at school. Each of the three trips is markedly different from the next, complete with a new packing list, new menu, new expectations, and new challenges. As a result, preparations for the trips begin well over a month in advance, and in our particular case this fall, essentially day one of the school year. As a newly-invited participant, it was clear that the preparations operated like a well-oiled machine, forged by years of experience from both Matt Robbins and Elisabeth Miles. In fact, this was Matt Robbins’s 37th out-of-state trip with a group of adolescents.


Many of those past trips played an important role in the planning of this year’s fall trip, as the classroom houses detailed records of all of the trips taken in the history of Forest Bluff School’s Secondary Level program, all 23 years. Current students are constantly refining and building off of those notes and records, which fosters a real sense of school community and appreciation for past students’ successes and tribulations. This same strategy of sharing knowledge is carried out in real time, as the current second-year students who have been on this trip before assume leadership roles and guide the first-year students through this intense, yet rewarding process.


Committees for Efficiency


The first week of this school year, the students were grouped into committees specializing in gear, safety, finance, food, and transportation, each with their own, unique responsibilities, but all dependent on one other. Entirely student-run and organized, the committees regularly report to the class on their progress. The Gear Committee checked backpacks and communal supplies (e.g., cook kits, tents, etc.); the Safety Committee was in charge of inventorying and replenishing all first aid supplies and collecting insurance information for each child; the Finance Committee created and maintained a budget; the Food Committee created a menu for all 15 days of the trip and purchased all of the food for their meals; and finally, the Transportation Committee rented the vans and navigated us to the camp.


Once those preparations were well underway, the classroom hosted an all-day gear seminar to practice using the equipment. We set up all of the tents in the front lawn and took turns starting the cooking stoves. For other trips, this gear seminar might include testing the water filtration systems or fitting backpacks. Every child was involved in this process and put their hands on the equipment.


Another very important, yet more subtle aspect of the gear seminar was the class discussion. It is one thing to have all of the equipment and supplies you need, but it is equally important that each child feel emotionally prepared for what we are about to do. So, the co-Directors shared memorable and funny stories from past trips (which resulted in a lot of laughs and diffused some of the nerves in the room!), talked about the type of construction work we could expect to do for the camp, discussed strategies for effective communication, recommended best practices for personal hygiene, etc. It was an opportunity for students to ask questions, learn more about our day-to-day lives at the camp, and it was also a time for motivational speeches! We were about to embark on a physically-demanding adventure, so building confidence and camaraderie right from the start would be the key to our success. 


And finally…after all of the trips to the grocery store, after inspecting every seam of the tents looking for tears, after crunching the numbers, and after we were sure we had enough Band-aids in case every single child developed a blister, we were ready. Having returned from the trip, I can confidently say that all of the tireless preparations resulted in a wonderful experience. Over the course of two weeks, we restored a horse stable, painted a huge red barn, and re-built a changing station for the day camp. Any issues or challenges, such as the occasional minor injury or food shortage, were swiftly addressed by members of the respective committee. I may have been a third adult on the trip, but I learned pretty quickly that the students were so prepared, high-functioning, and independent that there was virtually nothing for me to do other than show up and do the work right alongside them!

A teacher and Montessori student at Forest Bluff School in Lake Bluff, IL, shake hands.

Montessori and Accountability: Developing a Moral Compass

By Alice Davidson with contributions by Margaret J. Kelley • February 25, 2026
In Montessori education, we view each child as inherently capable of developing a strong sense of right and wrong. A child’s moral compass is not something we impose upon them—it is something that grows within, guided by experiences, reflection, and consistent modeling from the adults in their lives. For that moral sense to take root, children must be allowed to experience accountability for their actions. When parents shield their children from consequences or defend behavior they know is wrong, they unintentionally undermine that process, creating confusion and instability in the child’s understanding of truth, fairness, and responsibility. Many parents defend their children out of love and protectiveness. They wish to spare their child from discomfort, embarrassment, or the feeling of failure. Yet this kind of protection, though well-intentioned, teaches the opposite of what true love demands. One of the tenets of Montessori is to put children in contact with the real world in age-appropriate ways, trusting that they have the inner capabilities to grow and adapt when they have real experiences. When parents constantly justify, minimize, or excuse poor behavior, a child misses an opportunity for feedback; they learn that honesty is flexible and that integrity can be negotiated. This erodes their moral foundation and leaves them uncertain about what is right—not because they cannot feel it, but because the adults they trust most are contradicting that inner voice. In Montessori, children learn to do work and make decisions based on intrinsic, not extrinsic motivation. We trust that they have goodness inside of them, and while they absolutely need guardrails and guidelines, we can best serve them by teaching them to distinguish between their internal drives, and to take action in accordance with their conscience. Children are perceptive. They often know when they have done something wrong—whether they spoke unkindly, acted selfishly, or disrespected another. When their parents immediately defend them or blame others, the child experiences an internal conflict. On one hand, their conscience tells them they made a mistake; on the other, the parent’s response tells them they are in the right. Over time, this mismatch between inner truth and external validation creates confusion. The child begins to question their own moral instincts and may even learn to ignore the pangs of conscience altogether, relying instead on external approval to define what is acceptable. This is one of the greatest harms of over-defending a child: it separates them from their natural moral compass. When children are consistently told they are right—even when they know they are not—they start to equate love with being defended rather than being guided. They may learn that relationships are maintained through justification and blame-shifting instead of honesty and repair. Later in life, these patterns can manifest as difficulty accepting feedback, resistance to authority, or an inability to take responsibility in personal and professional relationships. In Montessori classrooms, we see accountability as a cornerstone of growth. When a child makes a mistake—perhaps they take another’s materials without asking or speak rudely to a classmate—we respond not with shame, but with calm guidance. We help the child reflect: What happened? How did this affect others? What can you do to make it right? This process nurtures empathy and clarity. It helps children see that they can correct their mistakes, that doing wrong does not make them bad, and that making amends restores both harmony and self-respect. Accepting that your child can be wrong is not a sign of parental failure—it is a sign of courage and wisdom. When you model accountability yourself, your child learns that truth is not something to be feared. They see that mistakes are part of being human, and that integrity means facing them with grace. Ultimately, allowing your child to experience and accept the consequences of their behavior builds confidence, empathy, and moral clarity. Shielding them from accountability may protect their feelings in the short term, but it confuses their conscience and weakens their inner sense of right and wrong. By guiding them lovingly toward truth and responsibility, you empower them to grow into kind, honest, and self-aware individuals—qualities that form the true foundation of a moral life.
A Montessori student at Forest Bluff School uses grammar symbols and color-coded tiles

Grammar the Montessori Way

By Margaret J. Kelley • January 24, 2026
Discover how Forest Bluff School on Chicago's North Shore uses Montessori symbols to teach grammar, making language arts engaging for Primary and Elementary students.