The design of our classrooms have learners interests in mind; they are spacious, thereby allowing learners to have free movement. The shelves, which display a variety of educational materials, are lowered to enable learners to choose work freely. Specially designed, attractive materials (often hand-made) are “self-correcting.” A child using them can independently gauge their performance, without needing constant feedback from a teacher; thus learning becomes a natural, self-reinforcing process. Tables and chairs are child-sized and can easily be moved about by the learners allowing them to adapt the classroom space to many different uses.
In our classrooms, instructions are one-on-one, in small or large groups. The teacher first introduces an activity that is at the right level of difficulty. He or She does so while seated next to the learner. His/her hand movements are slow and precise so that the learner can observe these movements. The learner then gets the chance to repeat the activity. As he or she repeats the activity over time, they acquire mastery of both the motor skills involved, and of the abstract concept manifested by the material.