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Another way is to break the big classroom space into small activity corners that are better defined, dividing the spaces with the help of furniture, leaving just enough space in the center for holding a circle. This design provides greater options allowing the children to choose more clearly where they want to go during their free time; permits free movement from one activity corner to another or free play with the peers; still keeping them grounded and focused. <ref> (p.41)</ref>
====Creating Activity Corners===
Activity corners can be created by arranging the classrooms to have different activities. For instance, classroom 1: doll house, big Lego blocks, clay or beads; classroom 2: books, colouring, stitching, building with wooden blocks; classroom 3 : painting (on easel, spray painting, printing), games, crafts with recycled boxes and plastics, modelling clay; <ref> (p.33)</ref>
In each area the teachers can set up the materials, explain to the children how to use them and observe the children. This helps to make sure that the children do not just hop from one thing to the other but also cultivate an ability to concentrate;<ref> (p. 54)</ref>
In these activity corners, children are able to handle material independently and go more in depth with their exploration;<ref> (p. 40)</ref>
In these activity corners, children play individually and in small groups, in a spontaneous manner;<ref> (p. 40)</ref>
Making the classroom a stable point of reference along with the class teacher and the classmates. The children moving around and exploring the different activity centers and corners, closely supported by the class teacher allows the children freedom as much as possible without giving them the feeling of being anchorless; <ref> (p.43)</ref>
A few examples of activity corners are art and craft center, drama center, block center, science center, cooking and gardening center, quiet room, reading corner, sandpit, a corner for play dough and clay, sand and water, games and puzzles, self-study corners for individual studies on subjects like art, maths, science etc. with all available resources; <ref> (p.43)</ref><ref> (p. 40)</ref>
'''''Activity corners in a Quiet Room'''''
Creating a quiet, focused and safe space and offering different materials and different proposals for children to choose from;
Children can also be encouraged to become teachers for the chosen subjects and give lessons to either the younger children or to their own classmates, depending on the subject they are confident with. This training can have a deep impact on their personality and support the development of true identity. <ref></ref>
===Art-based Activities that Develop Freedom===
'''===Free Drawing and Painting'''===
Regular drawing and painting classes that allow children to express themselves freely. <ref></ref>
This activity allows free discovery of organic memory by going deeper and deeper in the discovery of one’s true being through painting. <ref> _Vol._1.pdf (p.104)</ref>
'''===Arts and Crafts for Faculty Development'''===
Allowing children to choose from from various art classes such as crafts, paintings, clay, carpentry and pottery activities through which the latent faculties of the children can be addressed; <ref></ref>
Creating an opportunity to freely express themselves by involving the children exclusively in one of the art works such as clay work; <ref> (p.106)</ref>
Inviting children to create one‘s own ‘’’Universe in a Sandbox’’’, with objects and figurines displayed on shelves. <ref></ref>
'''===Stories and Narration'''===
Allowing children to bring in their own stories to read, or without a script relate a story to themselves and share it with other students;
Encouraging children to choose and read a passage from classical texts in literature such as Thirukkural and share its meaning to the whole group;
These activities provide children with opportunities to freely express themselves through story and speech and also to become free from fear. <ref> (p.80)</ref>