Page 195 - 2001.Millard.North

Learning atmospheres could affect a student's success .

Different atmospheres did affect grades, participation skills, and
the subject matter. Students believed al l of these things had a
Jv1ior Cole Ci ppera and so phomore Craig Johnson major affect on them as a person and as a student.
work on a chemistry lab. Students w ere required to
experim ent w ith different chemi cal s. PHO•o" M<HN:• HmMAN "I li ke a quiet atmosphere because it is easier to concen-
trate and get work done," freshmen Peter Shannon said.
Likewi se, other students needed to visua li ze things more
than hearing things. Students said they could remember how
to do things correctly when they saw them in "their mind's

eye".
"I like it when teachers show us how to do something
because then I know how to do it better," junior Josh Levine
sai d.

However, English and drama teacher, Janis Fischer,
had her own teaching method philosophy.
"I like to use a lot of interaction with students, and I
want everyone to love the material as much as I do," Fischer

said.
Clearly, quiet atmospheres and visualizations all contrib-
uted to a quality learning experi ence, which made learning
easier for students.

advi~e F rDIYI

Don't dart
dudying for ted~
the night before
becau~e you'll cram

all the information 1
• • I
rn, and you wont I
remember anything.

NkkBrand
(10

Sofh>IY!Ore Mike Burgess. senior
Jeff Ganow. and sophomore J.T.
Field take spark plugs out of a
I 96 7 Chevy. Th is was one of their
projects in Energy Systems class.
PHO TO BY MICHAEL HEUAW>J