Page 172 - 2002.Millard.North

pages by Tara Pate

A
tmosphere, distractions, and places to study were key
ingredients to what students felt most comfortable in
when it came to their learning environment.

For most students, their room was their favorite place
to be.
"I always I ike to study and do my homework in my

room so nobody bothers me or interrupts me," freshman Sean
Stoner said.
For some, music softened the discipline of hclVIng to

study and do homework and helped them to concentrate
better.
"I like to be in a qu1et but active atmosphere, and I

usually listen to R&B (Rhythm and Blues) music, or something
light like that. Otherwise, m.'i concentration is way off key,"
junior Jacob Norman said.

For sophomore Jamie Bradshaw, the atmosphere
needed to be quiet, and she liked to be alone.
"I don't l1ke to have the TV or music on. They always

manage to make my mind wander," Bradshaw said.
Distractions were also b1g factors in a student's
environment.

"When TV shows that I like are on, or if there are loud
noises, I get distracted a lot eas1er than usual," senior Chris
Woodford said.

However, for senior Dan Bogue, his biggest
distraction was somewhat different.

"I can't be Sitting because I'll end up falling asleep. I try,
never seems to work, so I end up changing positions like every
five minutes," Bogue sa ld.

One thing could be said about learning environments:
They had to meet the students' own standards.

A Place To Be

Diffe1~ent envi1 Aonments ,~eflect

students, way of learning

t1es
1
Academics