Books to Learn by Ereny Elrayis
Different experiences and learning styles were revealed as students completed their final book club projects. The assignment required students to read a book, complete worksheets, and participate in group discussions to better understand the text. Juliette Stricklan originally chose “Anthem” because the teacher said it was difficult, but after finishing it, she switched to “I Have No Mouth, and I Must Scream” because she liked its darker theme. Stricklan explained how the project worked, saying, “some people decided to work together on their projects but have to do double the requirements.” She also admitted that discussions were limited, stating, “We didn’t really discuss, but the worksheets were helpful,” and added that the most important thing she gained was “a good grade.”
Ayaat Albarghuyhi had a different experience while working as the discussion leader for the group. Albarghuyhi said the group was not formally organized, explaining, “We didn’t organize it, we organized it by ourselves.” At first, participation was low, but it improved over time. “Everyone was silent until one of us spoke, and everyone else joined,” Albarghuyhi said. Albarghuyhi also explained that “everyone understood and made me think of new ideas,” showing how the discussions helped the group learn.
Overall, the book club project helped students learn in different ways, even if their experiences were not the same. Albarghuyhi noted that the group stayed focused, saying “everyone stayed on task and read every class.” However, Albarghuyhi believed there was still room for improvement, stating they needed to “make them talk more” and “help each other understand stuff.” Both students showed that even without perfect discussions or organization, the project still helped them grow and complete their work successfully.
Caption: Book to work: Juliette Stricklan works on her book club project on her laptop during class. Stricklan, a student working on her final assignment, had originally chosen Anthem but switched books after finishing it because she preferred a darker theme. The project required students to complete worksheets and participate in discussions, although not all groups followed the same structure. Stricklan explained that “some people decided to work together on their projects but have to do double the requirements” and added that “We didn’t really discuss, but the worksheets were helpful,” showing how her experience focused more on independent work. Photo By Ereny Elrayis