For Our Parents

Reading individually is a skill, reading within a community is an art!


Access to Books Promote Better Readers

Children with greater access to books read more, and both school and classroom libraries can provide greater access to books, which provides children the much needed practice to improve their developing skills. Therefore, books displayed in the classroom in a selected area and used as an integral part of the reading program increase the likeli- hood that children will read and, with increased practice, continue developing as critical readers.

Reading Literature Develops Skills

Good literature provides natural opportunities to enhance vocabulary, text structure knowledge, and fluency. Literature provides positive and powerful language models, such as images and story patterns, facilitat- ing children’s development of reading and writing abilities, and helping them create diversity in imagery and story structures of their own. In addition, teachers have more material in good literature for developing students’ abilities for critical thinking when, for example, they delve into characters’ goals and purposes.

Reading and Discussing Literature Promotes Personal Growth and the Betterment of Civilization

Unlike other school subjects, literature relates to our feelings, rather than serving as a source of information. It takes us away from our daily lives but allows us to return some- what changed. At the same time, it provides knowledge about the foundations of our civi- lization. Some suggest that American society benefits if students-our future leaders- have opportunities to read and understand our culture as represented through literature.

View Source

Webinar for Parents


The statement above shows that with storytelling we can use our imaginations to develop our background knowledge.

The use of storytelling to communicate ideas and to express one’s experiences is obvious. Stories are frequently passed between people. And also, storytelling is a good means of developing speaking skills. According to Iverson and Lancey (1961:130), engaging students in storytelling activities develops communication skills and encourages shared learning experiences. Storytelling is a universal function of language and one of the main ingredients of casual conversation. Using storytelling, students can practice listening and speaking skills in a fun and interactive way. When the teacher tells stories to the students, she communicates with them, entertains them, and passes on information. Besides that, many students still have problems when they have to speak in front of the class, getting confused and losing the theme, even losing their train of thought so that their speaking becomes unclear, so one way of overcoming these problem is by using storytelling which has been proved is an effective way of improving the speaking skills of students.
Telling stories is a good way to combine instruction and entertainment. Stories are an effective tool for teaching languages (Malkina, 1995:1, as cited in Fitria, 2000). Children usually love stories. While listening to stories, children develop a sense of structure that will later help them to understand the more complex stories of literature. Through storytelling the teacher can create an atmosphere in which the students can learn English whilst being entertained.

View Source

Discussions in an Online Classroom

Effective communication is considered to be one of the most important skills for any individual. Receptive and expressive language abilities constitute a significant aspect of effective communication in terms of language skills. One of the expressive language elements is the speaking skills seen as the active use of language to convey meaning which people can make sense of (Cameron, 2001). The key to successful communication is to be able to speak effectively and articulately which is linked to one’s success in life as it occupies an important position both individually and socially.

View Source

Webinar for parents


We have learned that listening is more than sitting quietly, and we have also learned that listening is not a passive activity. It involves direction and support from the teacher and concentration from students. Students spend between 40-70% of their time in school listening; therefore, we need to provide them with skills and strategies to listen more effectively.
At our book club we focus on Listening skill through discussing the literature and involving every member of an online classroom equally.
It helps our students to understand the development of characters and settings in literature.

Source to strengthen our argument

Tips for effective Listening Skills


Writing as a skill of language is crucial not only to academics but also to other people in various professions. Because of the importance of the written medium as a means of communication, the need therefore arises for teaching the various ways and strategies by which writing can be effectively actualised.
Therefore, in our curricula we have included the Essay Writing, that happens once a year and our readers are choosing the theme themselves and write a short or long essay around that topic.
Please see some of the works by our students


Every online session is built around discussing the topics, settings, characters, and the author of a classic literature.
Every member of an online classroom is motivated to speak their mind and express their opinions about the topics of that specific lesson.
Most importantly the discussion skill triggered and built in every lesson our native speaker teachers conduct online. All our students who participated in our book clubs have expressed their enjoyment of the model and have felt they grew personally from reading and having the opportunity to collaborate and discuss ideas.

Global Skills

Book Club follows SDG development where education for all has always been an integral part of the sustainable development agenda. The World Summit on Sustainable Development (WSSD) in 2002 adopted the Johannesburg Plan of Implementation (JPOI) which in its Section X, reaffirmed both the Millennium Development Goal 2 in achieving universal primary education by 2015 and the goal of the Dakar Framework for Action on Education for All to eliminate gender disparity in primary and secondary education by 2005 and at all levels of education by 2015. The JPOI addressed the need to integrate sustainable development into formal education at all levels, as well as through informal and non-formal education opportunities.

The future of Job Market: 

We believe Book Club covers all and inspires more. To see all 17 SDGs please watch this video: