Learning is a social process. Research indicates our personal identity is reflective, how we are perceived and treated by others largely determines how we see ourselves. Student-to-student interactions in pairs or small groups honor the importance of social relationships, the need to belong, and the feeling of being connected. Active engagement through collaboration, articulation, and inquiry prompts individuals to challenge their existing learning capacity and strive for acquiring new knowledge and skills. 

Given (2002) states interaction is inherent in our social nature.

A school must be a community of learners… with rituals designed to embrace each student into group membership; it cannot be just a place where students are obligated to spend time. …Our personal identity is derived from the way in which we are perceived and treated by other members of our groups. We learn, work, worship, and play in groups. As humans we have an inherent social nature.

Using the social construct of the classroom as a teaching and learning tool embraces the reality that we all have different perspectives on learning. Creating a classroom climate that invites students to connect their experiences and histories with the new learning, reflect on others viewpoints, and communicate – all enhance the motivation to learn.