In addition to self-concept needs and self-actualization needs, students also have social needs. Edwards (1974) says that every child desires to be accepted, to be with a group, and to be a part of that group. Thus, the assumption can be made that a class characterized by congenial, supportive, harmonious social relationships is more conducive to academic achievement than one in which this atmosphere is missing. If students like each other and work together in a productive manner, they not only like the class better, they accomplish more. Of course, the importance of social interaction varies from individual to individual, but a positive esprit de corps has beneficial effects among all students as long as they feel a part of the group. Needless to say, feeling a part of such a group is much easier than in the case of an antagonistic group, and given the right circumstances and teacher encouragement many students can be won over in spite of their initial reluctance to participate.
just what this desirable classroom climate consists of and how to achieve it are not easily determined, but the experienced teacher is aware of its reality and importance. Any visitor can walk into a classroom and recognize whether or not it is present. A teacher may be able to establish such a climate with one class and not with another. It may be present for a period of time and disappear due to problems that appear in the class. A class that seemed unresponsive may suddenly achieve that cohesiveness sought for by the teacher but not predictable earlier in the year.