ABSTRACT
Major relationships within the school setting—teacher-student relationships and peer relationships—constitute a crucial social plane in which students' minds are created. Instructional activity patterns will affect students' relationships with their teachers and the potential for teachers to become mentors, role models, and adult friends. In classrooms characterized primarily by multitask activity and more fluid, heterogeneous grouping, friendships were changing and fluid, independent of academic performance, and based on similar interests. Classroom relationships characterized by these qualities increase the potential for academic Excellence and classroom Harmony. Propinquity is a major force in the formation of relationships. One of the primary ways in which we help create peer affinities is by determining propinquity; that is, who will be nearby and available to students during schoolwork. To the extent that all students participate in relationships with other students and with their teachers, the potential for social and academic Inclusion and Fairness is increased.
