This chapter will:

• discuss what a ‘group’ is;

• describe how learners in a new class can become a ‘real’ group;

• present ways by which teachers can help the group formation process.

In the Introduction we already mentioned that class groups are powerful social units and group characteristics considerably influence the rate of learning and the quality of time spent in class. In this chapter, we will first provide a more precise definition of what a ‘group’ is. Then, we start our exploration of the dynamics of class groups by going back to where everything starts: the first few lessons spent together. This is a highly important period in group life because much of what will happen later has its seeds in these first encounters. In describing how a group is formed, we will first examine the initial emotions characterising the first few classes, then go on to analyse a key component of the group's emerging internal structure, the intermember relationship patterns, and finally discuss practical ways to promote the gelling process of the class.

What is a ‘group’?

What is a group? If we think about this question, it soon becomes clear that not every grouping of people is a ‘real’ group. For example, people sitting in an airport terminal waiting for their flight are not a group, and neither are the people in the reading room of the public library.