Form of "Community of Pratice"

This appears to be the last chapter on community and while reading it and after completing it I thought about what if I had the Wonder Twin power to be able to instantly recognize any community of practice that I ever encountered. How would this be beneficial? And what if I also knew what it would take to transform any community into a community of practice, for example, what I would need to do in order to transform a classroom full of students into a class. The reason that I was contemplating possessing these powers was in an attempt to understand why we are learning about communities of practice and why we were subjected to reading Wenger.
 
Before you read further please bear in mind that I have a self-diagnosed tendency to miscomprehend anything but the most straightforward of text. Therefore, please be kind in your remarks as I still remember my feelings of incompetence from nearly two decades ago when I reported to my English class that Chaucer was writing fondly about the friar in the Canterbury Tales.
 
So why are we learning about communities of practice, I have made it this far and never even heard of them? Since we are social creatures most of us will be involved in many communities of practice throughout our lives, whether or not we realize it. Furthermore, I would argue that every classroom full of students eventually becomes a community of practice. Considering the number of years we spend in classrooms, starting from pre-school onto college, many of first experiences with communities will involve "formal education." Given this it would be very beneficial for all teachers to think about the communities that their classrooms full of students become. This would include making well thought out and conscious decisions regarding room layout, the tools that are available, and the practices that are encouraged (and discouraged) along with the curriculum that is taught.