Oldal 41 [41]
3 SCHOOL — A POSITIVE INSTITUTION
s creative and critical thinking,
s motivation to learn,
e active participation in teaching,
+ the holistic aspect of thinking, etc.
Based on intervention programs for effective education in the United States,
Peterson (2006) specified a positive good school:
s students understand the importance of subjects,
¢ schoolchildren are convinced that they are co-authors of school life,
+ students perceive the atmosphere as principled but clear, objective,
s teachers focus on identifying, developing and strengthening students’
abilities and skills, without constant criticism and reprimand,
+ beneficial, decent, positive behaviours are highly valued and supported,
s the school has effective management and leadership of people,
+ interactions between teachers and students are natural, sincere and gov¬
erned by solidarity.
(Peterson, 2006; in Slezäckovä, 2012).
3.1 POSITIVE SCHOOL AND CLASSROOM CLIMATE
School and classroom climate affects all parts of the educational process.
Pupils’ behaviour, cognitive performance, the level of relationships at several
levels, the ability to experience and verbalize their feelings, etc. Classroom and
school relationships make up a significant part ofthe climate. School interac¬
tions are the result ofteacher-student interaction, student-student interaction,
and vice versa. Creating a socio-emotional climate requires the active par¬
ticipation of all actors in school and class life. If the social and emotional
climate is to support the development of relationships, it is essential to ensure
equal treatment of emotions for each student and to exclude evaluation ap¬
proaches, based on which the student could receive a negative evaluation from
classmates and teachers.
The school climate is part ofthe overall view of the school, whether we look
in terms of quality or culture. The climate is characteristic of the secondary
school, it is unique and authentic and we meet it immediately after entering
the school premises, or in every single class, or practical vocational training
ofthe secondary school and, last but not least, in the school canteen. Ensuring
conditions for the student and teacher is based on ensuring a positive school
and classroom climate.
+ 39 c