Oldal 41 [41]
OCR
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 governed 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 interactions are the result ofteacher-student interaction, student-student interaction, and vice versa. Creating a socio-emotional climate requires the active participation 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 approaches, 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
