Oldal 42 [42]
POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
School and classroom climate research confirm the existence of a positive
correlation between a better positive school climate and improving learning
outcomes and student achievement (Jones et al. 2004).
Factors of positive climate are the subject of research:
+ system,
+ security,
+ disciplines,
+ relationships between teachers and students,
¢ fairness and clarity of rules at school
(Fan, Williams, Corkin 2011, Syvertsen, Flanagan, Stout (2009).
It is necessary to look at the classroom climate from two perspectives: The
climate should motivate and involve pupils and staff in the teaching, as well
as seek to remove barriers to learning, thus creating the right conditions for
pupils’ learning, class cohesion and the functioning of the whole school.
Kantorova (2015) states that learning support is an important strategy that
enables all students to achieve physical, social, emotional, and intellectual
development in school. A positive school climate helps to meet students’ de¬
velopmental learning needs. Ina supportive, safe, caring, participatory positive
climate, students felt safe, they felt that they were taken care of and that they
were appropriately supported in the learning process, This developed links:
the sense of belonging at school negatively correlated with loneliness, fears,
social isolation, and anti-social behaviour, while there was a positive correla¬
tion in terms of happiness, social support, conflict resolution skills and social
competencies, learning performance, and school and classroom safety. Belong¬
ing together is more about happiness, higher social skills, internal motivation,
self-esteem, interest in educational activities, and respect for democratic norms
and values. The school climate and classroom climate are negatively affected
by stress, fear, conflicts, exaggerated demands of teachers, parents, students,
spatial and material, technical shortcomings of the school, mistrust, and
overcrowded curriculum. According to Petlak (2020), it is necessary to include
the creation of a favourable climate for classroom learning during the educa¬
tion of the strategy.
Good conditions in the classroom have an impact and also affect the stu¬
dent’s self-evaluation. With the right guidance from teachers, the student
perceives his position in the classroom, which leads him to take responsibility
for himself, and for his actions. The teacher must pay close attention to the
climate, because otherwise there may be undesirable behaviours, and a reduc¬
tion in the quality of the relationship between students, between students and
teachers.
+ 40 +