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3 SCHOOL — A POSITIVE INSTITUTION
For every student to be respected, it is necessary to pay attention to the
positive support of the team. Student evaluation of school environment, ac¬
tivities, and relationships has a cognitive and emotional aspect. The same
environment or situations that individual experiences may be interpreted
differently. An anxious individual may react sensitively and perceive environ¬
mental reactions as a failure. The intensity of the experience in a calm and
resilient individual does not have to be strong. Each adolescent thus chooses
a subjective psychological environment from the objective environment and
this psychological environment subsequently shapes the development of his
personality. Perception of one’s behaviour and experience and social com¬
parison leads to self-esteem. The basis of overall positive self-esteem is the
recognition of self-worth, which depends in part on the extent to which the
adolescent considers himself or herself to be true or authentic (Macek, 2003,
51-52).
Kantorova in her study deals with the evaluation and assessment of the
school climate and states that the perception and evaluation of a particular
school environment in adolescents are influenced by radicalism and uncom¬
promisingness, which can simplify and generalize the facts but are associated
with a relatively strong emotional burden.
The school and classroom climate with an emphasis on its positive character in¬
cludes teacher competencies, school management, school order, organization and
clarity of rules, satisfaction with the education department, class cohesion, mate¬
rial aspects and the school’s offer. Individual didactic determinants influence the
psychosocial condition of education, which is the climate.
We can arouse the interest of the actors of school life by applying the topics
of positive education, and thus build a ubiquitous positive climate in school
and the classroom. It is this key aspect of searching and explaining, con¬
nected with evoked emotions in education, that Spajdel and Jurasova perceive
as the doctrine of cognitive evaluation.
Continuity to education is observed in the evaluation of the subject about
the pragmatic situation, its proximity in the psychological field, unexpected¬
ness and the degree of arousal before the real situation. Cognitive evaluation
in the educational process has an impact on the strength, dynamics and qual¬
ity of emotions (Spajdel, Juräsovä, 2012; in Petläk, 2018).
Pupils as well as teachers and parents have demands for a positive classroom
climate. Each ofthem contributes their share to the positive classroom climate,
but the teacher and students directly create it.
Petläk proposes a procedure that leads to the consolidation of a positive
classroom climate:
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