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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, activities, 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 environmental 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 comparison 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 uncompromisingness, 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 includes teacher competencies, school management, school order, organization and clarity of rules, satisfaction with the education department, class cohesion, material 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, connected 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, unexpectedness and the degree of arousal before the real situation. Cognitive evaluation in the educational process has an impact on the strength, dynamics and quality 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: +41 »
