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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
identification of strengths of personality and character of a high-school student,
encouraging self-regulatory learning of students, using methods and forms of
activating teaching with creative potential, applying pedagogical-didactic
interventions to support a favourable learning climate with a sense of secu¬
rity and safety, use of innovative methods in education, to provide students
with participation in school decision-making processes in the form of a student
school board ($tofkovä Dianovskä, 2020, 101-131, 242-243).
Baranyai is following the development of an unfavourable school climate.
As part of research investigations carried out with a research sample of 1,000
teachers and 10,000 pupils with parents, he diagnosed the school environment.
The author states that the vast majority of Slovak schools work in “administra¬
tive” mental settings. He sees a big shortcoming in the lack of enthusiastic
school staff, with creative visions or surplus values that they would achieve
together. High-school students observe the day-to-day frustrations of high¬
school teaching staff. He finds it negative that school staff are not interested
in making a change and that adolescents want to leave high school. They do
not see the meaning of education in such a high-school culture and do not feel
good in the set secondary school climate, because it lacks the joy of meaning¬
ful efforts and interest in the participation of the local community. The author
sees the frustration of teachers in fulfilling their pedagogical-didactic duties:
how and what to teach when in class, what to try or not to try, what to do when
someone causes problems, how to reach adherence to discipline, what to do
with incompetent parents, how to manage them. The result was overloaded
high-school students with bored expressions on their faces.
Baranyai talks about the lack of respected male role models in the teaching
staff. The school, without its world and optimistic climate in it, virtually kills
young adolescents (Baranyai, 2016).
There is an opportunity to improve the secondary school climate with in¬
dicators of a positive school climate. Positive education offers many practices
that can help change the structure of schools and their high-school students
for the better.
According to Skamrlik (2017), a school is a place of intensive social learning
and the school climate characterizes the overall quality of interpersonal rela¬
tionships and social events in the school. He points out that a positive school
climate has an impact on the social behaviour of high-school students and
their motivation, learning and, of course, results.
Based on the analysis, the researchers developed a positive school climate.
Blastikova processed five areas and their dimensions for a positive school
climate according to the National School Climate Center (2017):
Safety — standards and rules, protection against physical, mental, and ver¬
bal violence, and social-emotional security.
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