Oldal 47 [47]
3 SCHOOL — A POSITIVE INSTITUTION
Teaching and learning — supportive teaching methods for learning, social
and civic, and ethical learning.
Interpersonal relationships — respect and esteem for individual peculi¬
arities, gender, race, and culture, showing social support and help or
commitment to high-school students from teachers and classmates.
Institutional environment — good identification with the school, cleanli¬
ness, order, and necessary material security.
Staff — strong, professional, democratic management of the school with the
vision and direction of the secondary school. Positive, helpful relation¬
ships, belonging and social support in the workplace in the teaching staff,
student class, school management, the process of motivation and improve¬
ment of their work, and the competence of teachers.
(Blastikova, 2018).
Grecmanova observes the positive and supportive, i.e. welcoming climate of
the school, as a certain ideal of the secondary school of the future, when soci¬
ety expects students to be ready to enter employment, or they have their own
and responsible approach in public life, social commitment, personal and
professional mobility, and work virtues (Grecmanova, 2003; in Capek, 2010).
Applying the topics of positive education has an optimistic impact on life
in the world of high school. According to the above findings of scientists and
experts, a quality personality of the teacher, his professional style, profes¬
sional skills, individual competence or mastery plays a huge role, and mean¬
ingfully, actively creates a positive high-school and classroom climate.
The classroom climate, with its specifics as a subset of the school climate,
represents from a theoretical and research point of view a whole complex of
problems that need to be pointed out in connection with the emotional climate:
The number and diversity of events and tasks within the school classroom
(the classroom is characterized as a place where a large number of actors
with different goals and abilities meet).
In fact, more and more things happen in the classroom, regardless of the
methods used. The teacher must monitor the behaviour of specific students
and the whole class, respond to them and prepare the next step.
It is practically impossible to assume what is going on in the classroom.
Various interruptions, interruptions of the planned strategy, are very
common, and it is often very difficult to predict how a particular indi¬
vidual or group of students will react.
The class, which meets five days a week for several years, develops its own
set of “social” experiences, practices and standards of behaviour (not just
in relation to school reality).
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