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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 peculiarities, 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, cleanliness, order, and necessary material security. Staff — strong, professional, democratic management of the school with the vision and direction of the secondary school. Positive, helpful relationships, belonging and social support in the workplace in the teaching staff, student class, school management, the process of motivation and improvement 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 society 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, professional skills, individual competence or mastery plays a huge role, and meaningfully, 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 individual 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). «45 ¢
