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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION It surrounds students and teachers from the outside and connects with their subjective experience, perception and evaluation. In terms of respecting the basic function of the school, namely, to provide the student with education, we believe that the condition for a guality learning and teaching process is a feeling of security, safety and trust. This feeling is the basis for satisfying a person’s needs. The environment in which the student spends most of the day affects his thinking, feelings, his attitudes, values and, ultimately, naturally, his behaviour. The classroom climate is saturated with emotional, interpersonal and communication phenomena. The importance of ensuring the emotional security of students is part of the intentions of creative-humanistic education and is also a necessary component of the theory of emotional intelligence. According to Dargova (2002, 192), children are stronger, more talented, and in many areas more versatile and adaptable than any generation before them, but all the more vulnerable, sensitive and emotionally hungry. They see less, feel less, understand less, cannot manage their emotional fluctuations, or control their impulses and desires, or concentrate when learning, feel less responsible for their work, or less interested in learning. From the first moment the student finds himself in the school and classroom, his personality begins to take shape. The conditions of education are often perceived only at the level of material aspects of education. Innovative concepts intensively emphasize the appreciation of the social and emotional determinants of education. The job of a teacher is far more extensive than just teaching. According to Novackova (2010), the core of the teaching profession is to create the best conditions for students to be able and willing to learn. The art of creating a safe classroom climate is not just about being good to students. It is a systematic and purposeful work with relationships in the classroom, with children’s emotions, with deriving and creating rules of coexistence with the participation of children, creating an atmosphere of trust, and opening up space for communication. Safety at school means adhering to standards and respecting the rules. An empathic, high-quality teacher—student relationship The teacher—student relationship is an issue that is dealt with by experts from several scientific disciplines (pedagogy, psychology, paediatrics, psycho-didactics, etc.). We identify with Kacani’s (1997) view that the teacher’s empathic relationship with the student is an important factor in shaping his personality. By exercising empathy, the teacher does not subordinate his work only to the demands of pupils’ education or to formal rules and conventions. Such a teacher can + 48 +
