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4 POSITIVE EDUCATION IN PEDAGOGICAL REALITY Research findings —~<~o»—___ ¢ Positive teaching management strengthens the student’s responsibility for school work, leads to duty, which brings students joy from work, supports the teacher’s motivation in students, perceives student failure as one of the steps to achieving the goal. ¢ Pupil interest in activities is possible through attractive assignment of tasks to pupils, provision of a sufficient offer of extracurricular activities in the school environment, differentiated approach to pupils based on their abilities. + Positive relationships at school must include the teacher’s sincere interest in the student’s personality, humor in the teacher’s work, addressing the students by the teachers, willingness to help the students. + The teacher is influenced by the climate of the teaching staff, relations with colleagues, the level of communication in the teaching staff, the democratic management of the school, the creation of optimal conditions, the opportunity of further education and self-education of the teacher. + À positive school requires a school management whose priority is active participation of all participants in school life, mutual appreciation of work at all levels, which leads to joint creative activity. 4.1 POSITIVE EDUCATION FROM THE VIEWPOINT OF SECONDARY SCHOOL STUDENTS Ensuring the conditions of education for students is one of the basic requirements for the implementation of education and training. What pupils experience in schools has a fundamental influence on the quality of mutual relations at school and class level, on the nature of communication, and the achievement of pupils’ results in a positive or negative sense. Didactic strategies and approaches that the teacher applies in his work affect the character of the pupils’ experience of emotions and feelings at school. The investigation of positive education from the perspective of high-school students was carried out by Valjentova in 2020. She used a questionnaire of her design, which was inspired by Seligman’s program elaborated in the book Thrive: New knowledge about the essence of happiness and the suffocation of well-being. She divided the questionnaire into five basic areas of the well-being model according to the program acronym “PERMA”: «57 e
