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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
P - positive emotion,
E - engagement,
R - positive relationship,
M - meaning,
A - accomplishment.
(Seligman, 2014, 28)
Pupils evaluated selected components and determinants of positive education,
which they perceive in school. Each researched area is broken down into items
that further specify and complement the given area.
P - Positive emotions at school
Positive image of the school
The interviewed students said that they pay attention to the positive perception
of the school from the outside environment. They are proud of the recognition
and appreciation of the school’s success by society. Pupils experience positive
emotions and sincere pride, they enjoy the successes of their classmates, the
class and the school collective, but also the individual, so they are aware of
belonging to an institution such as the school. Slezäckovä (2012) perceives
pride as a source of self-confidence and motivation. Motivation is extremely
important in the teaching process, which is given importance permanently.
Student’s responsibility for preparing for classes
During the research, the students expressed that they have a responsible ap¬
proach to school work based on positive leadership of the students. During the
fulfilment of school duties and the acquisition of knowledge, students are
guided by the moral code of the individual. Competences for life must also
include a sense of duty to bear responsibility for the consequences of everyone’s
actions. The students appreciated that they are driven to work hard, which is
a necessary prerequisite for the success of any student activity. Consistent
fulfilment of duties at school brings students a sense of joy and satisfaction
from solving a task or problem and, subsequently, from a well-fulfilled and
well-done job. According to Krivohlavy (2010), meaningfulness is a guarantee
of greater joy.
The teacher motivates the students to improve their activities
Motivating students to actively participate in the lesson is a difficult task for
the teacher, which requires the knowledge and application of many activating,
stimulating teaching strategies. Pupils positively evaluated the teacher’s sup¬
port in the development of the cognitive side. A high level of support for pupils
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