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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
them, which means that the teachers have high academic demands on the
pupils, or there is an absence of interest in the activity as such, which could
be remedied by finding the pupils’ personality characteristics and subse¬
quently adapting the demands of the teachers to the individualities of the
pupils’ personalities and their educational process. As Zelina (2018) states,
there is a small boundary between experiential and performance pedagogy.
And it is the teachers who must know these boundaries, because the negative
aspects of sucha process will manifest themselves precisely on the part of the
students, in the form ofa lack of interest in learning, boredom, unclear direc¬
tion in life, and even aggression.
Enough interest groups for students
Developing students’ interest after class, supporting their strengths, activities
in the school environment based on thoughtful planning, organizational pos¬
sibilities and school management skills, support the student’s meaningful use
of his free time. The research showed that 50% of students do not participate
in any club after class. The stated reasons are primary, or pupils are not inter¬
ested in the activities and clubs offered by the school. According to Zelina
(2018), the opposite of self-management is in the random behaviour of students,
when they succumb to the pressure of other people, situations, and depend¬
ence, for example, on computers, games or useless activities.
Popularity of objects and their positive experience
Interest in teaching subjects and the internal motivation of the student are the
main reasons for choosing a given secondary school. High-school students
know how to identify their areas of interest, and their strengths when they are
not bored at school. Respondents positively evaluate the area of focus of the
school they have chosen. Positive experiences during learning subjects with
which students have a positive relationship will create Csikszentmihalyi’s state
of flow in students.
Differentiating the roles of pupils in the classroom according to their abilities
Ihe effective work of a teacher or class teacher, who must know the strengths
of the students’ personalities in the class group, also includes a fair distribution
of tasks and motivating them to work together and to co-create school life.
Almost half of the questioned pupils agreed with the fact that the class teacher
knows them well and accordingly works with them in the framework of creat¬
ing a common school life.
By fairly redistributing activities based on personality strengths, students’
civic competencies are also supported. Unfair redistribution of activities leads
to mistrust and problematic behaviour of pupils. Social relations in the
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