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4. POSITIVE EDUCATION IN PEDAGOGICAL REALITY
classrooms suffer from bias and favouring classmates by the teacher. Ihe con¬
cept of Seligmans happiness, which is realized from human activities and life
involvement, supported by strong areas of the individuals personality, is dis¬
appearing, and the result of the application of personality strengths and mo¬
tivation in the survey, according to the opinions of the students, completely
dishonours Csikszentmihalyis state of flow (Csikszentmihalyi, 2015).
High-school students evaluated that the school they attend does not provide them
with enough interest groups that would interest them. Teachers diagnose their char¬
acteristic features only to a minimal extent, they only work with dominant areas of
the pupils" personality in half of the respondents. It is then difficult for all students
to achieve a state of flow within the education process and when obtaining results.
R - Positive relationships
The teacher’s sincere interest in the student’s personality
The individual approach of the teacher, which is characterized by a humane,
sincere, natural, non-directive approach, develops a positive feeling in the
school in students as subjects. The teacher’s approach is also reflected in com¬
mon mutual interactions, in which mutual respect, acceptance, trust and
satisfaction prevail, which leads to the creation of a positive climate in the
teaching process already at the beginning of the lesson. A good feeling in school
for students’ learning is the objective of education. Zelina (2018) also supports
such an approach to teachers and sees them as a kind teacher, able to create a
pleasant educational climate that supports motivation and maintains the active
interest of students in the objective of the lesson. Goleman (2011) observes a
more flexible and complex intellectual thinking behind a good mood and
presents the fact that students who are depressed or in a negative mood do not
learn, so they cannot process the new information presented, they cannot
concentrate. Only half of the surveyed respondents feel the creation of a pleas¬
ant, encouraging atmosphere at the beginning of classes, which is not optimal
for the emotional, intellectual and social development of adolescents and a
positive climate in the classroom.
Humor in the teachers’ work
The use of humour in the teacher’s work promotes a good mood and pleasant
feelings during teaching. Fredrickson (2009) attributes an important role in
the development and strengthening of interpersonal relationships to kind
humour, she observes its great influence on better work and study performance
and also its significant positive effect on health, and last but not least, she says
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