Oldal 64 [64]
POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
that it can lighten a complex gloomy atmosphere. Peterson and Seligman in¬
cluded a sense of humour in the classification of personality strengths. Ihey
see the meaning of humour in the support of positive and bright moments of
human life, when an individual knows how to please and amuse other people,
or make a joke (Seligman, Peterson, 2004; in Slez4¢kova, 2012). According to
Goleman (2011), inducing a good mood during learning reduces feelings of
anxiety and stress in students, thereby opening the mind to learning. Adoles¬
cents like positive teachers with an authentic sense of humour, who create a
thriving, relaxed learning atmosphere. This fact was confirmed by 90% of the
respondents, who said that they like funny stories from easygoing teachers.
Pupils have positive experiences with the inclusion of humour in the work of
their teachers, which benefits their good mood during classes and a positive
relationship with teachers, and at the same time, they learn from mediated
experiences and observations from life.
Calling pupils by their first name
Positive mutual interactions must include respect, naturalness, and openness,
but also authenticity, which is based on ethical, moral and value-based behav¬
iour. Calling pupils by their first names creates space for a personal, individ¬
ual relationship between teacher and pupil, and also between an adolescent
and his peers when the individual becomes aware of his human essence,
uniqueness, and individuality. Young people should be guided to use their first
name in social communication with peers during secondary school education.
In the survey, up to 70% of the interviewed high-school students feel a meas¬
ured approach to interpersonal relations.
Willingness of the teacher to help students
The teacher’s willingness is one of the key pillars of the mission of the teaching
profession. A motivated teacher looks for possibilities and ways of conveying
the learning material to students in several ways. He applies didactic methods
that affect multiple senses of students in the learning process. He can devote
time to youth in his spare time, e.g., in the form of tutoring or communication
via the school website and will give honest professional advice. 89% of the
students questioned confirmed that they are interested in education, new
knowledge and, last but not least, the fact that they trust their educators and
care about their own future.
Two-thirds of the interviewed high-school students perceive positive interpersonal
relationships and optimistically evaluate their teachers, they trust them because
they are willing to cooperate with students beyond the scope of pedagogical duties
in acquiring knowledge in the educational process. Respondents prefer positive feel¬
ings with kind humour during their education, although according to the disagree¬
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