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4. POSITIVE EDUCATION IN PEDAGOGICAL REALITY
ing opinions on the statements, teachers tend to maintain an emotional distance
during pedagogical practice and make little use of a personal approach to students
or addressing the student by name and creating a positive working climate at the
beginning of classes.
M - The meaning of education for pupils
Fair evaluation of students
Pupils’ perception of a fair evaluation is related to personal self-regulation,
awareness of the truth, insight into critical thinking and sincere trust. With
evaluation, teachers can harm, but also motivate. It depends on the teacher’s
ability to evaluate not only performance but also behaviour and attitudes ob¬
jectively, without bias and prejudice. As part of the education process, the
teacher must keep in mind the student’s well-being and prosperity. From the
results of the opinions of high-school students in the survey, a very positive
finding emerges. Respondents agreed with the statement that their critical
thinking and self-reflection are at a high level, which has a strong implied
meaning: the application of elements of positive psychology by educators rep¬
resents a high level. The respondents positively characterized the trust, objec¬
tivity, and honesty of their teachers for their further individual development.
Visual and real practice at school motivates me and I understand profes¬
sional theory better
Connecting theory with practice is a basic didactic principle that should be
respected by the teacher. If so, students have the opportunity to really under¬
stand the curriculum, and thus learn to apply theoretical knowledge in practice.
Seligman (2014) does not characterize meaning as a subjective state, but as
something more important, something that a person remembers over time
and still has meaning for his life. Respondents involved in the research state
that real practice is of great importance. 83% of high-school students see the
point in acquiring knowledge by linking it to real practice. According to
Zelina (2018), experiential learning is a recommended form for supporting the
creative learning of students in schools.
Confidential relationships between students
As part of the examination of the experience of positive emotions by students
at school, it is necessary to look at the given feelings of a higher level, at the
emotional perception of interpersonal relationships. Seligman (2014) draws
attention to the fact that interpersonal relationships give meaning to people’s
lives. In the educational process, these can be relationships formed by many
actors: teacher, classmate, director, coach, cook, janitor, etc. In a survey of
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