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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
evaluation of the student in such a way that he has a responsible, personal ap¬
proach. He motivates with hope and inspiration, which are signs of sincere
and warm praise. The sense of valuing pupils’ performances, the processes and
procedures through which they reached their performances, and the forms of
behaviour in the class group result in a safe climate in the educational environ¬
ment. Safe in terms of social and emotional well-being.
According to Zelina (2018), a self-creative teacher encourages his students,
thereby awakening their motivation. Happiness, satisfaction, joy of inspiration
are also accompanied by feelings of gratitude of teenagers for every sincere rec¬
ognition of their efforts. As many as 55 survey respondents can express heartfelt
praise sincerely, casually and authentically. According to the theory of Fredrick¬
son (2011), the findings of 81.67% represent the positive emotions perceived by
teachers in secondary education. By not receiving recognition, according to Ba¬
ranyai (2016), teenagers lose effort, joy, happiness, interest, creativity and authen¬
ticity, the sincerity of the learning process, they only meet the signs of a formal
aspect of learning and feel hostility towards the institution, classmates and
teachers, which is manifested in an unfavourable classroom climate and schools.
Positive emotions and experiences of teachers in the educational process are as¬
sociated with:
— support from other colleagues,
— a humane and professional atmosphere in the teaching staff,
— the democratic style of school management,
— motivation for more intensive involvement in pedagogical work.
In relation to pupils:
— they use positive evaluation — praise,
— they create space for students to correct mistakes, failures,
— they use the experiences and emotional experiences of pupils when creating a
working climate.
II) Teachers’ interest
a) I like to participate in innovative educational courses offered by the
school
The innovative didactic approach of teachers requires permanent and con¬
tinuous education through various forms and methods that reflect pedagogi¬
cal and didactic trends. Activity, engagement and self-realization motivation
supported by feelings of happiness and satisfaction on the part of the teacher
can be a motivating element for the students themselves. By the results of the
research of Seligman (2012), Goleman (2017) and the research conducted by
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