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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 approach. 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 environment. 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 recognition of their efforts. As many as 55 survey respondents can express heartfelt praise sincerely, casually and authentically. According to the theory of Fredrickson (2011), the findings of 81.67% represent the positive emotions perceived by teachers in secondary education. By not receiving recognition, according to Baranyai (2016), teenagers lose effort, joy, happiness, interest, creativity and authenticity, 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 associated 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 continuous education through various forms and methods that reflect pedagogical 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 + 68 *
