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POSITIVE EDUCATION — THE AXIOM OF CONTEMPORARY UPBRINGING AND EDUCATION
truth is appreciated by the students. The stated approach to pupils was confirmed
by 86.67% of the respondents, and 70% of them share the assigned positive
emotions. Initiating deliberate and appropriate discussion with high-school
students creates space for different points of view on the meaning of life. Ques¬
tions of altruism, optimism, and positive strengths of people’s character can
be applied to various types of subjects, whether general or professional.
The educational process is dependent, or conditioned by interpersonal relationships,
which are characteristic from the point of view of positive psychology:
— togetherness,
— a safe psychosocial and emotional climate,
— respecting school and institutional rules,
— open and two-way communication,
— applying and respecting the elements of ethics, morals, values.
IV) The meaning of pedagogical action
a) School is a workplace where I like to work and cooperate with students,
parents and colleagues
The school as workplace should represent a space of satisfaction, joy, inspira¬
tion, justice, freedom, mutual acceptance and recognition, respect and trust,
which lead to the fulfillment of the meaning of the teacher’s work. For 2/3 of
the respondents, school is the mentioned workplace, and teachers associate
this statement with experiencing positive emotions. According to Sutékovä
and Ferencova (2019), positive communication, teacher cooperation with stu¬
dents, parents, teachers, and the wider school community is a strategic means
on the way to achieving visions and plans.
b) Evaluation of students’ work and activities is always objective and fair
Diagnostic and evaluation competencies of the teacher are crucial not only for
the student but also for the teacher. The evaluation confronts the pupil’s point
of view and the teacher’s point of view. The student must perceive the result
of the evaluation as an appreciation of effort, critical thinking and motivation.
The motivational evaluation builds trust, a sense of security, hope and truth,
which affects the atmosphere and climate in the classroom and school. Biased
evaluation can harm the student, demotivate and reduce his interest in work¬
ing at school and in progressing and achieving his desired performances and
results. According to Stofkova Dianovska (2020) and Zelina (2018), the teach¬
er should create a space for students in which he will support self-regulated
teaching: the student has the opportunity to monitor and comment on learn¬
ing and thinking, evaluate the effort expended, eliminate distracting
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