School - an environment supporting pupil's personality The current school is only very slowly transforming into a modern school in terms of its focus and activities. From the historical excursion, we have at our disposal many pedagogical concepts that began to be established in Slovakia with the aim of improving, modernizing, making the school more attractive and more efficient. Many contributions appear in professional literature with the aim of reflecting on the tasks, on the form of a new, modern and successful school. Many times this is a reaction to the increasingly intense criticism of current schools, which is spreading very quickly, especially through social networks and the media (albeit in many cases unjustified). The school has become the subject of criticism primarily from parents who want it to provide their children with a good start for a successful and contented life. For this reason, it must be emphasized that the current position of the school needs to be reformed and adapted to social needs and tendencies, but its main goal and mission, which is the need to lead especially the young generation, must not be put in the background. The modern democratic school is characterized by many reform efforts and professional and scientific studies by Porubský et al. (2014), Matulčíková (2007), Kosová (2000), Petlák (2006) and others.

According to Maňák (2014, p. 806), the operation of the school is particularly specific in that it represents state policy, and therefore there is also a danger that the influence of the ruling regime or the tendency of unfavorable democratic education may prevail in the school. The climate that is established in the school is very important, because it represents the basis for desirable personality development. Schools create an educational space not only with material conditions, but especially with the relationships that prevail in it (relationships between school and community, school and family, relationships in the teaching staff and special relationships between teachers and students). As an institution with an educational function, the school, in coexistence with the family, has a decisive, even fundamental influence on the formation of the young generation. The influence of the school on the student has several dimensions and overlaps. As a priority, as it has been for decades, it affects the students' learning processes and teaching, the area of ​​social interactions, the area of ​​emotions, achieved results, the overall success of the student, his socialization, etc. The task of teachers is to provide students with conditions in which their comprehensive personal development would be ensured.

There are a number of recommendations, guidelines that encourage teachers when designing their preparation for teaching (alternative concepts, various educational programs, methodological sheets, manuals, etc.). All theoretical starting points, framework programs, practical manuals will be useless if they do not appeal to and inspire teachers who implement the educational process in practice. Just as it is necessary to create a positive, supportive atmosphere at school for teachers, it is also important to create this atmosphere for students. To ensure a positive environment in which there is an optimal climate with a stimulating atmosphere. What can be understood by the term positive environment? What is the environment like? In a narrower understanding, this is the environment that is expertly characterized in their works by Gavora (1999), Grecmanová (2008), Ježek (2003), Mareš (2007), Petlák (2006) and others. The intersection of their definitions is that the environment is an objective reality with a set of factors (personalities, phenomena, conditions, processes, activities) that surround a person during his life, have meaning and value for him, are in interaction and shape his competences.

The question remains, how should the environment with the attribute be positive? What climate and atmosphere is present in such an environment. The definition could be the answer to Zelina's question (2016, p. 6). The cited author asks himself what is better for the student, when the student feels good at school, when he looks forward to school, when he can express himself, when he feels that his classmates like him, when he feels that the teacher cares about him, about his progress, when he can express his opinion and solve problems together with his classmates and the teacher, when he can judge himself and others, when he does not have to be afraid of making a mistake, when he can use humor and creativity, when he knows that what he learns has meaning and significance for his life, or is it better, when he feels uncomfortable, bad at school, when he feels threatened, when he is unrecognized, insecure, when he feels that his classmates don't like him, when he feels that the teacher underestimates him, evaluates him unfairly, when he doesn't look forward to solving problems, assignments, when he doesn't like going to school, when he doesn't enjoy the subject, doesn't see meaning and significance for his life, when he is afraid that he won't know answer that he will make a mistake, is he afraid of bullying, ridicule, mockery, condemnation?'

In a simplified way, it is possible to say that the school must be a place where students feel well-being, security, feel supported by the teacher and the team, are not ashamed of their emotions, are accepted without conditions, have space to express their real interests, their life values are appreciated, their creativity is perceived as something unique, they are not afraid to argue, it supports their self-knowledge, assessment, etc. Based on the question, we are thinking about the possibilities of how the teacher can prepare the conditions for the overall development of the student's personality. Education that aims at a comprehensively prepared student should also address issues of freedom in the educational process, the meaningfulness of school tasks, student support, but also learning about responsibility and feeling safe in school and classroom conditions.

The traditional understanding of the education process in the sense of transmission is often understood by students as violent, forced, ignored by students. The dominance of the teacher's activity in the lesson must go into the background and the students' activity must come to the fore. We understand the atmosphere of freedom constructively, not in the sense of anarchy, that the student freely realizes what he wants, how he wants and when he wants. Pupils must learn to overcome obstacles, make efforts in learning the given subjects and topics. We understand the atmosphere of freedom as freedom in decision-making on the part of the student in the sense of choosing the learning style that is predominant for the student, freedom in processing the procedures of assigned tasks, of course in the sense of the established rules and given possibilities. Nováčková (2015, p. 5) draws attention to a false myth in education, which says that students would not learn without coercion. If the school was organized differently and used thoughtful teaching methods, it would be able to teach children essentially what it does today, but without coercion and undesirable consequences. When choosing didactic methods, teachers must remember the fact that students will be interested in an activity that is meaningful. The cited author states that unless something gets into our memory "forever" through drill (such as poems, multiplication tables), then what is meaningful to us is primarily transferred from short-term memory to long-term memory. If students do not find meaning in activities, activities and in the curriculum, then understanding is replaced by rote learning. In any case, motivation is important, which must also be meaningful. In addition to meaningfulness, it maintains internal motivation is still the free choice of the work procedure and the possibility of cooperation (in the Czech language, the "three S" of internal motivation - meaningfulness, free choice, cooperation). The reduction of meaningfulness is usually caused by the presentation of isolated knowledge, without mutual connection within the subject, but also without continuity with practical life.

Atmosphere of Support

Empirical findings prove that the school in its complexity has a much greater influence on the student than it seems at first glance. Regardless of the teacher's intentional action (admonishment, warning, verbal communication) on the student in direct "face to face" interaction, the student is affected by factors that are not measurable, quantifiable, verifiable at first glance. The student is affected by unintentional action, which is the choice of methods, the way of organizing teaching, sincerely expressed interest in the student, his interests, activities, extracurricular life. comprehensive development of the pupil, the teacher's educational work must also include ensuring the conditions in which the pupil can present his interests and activities that are based on his real interest. It is necessary to present pupils with situations in which they will experience success, but also situations that will force them to think constructively and critically, teach them to evaluate themselves and others, feel that their efforts and efforts are appreciated and noticed, and support their interests etc.

An atmosphere of acceptance and responsibility

The need to belong is one of the basic human needs. A student's existence at school begins with acceptance, continues with involvement and then integration within the community of which he is a part. Living together in the classroom has many specifics for the student. He gets into a group he didn't choose, coexists with students with whom he has relationships on different levels. The process of adaptation, acceptance and involvement of the student in the classroom and at school is ensured by the teacher. One of his didactic competences is ensuring the environment and creating an atmosphere of unconditional acceptance of each and every student.

An atmosphere of belonging requires high-quality interpersonal relations, active living of moral values, communication on several levels. We present the atmosphere of belonging and responsibility in connection with the context of increasing aggression, violence in schools in many forms (bullying, aggression, cyber-aggression, violence, truancy, addictions, etc.). Does the student want to be part of such a team? Where are the reasons for the increase in the given behavior among students? The answer could be a quote from Sodeberg (In Kopřiva, (2005, p. 199): We want to be loved. If we fail, we want to be admired. If we fail, we want them to fear us. If we fail, we want to be hated and despised. We want to awaken some emotions in others. The soul trembles before emptiness And he wants contact at any cost.

It follows from the above that a necessary condition for the successful educational action of a teacher on students is to teach them to accept other people and to be responsible for their own actions, but also for the actions of the group and community of which they are a part.

Student responsibility in school conditions and student obedience are closely related concepts. How to recognize that we are leading students to responsibility? According to Nováčková (2015), what we normally consider to be signs of responsibility in school, actually completely coincides with manifestations of obedience. A student who brings his school supplies to school, always has his homework completed, has learned the assignment from the textbook, does not disturb the class, behaves politely towards teachers and classmates can behave this way on the basis of a responsible approach to education, but also on the basis of obedience. The goal is to create such conditions in the school that the development of responsibility among students is possible, to the greatest extent possible. The question remains how we want to promote responsibility among students. Is responsibility a desirable value in a person in today's society? Education for responsibility requires presenting students with models of behavior and especially their own experiences. A teacher's approach that is based on orders may promote obedience, but not responsibility.

An example of how it is possible to create an atmosphere of responsibility is to create several learning tasks, to give the opportunity to choose the time when the student will work on the task, in what order, what form he chooses - independent work or work in a group. Nováčková (2015) emphasizes that the fact that students would choose easier tasks and try to escape was not confirmed. Experience shows that as long as we don't motivate students with units or threaten them with bad grades, they navigate their abilities relatively well and choose appropriately challenging tasks. The stated approach of the teacher may seem like a utopia, but there are many schools in the Czech Republic in which this approach to students eliminates problems with discipline, teachers do not "fight" with students, and in a safe climate, quality learning is much better.

Atmosphere of safety

Safety is a term that may seem self-evident or unnecessary in school conditions. A safe school, a safe school environment are terms that are currently receiving attention in pedagogical theory and practice. Safety in school conditions refers primarily to stress, to the emotional side of education, to social determinants, to the psychosocial and physical environment of the school and classroom. Stress is a part of everyday human situations, including school. The complexity of the teacher's work also includes the skill of working with the stress of students. Ensuring the conditions in which stress can be eliminated requires, in particular, knowledge of the determinants that cause stress in students, how they affect students, their learning process and learning outcomes. Petlák et al. (2016) states that stress can be approached from two aspects. The first approach is dangerous and destructive, leads to diseases, is demotivating and even destructive. The second is creative, motivating, leads to a realistic view of life, to creative work, stimulates inner strength, adds determination. The stress experienced by students at school can be caused by a problem, conflict, fear, anxiety, illness, or pain of the students. As long as students feel threatened, they are under stress, they cannot learn, because learning is a process associated with thinking, and that is blocked. After finding out what is stressing the student, the teacher must focus on getting the students out of danger. A specific trigger of student stress is a lack, but also an excess of stimuli. In a traditional school, we meet both types. Students who experience stress have reduced self-esteem. According to Nováčková (2015), high self-esteem is associated with spontaneous behavior, clear motivation, feelings of security, calm and energy. Strengthening students' self-esteem is one of the best ways to prepare students to handle stressful situations. Creating a safe climate in the school and in the classroom builds on the interest in healthy and open relationships in the classroom, which are a basic prerequisite for effective teaching. The psychosocial conditions of education represent the creation of a comfortable environment in which open relationships between the teacher and pupils and pupils prevail. The issues of a safe environment at school and in the classroom must also be emphasized in connection with aggression, which has an increasing tendency in schools Hollá (2013), Határ (2007), Emmerová (2009) and others.

Conclusion

From the previous analyses, it is self-evident that it is no longer enough for pupils to feel good at school, but that we deliberately and purposefully create conditions for the development of affective sides, volitional sides of personality, which are no less important than cognitive knowledge. On the other hand, if we want to talk about a school that develops the whole personality of a student, we must emphasize about a modern school that it is a school in which the student is open to new experiences, learns norms of behavior, internalizes values, and knows how to set goals for the future. The mentioned characteristics will not become a reality immediately and by themselves, but it is up to the teacher and the school to ensure the conditions in which the student can become such. Despite the fact that the school is an educational institution, it has a serious presence in modern contemporary society. Support of student and class cohesion, development of valuable relationships, creation of a safe environment in the classroom and at school, interest in the student, his support can be a starting point for school transformation and a way to make education and training more efficient.

Author: PaedDr. Jana Hanuliaková, PhD. The contribution is a partial output of the research task KEGA 036UKF-4/2014 "Influencing the aggressive behavior of pupils by shaping the school climate and the classroom climate" List of bibliographic references

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