(providing verbal control); automated (implemented in the educational process with
the help of various modern means); open (in the educational process there is
unmanaged and uncontrolled activity of those who study).
For centuries, the activities of the learner have acquired certain dominant
characteristics. In this way, the formation of different teaching styles took place. In the
case of implementation in the educational process of the autocratic style of the
management of the activity of those who study, were guided by designations,
instructions, control exercised by those who teach, based only on the visual perception
of the course of the educational process. There was no information on internal
contradictions that accompanied the awareness of those who were studying that the
educational material was not available, as it was not supposed to express their own
thoughts, asking questions or involving them in the discussion of topical issues.
Among the administrative actions inherent in the authoritarian type of educational
process management, the instruction, instruction and gratitude with reproach
dominated ("You worked well today, did not wait for such cognitive activity). A certain
change in the spectrum of managerial actions can be explained by the fact that the
information about internal contradictions that arose in the minds of those who are
learning, acquired some talk of them. This was facilitated by the fact that the
educational process allowed the participation of learners in the discussion of various
issues related to their activities. However, giving away those who study only the role
of passive listeners who perceived the results of the formulation to those who teach,
generalizations, intermediate and general conclusions prevented the constant
movement and exchange of information in the educational process.
To the managerial actions of a liberal type of educational process management
can be considered advice, information, management based on fuzzy and uncoordinated
requirements. The analysis of these managerial actions shows that the movement and
information exchange between the participants in this process is an episodic
phenomenon. Accordingly, the one who teaches, because of the lack of feedback,
reveals a false pedagogical position regarding the course and the results of those who
study.
Informing, occasional management based on fuzzy and uncoordinated
requirements is a managerial activity typical of those who teach, ignoring the type of
educational process management. Lack of movement and information exchange
between its participants leads to poor performance of the educational process.
A slightly different set of managerial actions was used by those who teach in the
case of a democratic type of educational process management. It is advice, information,
coordination, management, which is carried out on the basis of well-formulated
requirements that are pre-agreed with those who study. The educational process is
"filled" with communication, which is based on deep respect and orientated on self-
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