The purpose of this study was to analyze the real behaviors of SPT teachers which help under-stand the communications supporting their authority and pupils’ autonomy subjected to training in a cycle of 10 lessons. The study was carried out with 280 pupils and 8 teachers. The results show that the SPT teachers’ style of teaching gathers 80% of behaviors, and then only 20% are reserved to support the pupils’ autonomy. It appears that the SPT teachers in a dominating way use the organizational communications and technical feedbacks to control pupils. In the same way, they essentially use questioning, cheering and congratulations to support their autonomy.
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