4-Congratulations | -Frequency of verbal approvals intended to reinforce the behavior of the pupil. | “That is well, cheer!” |
5-Encoura-gements | -Frequency of the communications intended to instigate the activity of the pupil. | “That is there you included/understood, continuous!”. |
6-Negative | communications relatives to |
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-Social behaviors of the pupil | -Frequency of the directives used to restore the discipline in the class. | “Keep silent Paul!” |
School work of the pupil | -Frequency of the Directives which aim at underlining the lack of effort of the pupil and which can be sarcastic | “Do not make any too especially, you would be likely to use the counsels?” |
7-Criticisms | -Frequency of the communications wounding or humiliating for the pupil. | “You are really good with nothing!”. |