The collective correction is a common practice in the everyday life of a class of years 4-6. So it is rarely called into question by the teachers who have appeal there, and responds most of the time to stereotypes which determine the progress. However, the corrective sessions are important with respect to the quality of the regulation of learning. The teacher practice and, in particular, evaluative gestures, determine the entry of students in such processes. While many studies have highlighted the importance of feedback processes in learning, it remains that the implementation of such feedback is still poorly documented. This research aims to identify and characterize the actions of the evaluative situation remedial teacher and their impact on the activity of learners.