This study examines how ten novice teachers take into account the characteristics of a classroom group while exercising pedagogical authority in teaching-learning situations involving 24 class groups located in nine High Schools in Switzerland. Based on think-aloud protocols produced during 2019 and expressing teachers’ professional experience, we examine interactions within the classroom in authority situations. Within an overall complexity of interactions, we found that teachers frequently use double addressing (imposed or chosen) revealing a wide array of strategies. By making them explicit, we contribute to the understanding of pedagogical authority and open the way to further co-designed teacher education.