While learning management systems have spread for the last decades, many teachers still struggle to fully operate an LMS within their teaching, beyond its role of a simple resources repository. To elicit these learning situations, we suggest a web environment based on teaching analytics to provide teachers with self and social awareness of their own practices on the LMS. This article focuses on the behavioral model we designed on the strength of (i) a qualitative analysis from interviews we had with several pedagogical engineers and (ii) a quantitative analysis we carried out on three years of teachers' activities on an LMS at the scale of the University. This model describes teachers' practices through six major explainable axes: evaluation, reflection, communication, resources, collaboration as well as interactivity and gamification. It can be used by the institution to detect particular teachers who may be in need of specific individual support or conversely, experts of a particular usage of the LMS who could bring constructive criticism for its improvement. While instrumented in our environment, this model enables supplying teachers with self-assessment, automatic feedback and peer recommendations in order to encourage them to improve their skills with the LMS.