The Characteristics and Intervention Strategies of Novice Teachers’ Inappropriate Behaviors in Classroom Teaching

This study aims to explore the characteristics of novice teachers’ inappropriate behaviors in classroom teaching and their intervention strategies. With the continuous improvement of education quality, novice teachers face increasing challenges in teaching practice. Their inappropriate behaviors not only affect the classroom atmosphere but may also negatively impact students’ learning outcomes. Therefore, researching the characteristics of novice teachers’ inappropriate behaviors and their intervention strategies holds significant scientific and social value. This study employs a combination of quantitative and qualitative methods to analyze the behavioral patterns of novice teachers in classroom teaching and proposes corresponding intervention strategies. The results indicate that novice teachers’ inappropriate behaviors mainly manifest as poor classroom management, monotonous teaching methods, and insufficient interaction with students. Based on these findings, the study proposes a series of effective intervention strategies, including enhancing teacher training, optimizing teaching design, and promoting positive interactions between teachers and students. The conclusions of the study not only provide practical guidance for educational practice but also point out directions for future research, emphasizing the crucial role of teacher professional development in improving teaching quality.