I've not taught in a few years, but parents for me too. I'm not going to rehash what has already been said very well.
One extra thing though, that I think I struggled with was the narrative that seemed to shift to learning being a passive thing done TO children that they had no control over or responsibility for.
There was a specific period where I remember the performy all-singing and all-dancing lessons were all the rage. Everyone was turning their classrooms into under the sea exhibitions. Everyone was acting out crimes for kids to write newspapers about. Everything was projects and making things fun and engaging. Making theme parks and pretend towns made out of nets in Maths, for example.
On it's own, this all sounds very good and I would agree to an extent. I would not want to go back to the chalkboard then textbook lessons that I had in the 90s, although I was happy with them at the time and enjoyed school. I still have memories of fun lessons - a box with mystery clues or going out and measuring the playground, but they were occasional.
I think it was right for occasional to become regular, but I worry it shouldn't have become 'always'. I worry that we created an environment where lessons are about being entertained.
In the 'no worksheets and no textbooks' schools, I worried that we were becoming reliant on that really high level of stimulation. If in every lesson we were measuring out potions or creating fractions board games with bits of coloured paper or whatever, then that's not a special fun lesson. It's just a normal lesson. When I first got into teaching, I thought this was a good thing - that it should be what normal lessons look like every day.
In practice, the culture was that any behaviour issues means your lesson isn't engaging enough. If a child gets it wrong it means you haven't explained it well enough, which might sound reasonable at first, but completely ignores all of the other reasons a child may be struggling to focus or even choosing not to focus.
I once taught an intervention group. I noticed that the children I did extra intervention lessons with had a pattern where I'd teach the content in class, and their eyes would glaze over and they'd tell me they don't understand it and I'd try and explain it in all different ways, and be met with a bemused silence.
Then in intervention lessons they'd pick things up very quickly, even when I was teaching it in the same way. I initially assumed being in a larger class was distracting but it was the same even when I sat with them during the lesson in a small group. Eventually one of them told me that they don't always pay attention in class because they know I'll tell them again later so they can just wait until then.
I don't think that it's always possible to choose to pay attention and force yourself to focus. But I don't think a lot of children actually knew that learning was something that does require mental effort, is actually quite tiring and involves actively trying to engage your mind in a way that feels like hard work. I feel that combined with screens, a lot of children had very little experience feeling bored or ever doing something they didn't find really fun and entertaining.
So no, I don't want a class of 30 silent kids writing lines or copying out of dictionaries, but also it's a classroom and not a cruise ship. From speaking to ex-colleagues, especially in academies, it does sound like the pendulum started to swing back regarding 'fun' and 'boring' lessons, but the sole responsibility on the teacher remained.
To put it simply, when I was a kid, I'd be scared of a teacher telling my mum I wasn't paying attention in class because I'd get in trouble at home. By the time I left, I would say a large majority of parents at the school I were in would have told me it was my fault and I wasn't being engaging enough if I'd said the same thing to them.