Bad behaviour = unengaging lessons?

[Verycold]

Is it really as simple as that?? Senior management seems to think so...

No it isn't, but what do you think were the reasons for the poor behaviour in this instance?
It used to be the knee-jerk reaction from some parents 'She's not naughty, she's bored because the work is too easy'

Well of course it's not that simple, but it can be one factor amongst many that can contribute, and, if lessons are poor, then it's something that can be addressed, whereas, if the behaviour is poor for any of the dozens of other reasons it might be the case, then it becomes more difficult to resolve.

It can be but not as a rule. I work with teens in what is quickly becoming almost like a PRU only we have 'normal' size classes, inappropriate support and facilities etc. We are judged observed under the same criteria as sixth form staff

Nope, I have a very difficult class. Oddly enough they respond best to the most unengaging lessons (worksheets and the like) and seem to learn more.

Anything 'engaging' like hotseating, role play, group work (all those best practice things) generally end in shouting, screaming, doors slamming and quite probably fights.

I do still do that stuff once a week (I do 2 days part time) but my TAs and I have to steel ourselves for it. They very rarely 'learn' what the lesson is aiming at.

Our children are difficult and challenging because they come from some of the shittiest backgrounds ever and cannot regular their emotions.

Ofsted would hate me!

I have to agree with tinsel. I have a very difficult year 11 class populated mainly with underachieving boys. Anything which OFSTED would designate good teaching does not engage them. Makes them worse and they do not learn from it. Give them some structured questions from a textbook and they are remarkably calm. Weird.

I also agree with Tinsel, and Ellie too.
Well-planned, engaging lessons with short tasks have caused mayhem with some classes. Yet asking them to copy from a textbook then answer the questions following the text seems to occupy some kids.

Lots of the kids I teach are unable to focus, behave appropriately, or engage on any level whatsoever.

We don't ever call for SLT help because the spotlight will be on you as a teacher for poor classroom management and ..., poor planning.

I agree with tinsel and ellie and loony. I work with very challenging primary children (mainly boys) and the lessons they are most engaged in and learn the most from are the type where it is very controlled and they get a lot of practice at one small learning objective. They need lots of short activities which they generally do individually, plenty of visual support (and practical apparatus as necessary) and the minimum of listening to me talk at them!

For example, rounding to the nearest 10. Starts with white-board presentations to show how to do it, then interactive white-board games to practice the skills - gently ramping up from tens and units to hundreds tens and units, and then a few progressively more difficult worksheets. We often finish off with a group game round the table.

It is crucial that you match the learning objective/activities to where they are at so the work can be done individually with the minimum of adult support. Bums on seats and keep them busy so they haven't got time to distract/disrupt. And a high feeling of success for the children who are able to do the work. And have learned something!

I agree too. I currently teach a nortious year 9 class and I find the most low challenge starter activities equal a calm start to the lesson.

second think your lesson, where are the opportunities for pupils to act up?How could you avoid that?