Sometimes, there can be so many distractions and disruptions in school: last minute requests for information, emotional demands from needy students, long-winded communications from parents, and bizarre proposals from governors. The list is endless, but we cope; astonishingly and wonderfully, we chug through our list of things to do, we empty our e-mail inboxes, consign the final memo to the trashcan and heave a sigh of relief.
It's getting dark outside, but we've finished. There is, though, a nagging doubt - have we forgotten something? Oh, bugger, tomorrow's lessons. What the heck are we going to teach?
Now, of course, that is never going to happen. Never in a million years. We are all so much attuned - subconsciously or consciously - to the needs of our students, that we would always weave some sort of lesson planning into our lists of things to do, even if it might be a mental commitment 'we'll just work from the textbook'.
But that, of course, is not good enough. In terms of priorities, good lessons come first, and overwhelming evidence suggests that good lessons require planning, and good progress requires regular assessment, and good learning requires some creative concentration by the teacher beforehand. Having a rough idea about tomorrow's lessons won't cut it, and having no clue what is happening next week won't do either. These things come before the needy demands of parents, governors etc.
It is far too easy to start the year with good intentions, and a rigorous regime of planning and preparation, then to allow disruptions to take over. If this happens, you need to look carefully at your Full Timetable, at your allowance for X-Time, and at how much time you are spending on things which aren't - in the greater scheme of things - really important.