Lesson planning in Education

 

Not to brag, but I taught for decades without a colour-coded, three-ring binder of laminated lesson plans. Shocking, I know. No learning objectives framed on the board, no hourly breakdowns, and no "Exit Ticket" printed on pastel paper. And yet- my students learned. Almost all thrived & did brilliantly in exams. Most, thankfully, are still in touch with me! That is one of the biggest rewards a teacher can ask for.

I must confess—I've rarely made lesson plans in my life. A few, perhaps, when I was doing my B.Ed. But I found them time-consuming and, frankly, a distraction from the real work of teaching. For decades, I walked into my classroom knowing exactly what needed to be done. I had prepared well —mentally, emotionally, and intellectually. I taught. My students learned. We interacted, we laughed, we questioned, and we grew. Those students performed well in their exams and have gone on to lead rich, meaningful lives.

No paperwork told me how to do that. No template or matrix predicted that journey.

And yet, something seems to be going drastically wrong in education today. I see brilliant, committed teachers spending more time writing about teaching than teaching. They’re filling out exhaustive lesson plan formats, ticking boxes, aligning outcomes to standards, and writing daily reflections—not because these processes help them, but because they’re required to. Compliance is now mistaken for quality.

Across the world, the pattern is familiar:

• In the UK, teachers spend weeks preparing for inspections, compiling folders of evidence instead of crafting memorable lessons.
• In India, lesson plans must now include learning objectives, differentiated strategies, NEP alignment, Bloom’s taxonomy references—and all in triplicate.
• In the US, alignment to district, state, and federal standards means a single lesson could be buried under an avalanche of paperwork.
• Even in high-performing systems like Finland & Singapore, teachers are beginning to feel the strain of over-regulation.

And yet, India—despite its challenges—has also shown the world what’s possible. The country has achieved nearly universal enrollment in primary education, with over 97% of children aged 6 to 14 now in school - That’s a remarkable feat. But now the focus must shift from access to quality. And quality depends, not on paperwork—but on teachers.

One of my favourite speakers, Sir Ken Robinson, who so eloquently championed Creativity and Humanity in Education, once said: "The role of a teacher is to facilitate learning, not to deliver instruction. And you cannot improve education by standardizing it." He was right.

Now, let’s assume for a moment that formal lesson plans are, in fact, needed. Can they not be simple—just a few key points in a quick, easy-to-use format? One that supports teaching, not slow it down? We must ask: are we planning to teach or are we teaching to plan?

And while we’re asking questions: What’s more important - preparing the lesson or preparing the plan? If the latter takes longer than the former, then we’ve lost sight of what matters most.

It’s time to reclaim the classroom and bring the focus back to where it belongs: the pupils, the preparation, the delivery, the progress and the joy of learning. A well-prepared teacher, with clarity of thought and freedom to teach with heart, is worth far more than a binder full of lesson templates.

Here’s the reality: a well-written plan does not guarantee a well-taught lesson, just as a hastily scribbled note doesn't equate to poor teaching. A great lesson often emerges from the magic of the moment—a child’s question, a teacher’s anecdote, an unexpected discovery. These cannot be captured in a template. Nor should they be.

This is not a rant. It’s a reflection and a plea

We certainly do not need to throw the system out. That would be foolhardy. But we do need a serious rethink. Let's tweak where necessary: is that asking too much ?

• Trust experienced Educators to plan in ways that suit their style.
• Reduce exhaustive and repetitive paperwork, that adds no real value to the teaching-learning process.
• Focus on student outcomes and visible progress, not on format adherence.
• Encourage planning that is purposeful, not performative.

We are not short of passionate educators. What we are short of is time. Time to reflect. Time to connect. Time to prepare meaningfully. Time to teach.

Globally, interest in teaching as a career is declining—UNESCO reports that the world needs 69 million more teachers by 2030 to meet education targets. In countries like the U.S, U.K, France and even India., applications to teacher training programs have dropped sharply, with many citing low pay, high stress, and excessive bureaucracy as key deterrents. That is a dangerous trend and one that governments must address before it's too late

Let me be clear: I don't blame anyone. We're all part and parcel of the system. But for the sake of our pupils and the future of education, this is worth thinking about.

I believe it's the moral responsibility of every thoughtful, responsible educator to speak up—not to criticize, but to reflect, reimagine, and help restore joy, trust, and meaning to the classroom.

The time is now.