Planning Lessons

Do you mean why are the plans hard or why are the assistant principals so hard-nosed about making us turn them in?

Plans are hard for me to write. I am never at a loss for something to do with students. I have the curriculum pretty much committed to memory. I attempt to teach my students so much more that what it requires, yet to sit down and put it all on paper in advance and then follow it with any kind of precision is almost an alien activity for me, as if I were suddenly required to describe everything I did yesterday in a language I do not know. I can fill in the blanks, give them some kind of written lesson, but as I write, I know it won't shake out that way. The meaninglessness of the whole thing makes it even harder for me to finish them.

I don't know why plans are so hard to write. I have come to believe they simply are not hard at all for some people. Some both write and follow the same plans for decades. I had one law professor who told us he taught Property Law from notes--the core of which--he took three decades earlier during his student days. The mental processes of those who can do that are incomprehensible to me. While plans are not the total bane of my existence I have struggled with meeting requirements for written plans my whole career, nearly thirty years.

I wonder what Jesus' lesson plans looked like? Were they better or worse than Socrates'? Maybe that's the real reason Jesus and Socrates were killed, no documented delivered instruction to students, no paper trail proving apropriately modified instruction for at-risk students. Who would have been at-risk, Peter, Judas?