That would depend on whether you are teaching elementary or secondary school. Can you give further information?
I would be teaching middle school.
Here was mine for teaching high school English (mostly grades 11 and 12) in the 1980s and 1990s:
Arrive at least 30 minutes before the first bell at 7:30 am; get mail from faculty room; do any Xeroxing or whatever; put lunch in fridge in faculty room; go to class and set out whatever lesson Xeroxes, graded papers, etc., I'd be giving back that day; set out open gradebook; take a blank sheet on a clipboard and stand by the door just before the first period tardy bell was about to ring (to record the names of those who just can't tell time very well yet!).
Say "good morning." Any other pleasantries before the work begins!
Make any comments about school current events and skim/read the daily bulletin as I take roll by looking over the seating charts and marking in the gradebook; post the bulletin on the corkboard near the door.
Have students put everything off their desks except whatever we would work on that day (and I'd tell them what) -- book open to such and so page, essay or other homework they were about to hand in, or whatever.
Collect any homework: students pass papers forward, and I collect from the first person in each row. (Yes, I kept the desks in rows, mostly so I could take roll quickly and easily, and could collect papers efficiently. These desks and chairs could be quickly moved into discussion/peer-editing/whatever groups I wanted at any time.)
Remind students of concepts in previous lessons relevant to what today's lesson is ... or continues from yesterday.
Give the lesson and/or instructions for the day; use the whiteboard and/or overhead projector for specifics and explanations. (Students seem to take better notes from what I put on a blank overhead transparency than from any whiteboard, video, audio, or anything else.)
Once the instructions are given or lesson is taught, move into "guided practice" when students begin their part of this lesson. Move around the room to make sure students are on track and assist anyone who needs it. Students may still be in their individual desks or I may have grouped them in pairs or trios. Anything larger becomes a gossip-fest!
About 5 minutes before the bell is going to ring to end the class, I bring them all back to order, review what their homework is, answer questions, etc. Desks are moved back into rows if needed.
When the end-of-class bell rings, students leave WHEN I DISMISS THEM. If they aren't settled and quiet, we all wait. Peer-pressure is a wonderful tool!
Repeat for the rest of the day!
Conference period in there somewhere; use that time for any administrivia that needs taken care of.
Lunch is in there somewhere, too; eat with colleagues and relax, tell jokes, sometimes confer about specific students, especially if there's a special ed student I need help with in one of my classes and there's a special ed teacher at lunch with me.
After the last bell, I gather whatever papers I've collected that day, answer any questions for students or teachers who come into the room, whatever.
About 30 minutes or more after the last bell, I go home or to my son's soccer or baseball practice, whatever season we were in!
Get dinner ready and served. Conversation with family is almost always restorative after a busy day.
Do any laundry needed.
Help my own kids with their homework.
Get out the papers I haven't yet graded and work on them; record grades in the gradebook. Prep for tomorrow. (I didn't have a computer gradebook program until 1991, I think.)
On Sunday nights, write the specific lesson plans for the week, referring to the 36-week (revised several times!) outline I made for myself for each class in August.
Pray that I'll have my conference period uninterrupted each day so I'd be able to do any Xeroxing or other prepping needed for the week.
Once each 3 or 4 weeks, take back all the art prints to the school library and pick out a bunch more. Art prints of famous masters' works on the walls and bulletin boards are fantastic sources of conversation, description assignments, etc., and simply because I get to look at them!
Teaching in community college classes was different, but not too much.
Thank you very much.
After school there are often teacher's meetings, meetings with parents, meetings with students who need special help. In addition, if you are the sponsor of a school activity, then there are practices, rehearsals, searches for material for the students; and on weekends/nights there are competitions and performances and PTA meetings. A teacher is never bored... tired maybe but never without something that needs doing.
Oh, I forgot about all those "wonderful" experiences. Meetings, meetings, meetings -- often unnecessary, but mandatory!
"Tired" is right. I don't think I got enough sleep for about 3 decades -- and if one of my kids got sick, we were all in trouble!