I was off a little bit so this made me look at things a little differently about highlighting syllabus and perhaps adding teamwork to each class.

Understand mistakes will happen. Do not dwell on the mistake but learn and look for ways to improve in the future. 

With exams, I learned it is best to sit in one place instead of walking around. I thought walking around would be a better choice, but I see know how it can be a distraction. 

I like the idea of walking around the class during lecture to keep student's attention on me and what I am saying while I observe their behavior to make sure it is appropriate for class. Calling on students who are less vocal/verbal to answer questions keeps them engaged and on their toes. I also like the idea of calling names out of a hat or from the attendance roll for students to stay prepared to answer questions. 

Set clear expectations and standards for students. Lead by example. Keep content interesting and engaging. Allow students to work together on class assignments.

I think it's incredibly important, especially for new instructors, to understand that you are not expected to be perfect or have all the answers all the time.  You are going to make mistakes; you're going to say something wrong, and that's okay.  Rather than try to come up with something off the top of your head just to have an answer, it's okay to tell a student, "I don't have an answer for that, but let's do a little research together and find out".  I find that students tend to respect this response, and it leads to growth not just… >>>

Managing student behavior can be tricky, but I've found that open and honest communication is key.  Whether a students is quiet and inattentive, or loud and disruptive, often if you just approach them and acknowledge that you've noticed a behavior, and ask what you can do to help support them, they tend to be much more receptive.

Students may often disengage when they feel lost or like they aren't understanding.  This also happens when a student doesn't see the relevance of the information, or thinks it's not important.  I like to simply ask the students, "why do you think this information is important for you to know?".  This gives them a chance to reflect and identify the value of the information.

It's very important that students know what to expect from a class before it starts.  This is where your syllabus comes in handy.  I want to make sure that each student understands the different types of assignments, my expectations, and can share any concerns they might have.

Ive learned that clarity is the key so outlining the rules and expectations clearly in the syllabus plus going over it with them is the key.