Stay up to date on how your subject is applied in the real world, and always assess each students progression.

It is important to specify what is being learned and for what purpose. Setting a standard for expected knowledge level as well as a standard ability to apply that knowledge can help students as they progress.

formulating a coherent lesson plan aids the instructor in directing the course and speed of the class, as well as giving students a clear understanding of what/when/why they're learning the material. It also allows an instructor to adapt and recover when interruptions to the plan may occur. 

The material should be able to enhance the knowledge of those who already have a solid knowledge base, as well as bring struggling students up to speed. Using a variety of material for presentations can help engagement.

You as an instructor contribute to both intrinsic and extrinsic motivating factors.

Identify the goals and reason for attending the course.

Students need to feel confident in your expertise. If they sense that you lack knowledge and cannot sufficiently answer their questions, they can lose faith in the material.

Using story telling as a teaching method can be excessive. Make sure the stories are concise and relevant to the point being made. Also, instructors are just like students in that they can burn out. It is important to reevaluate and adapt in regards to lesson plans and teaching methods.

Making students comfortable in the classroom is just as important as the material being covered. If the students don't feel comfortable, or they don't like the instructor as a person, that has a greatly negative impact on their ability to digest the information. Lightening the mood in the room and building a rapport with your students carries just as much weight as the subject matter. 

Aside from meeting basic needs and offering proper encouragement, students can benefit greatly from working in groups with age diversity. Many aspects of offering comfort and encouragement do not have to come directly from the instructor. They can also come from peer to peer interactions amongst the students in your course.