Preparation for demonstrations is critical. Rehearsals or practicing before a demonstration allows for adjustments. It is also important to remember one has probably delivered the material numerous times, but it is the first time the students have seen it. So, the slow and deliberate demonstration will save time. 

Learning the students' names and getting a sense of where they are coming from will help with interaction with them and the material. Personalizing the points bouncing off the comments and ideas to generate a learning environment 

Planning and Preparation are critical if one travels to different locations to teach. One will live and die by the checklist. 

As technology progresses for instructional purposes. Does one still take the time to ensure there is a backup? For example, I have arrived as a guest instructor, and the system doesn't want to project the material into the students' systems. I find it essential to take a few moments to troubleshoot it, but if the problem continues I move on. I will work off a dry-erase board while others are working on fixing the issue. Once the issue is resolved. I return to the material being presented. 

The 3 Ms (Model, Manager, & Motivator) are quick references to recall additional information before, during, and after instruction.  

different testing options allows instructors to move through course content quicker or redirect the teaching method of students are not grasping the material. 

Having Bloom's taxonomy helps determine if a student is learning through different assessments  

Questions asked by both instructor and students can create the linkages needed to connect to purpose of the class and overall course being taught 

Presenting a variety of learning styles allows students to discover their learning styles, helping them with future classes and study habits.  

Staying up to date with new technology when presenting material keeps students engaged. However, instructors should be prepared to have a backup if and when tech fails.