Learning groups can assist with engaging the students.

Keeping the audience engaged by manipulating the way you talk and moving around the room (floating) are great techniques I will look to use. 

Just as important as it is to have clear expectations from the students, it is important to set the expectations they should have of me as their instructor and then continue to follow through with meeting these expectations each day.

I learned that though I will not be a manager with direct reports, I will still be needing to manage the learning environment. Additionally, while I cannot always motivate every student, I can still do my best to make the learning environment exciting and continue to motivate students to show up to class ready to do their best.

Comment on Keith Keller's post: 

to expand, i was picked up as a staff instructor at one Prototype, and then came back after a tour at sea to be a sea-returnee instructor at another prototype...

I facilitated more than i instructed... it was not a classroom instruction period; tho i did do a bit of instuction in the classroom, more as a review prior to mid term and final exams. 

Coming back into a "traditional classroom" takes more getting used to than i expected to transition back from a "flipped classroom - military training" back into a more "traditional… >>>

I started my career in the US Navy Nuclear Power program. At that time, there was initial insturction for Machinist Mates, Electrican Mates, and Instrument Techs... then combined instruction in Nuclear Power School - claimed to be the third toughest school in the nation at the time.  This was "traditional" classroom instruction (well, crammed into 8 hours a day, 7 am to 4 pm, 5 days a week) with studying from 4 pm to midnight and 5 am to 7 am... 

Then we transitioned to 6 months Nuclear Prototype at one of three locations (NY, CT, ID) and a handful… >>>

Planning and prep lays the foundation for the class. Presentation continuity can be seen and sensed by students. This lends to student confidence and possibly interest. Consequently, lack of planning leads to the opposite.

Using alternate assessments can help students use their personal strengths and providing the Rubric before the exercise allows students to focus on the main goal.

I learned that with the correct support students with disabilities can be successful in the course 

More interaction with the students, keeps them engaged with the content that is being presented