I search for a mix of discussion questions and themes, some of which rely on careful reading, and some of which do not. Where the readings will help students make sense of what we're talking about, I let them know explicitly. I feared that this might annoy well-prepared students, but the opposite is true. More distinction between good and poor preparation has enabled me to recognize well-prepared students. Students like being recognized, and recognition in turn motivates preparation for the next class.
Students do fall asleep in class.
Reflection has eased my anxiety. If so, I should fix it, with the idea that a boring class is unlikely to serve my teaching goals, not because I need to keep students awake. Some students are simply not interested in the material. There is clearly something wrong with them, since I've chosen study of the same for my life's work. Nevertheless, with my required courses I spend time throughout the term offering my perspective on why the subject is required, why I've chosen the topics that I have, and how the subject and syllabus fit into the overall curriculum.