Sometimes because he was in the course, things got a little technical when we were debating different philosophical viewpoints and students got lost. All of them are special and all of them have different audiences. What I've learned is that the hardest thing about starting out at Bowdoin is that each class is different in terms of how students respond to the material and how those responses call forth a different response from you. You can look at the classroom experience like a jazz ensemble. I could teach the same course every semester with the same notes, but different students will make each class different.
Time management is most difficult.
It's not simply about disseminating information, but it's about getting students excited about the material. I decide I want to make two or three points that tie into the major point of the course, then I outline those in my head and organize material around it. I use an outline as a kind of point of departure, so there's something at the podium all the time. I kind of move in and out of it, but I don't use any special technique. I just do most of the stuff in my head.