Plan the course syllabus carefully and take your time going over all policies. Explaining what is expected and the consequences for missing work or being absent reduces confusion and contributes to a classroom that will run smoothly. Invite students to ask questions at the end of each activity to clarify assignments, and end class by having students summarize in writing, and turn in, key points they have learned.
Avoid overwhelming students. Take into consideration the time it will take to complete the assigned work, both in and outside of class. Depending on class length, focus on only one or two major topics in a class and provide students with the time to process information and practice new skills. Pace the presentation of new material, and if too much remains to cover, save it for another day. Supporting student learning is effective class management.
Give students the chance to provide feedback about how they are experiencing the class. Allow time in class to hear honest answers about the challenges they have faced completing assignments, and have students fill out anonymous evaluation forms rating their perceptions of the teacher's performance early in the semester. This allows time to make meaningful changes, if needed, to keep students motivated to succeed.
Use active learning techniques. Spend less time lecturing and instead have students form groups to answer questions and solve problems. Whether students pick their own partners or groups are randomly assigned, members can summarize what they have learned with the class, a strategy that keeps them on task, makes them accountable to others and diminishes distractions.
Give quizzes on reading homework. Offering bonus points helps establish good work habits while providing an incentive to complete out-of-class readings that are integral to class discussion. According to "McKeachie's Teaching Tips" by Wilbert McKeachie and Marilla Svinicki, "One of the most common causes of underpreparation is that students don't really know what is expected of them." Communicate orally and write on the board upcoming work due to reinforce preparedness.
Give every student the chance to speak by having them spend five minutes writing down their responses to questions individually, then discussing their answers with a partner and presenting their responses to the class. Make it a point to call first on students who tend to talk less. Talk privately with students who talk over you or others, letting them know the effect this has on class learning and requesting their cooperation to alter their behavior.