Hi Margie! Thanks for your comments and question! Yes, talking a bit slower when nervous is an excellent idea, plus consulting other resources. Additionally, I have found these things have helped in the communication process: -As you mentioned, getting to know the students better professionally; with that, clarify what your expectations of them are and ask about their expectations of you; it creates a sort of partnership -Maintain strong eye contact with students when presenting; it helps you identify the pulse of the class; I call it "pulse and pace." Plus, by quietly observing student body language (looks of interest, frustration, excitement), you can get a feel for how fast or slow to go, or change altogether -Change the stimulus in your presentation often; for example, insert a story or example, point to a workplace scenario, include a mini-activity, or ask a question; this helps to vary the pace and can create additional interest -Stop and have students, in their own words, paraphrase the topic or application you have introduced (without putting anyone on the spot) -You mnetioned preparation; make sure that when you are planning a lesson that you take into consideration experiences the students bring to the classroom or lab, and have an idea of your instructional delivery and teaching method before implementing in class -Know that flexibility in any presentation is very important - even if it strays a bit to further clarify a question or meet a need of a student Hope these help and thanks again for your obvious passion for teaching! Jay Hollowell ED106 Facilitator