I use a lot of eye contact. The people in the back row are not anonymous, you know. Make sure you’re talking to them and make sure that you see them.
Expert Insights

Students should [only] be limited by students' curiosity. 
I find it [teaching] enjoyable, and I think that if you’re enjoying teaching something then your passion and desire and enjoyment gets transmitted to the students. It’s not necessarily easy to teach, but it’s satisfying and generally we want to inspire them to increase their level of intrinsic motivation to want to continue to study chemistry. 
You could identify people and you use it in a constructive way. But if you could show some identity, that you’re not a remote person up the front, that the big class is not anonymous, it just helps to break down that barrier. And once they trust you and once they like coming, that solves a lot of other problems  behavioural problems, learning problems and so on. 
It’s continuous learning. I mean, what I used to try to say to students when I taught the acidbase stuff I’d say ‘look there are only about six types of problems and if you can solve one of them you can solve them all because they’re all the same.’ But what you’ve got to be able to do is look at the question and say to yourself ‘this is one of those types of questions therefore this is the way I should think about approaching it.’ So take the question, dissect it, decide what you’re being asked to do, decide what information you’re given, and then say ‘yeah that’s one of those types of questions, this is the way I should go about solving it.' If you can get that across to them, that it’s not a new universe every time you get a question, it’s simply a repeat universe of the same type of question... But many students tend to look at each problem as a new universe and start from the beginning again. Many students don’t see that there is a limited number of problems that can be asked on a certain topic. 
Students see equations and panic. Students struggle to transfer mathematical knowledge to chemical situations. Students silo knowledge and find it hard to relate concepts to actual systems. 
I have one slide where I'm first demonstrating how we use curly arrows and that shows an arrow going in a particular direction from a nucleophile to an electrophile and emphasising that the arrow shows electrons moving  so it's got to start from where they are. There has to be some electrons there for them to move. So the whole screen goes black and comes up with a little orange box of 'never do this' which is an arrow starting from an H^{+}, which has no electrons. The dramatic emphasis that the whole room goes dark and then it's just up there. 
It was a revelation to me in second year when [one of the top professors] said to me, "Buy a model kit." And so now I tell all my students. 
I want them to get the big picture about what analytical chemistry is about in terms of solving an analytical chemistry problem. They need to know the big picture rather than just focussing on the measurement step. 
I think it’s a key teaching topic, also because it’s teaching students to look at data and to interpret data, to assess which part of that data is going to get them to the answer and which part is exquisite detail that they can come back to later on. 