Your students looked a bit lost? I had students complain about me to my supervisor because my lesson had been so confusing that they had checked out after 5 minutes. They haven't done that in a while, so I guess, things can get better!
Teaching can be hard on the ego; lord knows, it was hard on mine, especially during the first years. Got a lot of mixed feedback from the beginning, definitely cried about it on one occasion or two. But the truth is, finding a style that works for you is just a lot of trial and error, and you get quite a bit of a margin of error in most institutions. The stakes are not actually that high. Take a moment and consider, seriously, what is the worst that could happen?
So I've explained something badly, I've lost the class? Just means I'll have to explain it again. Maybe not the most efficient use of lecture time, but I'm sure some students would need a repetition anyway. If it's a key point, it's never enough to explain it just once. If it's just a footnote, I make a note not to put it on the exam and move on.
Honestly, the mere fact that you're paying attention to whether you've lost your audience already puts you heads and shoulders above some instructors I could think of from my personal experience. Explaining something in a confusing manner is an easy mistake to make, but it's also an easy mistake to correct.
The students are bored? Well, some are going to be bored no matter what I do. The subject either holds some intrinsic interest for the student, or it doesn't, and if it doesn't, any bells and whistle I could use to get at least some momentary attention will only take a student so far anyway. It's true that a bad teacher can kill even the most motivated student's interest in a subject, but for that it usually takes somewhat more than just being dull.
Also, ultimately every learner has to find their own way to the matter; to truly grasp something, you need to feel a personal resonance. I can tell you why something is interesting to me - I can't tell students why it should be interesting to them, because I don't know all their lifes and all their plans, and even if I did, I can't make that personal connection for them. If they're only here to get a certificate, binge all the knowledge the night before the test, to vomit it up on cue with the full intention to shed it all like so much ballast once they've handed in their exam, I'm not going to stop them, I actually think they should have that choice. (I've always side-eyed the sort of teacher who goes into it with the aspiration "to shape young minds"; I think the young minds should always be free to reject getting shaped. I've certainly had my share of students who clearly walked out of my lessons with perfectly pristine minds, and they should be free to do so - but of course they were clearly extremly bored!).
You know which student is certainly not going to be bored? The student who's always on their toes, because they feel their instructor might call on them any minute and tear them apart in front of the whole class. They're not going to actually learn anything either, because the fear takes up too much mental capacity to process new information properly, but they are probably not going to vote that class "best class to nap through" in the yearbook (not gonna lie, I was pretty insulted about that one for a week at least).
Obviously I'm not saying you'll either have to bore or terrodrize your students. Obviously good teachers manage to to do neither. But it can be a tricky balance to strike (some students are quite sensitive and feel easily over-taxed, others will feel easily understimulated if you don't challenge them once in a while, it's not always immediately obvious who's which type), and what I'm saying is, there's definitely a worse side to err on, in my humble opinion.
You clearly want to see yourself as someone who holds themselves to certain standards. You might be surprised, but so do I. I actually think it's hugely important that teachers do. But these standards can't just be external standards alone - external standards are moving targets, in some ways you always could be doing more, there are some students who will always need more than you're capable of - your standards have to be internal ones, they have to reflect what's most important to you, and they have to be workable for you.
My standards for example:
Don't make students cry. I made a student cry once and it was the worst, it made every subsequent failure pale in comparision.
Don't stand by while a student hurts (insults, mocks, undermines) another.
Don't punish students for your own mistakes, always admit when you're wrong.
Don't play favourites.
These to me are the four mortal sins of teaching, the things that can really cause lasting damage. Dull and confusing is not optimal, but it happens, and the students will survive.
These are the things that I need my students to trust me with:
That I know my stuff
That I give a shit
That I don't take things too personally.
Maybe they'll sometimes find me dull and confusing, but my experience is, if they trust me with these three things, I can work with them well enough.
