language use in teaching

What has made me sensitive about the language use in teaching is the assignment on the reflective video analysis. I have watched my own lesson for the first time in my life. What has shocked me in the video is my restless attitude in the lesson. As for my language use in the lesson, the major problems are the unclear utterance, too quick delivery, redundant repetition, too much fillers and so on. Then, why do these problems happen, and how can I solve them?
Why does my utterance become unclear and too fast overall? First of all, that is absolutely because there are many things to say in the class. I try to push many things in one lesson. Sometimes, the priority is on how much I can proceed, rather than on how much students can understand.
The second reason is that I try to avoid the boredom in the class. That is, I believe that slow delivery is boring for students, which is, of course, not always true. For this reason, however, I also try to change the speed of my delivery quite often. My delivery somehow unnaturally becomes slow for what I believe is important for students to learn. To exaggerate this slow speed, my delivery is usually too quick.
The third reason is that I try to repeat the important point again and again. I believe that the ten-time repetition is indispensable for students to memorize what teachers say. Hence, I usually repeat what I want students to memorize, which is another reason to make my delivery very quick.
I believed that my quick delivery had enough reason, but when I watched myself in the video, I felt miserable. What I saw in the video was the seflish, self-satisfied attitude of mine. In the video, students seemed to be enduring my monotonous speech, which sometimes awkwardly became slow for what I believe is important. What students did in the video was just to keep writing the answers on the textbook or notebook. In short, the problem of the language use in my lesson is that it lacks the viewpoint of students.
After I watched the video of my lesson, I keep trying to 'talk' with as many students as possible in the class, though it is impossible to talk with all. Even if I can talk with all, I try to give my eye contact to as many students as possible with smiles.
Before the video analysis, my delivery was for delivering what I wanted students to learn in the lesson. On the contrary, after the video analysis, it is also for communicating with students in order to motivate them. This is what I have learned in this course.