That can be really hard. You need time to learn this as you go, no blame there. Set lots of boundaries around time & activity types. You need time to not-be-exp

That can be really hard. You need time to learn this as you go, no blame there. Set lots of boundaries around time & activity types. You need time to not-be-explaining things, so they can discover/play/ask questions/soak it all in. I'd first build yourself time to interview those who are there, and understand why they are there. Trust them and save their words for later, make sure you can describe their progress in terms of the words they themselves used. Ask them if they learn best in narrative style (ground-up, first principles, etc.) or if they prefer the outcome-first style (opportunism + fast break-fix cycle = speed of outcome, also connecting back to integrate first principles opportunistically/periodically). Confidence is a high-risk, comparatively low-reward terminology/mental model that can be replaced by lots of other helpful things. For example, what if instead of being confident, you focused on them and made them present, teach, or demonstrate to you? An extreme example (it's usually some mix), but confidence almost always has the risk of placing too much importance on the speaker/teacher's subjective role. This can torpedo any teaching gig. Keep in mind students are there with lots of self-expectations, those need to be discussed and leveraged. Good luck.