Letting students know exactly where they stand at all times, in terms of what they have done and what they need to do. Now this strictness can be combined with encouragement and motivation, but in Stage 1, everything depends upon the student actually doing the work. That is why so much Stage 1 learning takes place in the classroom, on the spot, under close supervision, step by step by step, until students are ready to move to material that demands greater self-direction. There is a delicate balance between encouraging and requiring, motivating and demanding performance. The Stage 1 teacher must always stay on her side of the line and insist that students perform.
Real achievement is essential to self-esteem.
Naturally, this can lead to problems of student resistance and subversion mentioned in the article. The best antidote I know to this is to give Stage 1 students things to do that are clearly meaningful, and which enable them to make a clear chart of their progress.