For scaffolding to be effective teachers need to pay attention to the following:
The selection of the learning task: The task should ensure that learners use the developing skills that need to be mastered. The task should also be engaging and interesting to keep learners involved. Said task should be neither too difficult nor too hard for the learner.
The anticipation of errors: After choosing the task, the teacher needs to anticipate errors the learners are likely to commit when working on the task. Anticipation of errors enables the scaffolder to properly guide the learners away from ineffective directions.
The application of scaffolds during the learning task: Scaffolds could be organized in "simple skill acquisition or they may be dynamic and generative".
The consideration of emotive or affective factors: Scaffolding is not limited to a cognitive skill but it also relates to emotive and affect factors. During the task the scaffolder (expert) might need to manage and control for frustration and loss of interest that could be experienced by the learner. Encouragement is also an important scaffolding strategy.