When implementing a positive approach to redirection, Jane Bluestein, author of 21st Century Discipline, offers strategies to develop responsible and disciplined learners. The following review of her version of contingencies offers a simple strategy that aids in building a positive and caring learning environment.

When implementing a cooperative approach to discipline, educators should use contingencies. Contingencies are “when/then” statements. They are always stated positively and only stated once. Nothing more is said. If the desired result does not come, the natural or logical consequence follows. For instance, if the contingency is, “When you are quiet, I will continue reading the story,” the educator simply stops reading and waits quietly for a short time. If learners do not become quiet, the logical consequence is, “I am sorry that you have chosen not to hear the story at this time. Perhaps we can continue tomorrow.” This statement is made matter-of-factly, and the learners and educator move on to another activity. There is no need to nag or repeat the statement. Simply doing what has been said is effective. If the learners comply, the contingency ends immediately, and the educator continues reading the story.

Contingencies have a powerful effect because they are logical and relevant. The consequence is directly related to the action, it is immediate, and it makes sense. The contingency is rational, the educator remains calm, and learners start to realize the actions they take are choices, and choices determine consequences.

Guidelines for Setting Contingencies

• Use contingencies that are meaningful and important to the learners.
• State contingencies in a positive manner, using language such as “when/then,” “if/then,” and “as soon as.”
• Keep demands short and simple.
• Be clear about what the learners should do.
• Select only Win/Win contingencies (those that will not hurt, deprive, or inconvenience anyone else).