Student Well-Being

Student Well-Being / Creating Healing Classrooms / Case Study: Whistles for Whips – Positive Classroom Management in Darfur

Case Study: Whistles for Whips – Positive Classroom Management in Darfur

In Darfur, the IRC Education Coordinator, Dean Brooks, found an innovative solution to the teachers' use of negative classroom management practices. Recognizing the symbolic importance for the teacher to have some sort of attention-getting tool or object, he offered the teachers a shiny new whistle in exchange for the various types of leather whips they were accustomed to using in the classroom. The coordinator then demonstrated lots of examples of how teachers could use the whistle in class and on the playground in ways that are fun and have the desired effect of organizing and controlling the class, without involving physical force.

Click here to read about how teachers were encouraged to take a different approach to managing and organizing their students.


  1. Make a list of additional positive behavior management strategies for teachers in your context to adopt.

  2. Organize the strategies into categories such as: classroom/school rules, pedagogical methods, teacher demeanor, and methods of discipline.

  3. Consider how these strategies could be incorporated into teacher training and professional development activities, and be sure to discuss the list with the teacher educators in your context.

Click here and read pages 10–22 to learn more about strategies for positive behavior and classroom management.