The scale, developed by Terry Haydn, is an instrument for considering the working atmosphere in classrooms and is used for teacher development by schools and Initial Teacher Education (ITE) providers within and beyond the UK. The purpose of the scale is to encourage student teachers, teachers and schools to reflect on the influence of classroom climate on teaching and learning, and the extent to which there is a ‘right to learn' for pupils, free from disruption. The scale differs from other classroom climate instruments in its attempt to provide a more nuanced calibration of the extent to which the teacher is in control of the classroom, and able to create and sustain a working atmosphere that optimises pupil learning.
The aim is to help those with an interest in classroom climate to conceptualise the working atmosphere in the classroom as a continuum, between one ideally conducive to learning (Level 10), to one where pupil attainment and entitlement to learn are severely constrained by the poor behaviour of some pupils (Level 1). The level descriptors were designed to evince a chord of recognition in anyone who has had experience of working in classrooms, and also, to be transparent to other ‘stakeholders' in education, such as parents, governors, policymakers, and pupils themselves.
The scale, and a brief explanation of how it might be used can be accessed at https://archive.uea.ac.uk/~m242/historypgce/class_management/10pointscale.htm