Every teacher knows that keeping control of the classroom is a tough task. UEA developed the Haydn scale to help teachers create and sustain a better working atmosphere.
Developed by Professor Terry Haydn, from the School of Education and Lifelong Learning, the Haydn Scale promotes reflection on classroom climate and develops understanding of the factors that influence the working atmosphere in classrooms.
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.
It is the most widely used instrument for evaluating classroom climate from the perspective of the teacher and is used for teacher development by schools and initial teacher education providers worldwide.
It provides a framework for trainee teachers, teachers and their schools to think about the factors influencing the atmosphere in the classroom, how this is impacting on teaching and learning, the equal opportunities issues surrounding inclusion, and whether some pupils may be spoiling the learning of others.
The scale also draws attention to the impact that the working atmosphere in the classroom has on the quality of teachers’ working lives and job fulfilment. In the words of one teacher interviewed as part of the research, ‘In terms of how much you enjoy your teaching, there's a massive difference between operating at levels 7 and 8… which are OK… no big hassle… and level 10, when it's just a fantastic job, pure pleasure… you can get a real buzz out of the interaction with pupils. It's like the adverts for teaching on the TV but in real life.'
Professor Terry Haydn
Professor of Education
School of Education
My initial research interests and doctoral thesis were in the field of History of Education, and I have written widely on the teaching of history and the history curriculum, with a particular interest in differing views on the purposes and benefits of school history. I also have an interest in the use of new technology in history teaching, and have edited two books on this subject.