The Haymarket Riot 1886 Labor Incident

The Haymarket Riot in Chicago in May 1886 killed several people and resulted in a highly controversial trial followed by executions of four men who may have been innocent. The American labor movement was dealt a severe setback, and the chaotic events resonated for many years. American Labor on the Rise American workers had begun organizing into unions following the Civil War, and by the 1880s many thousands were organized into unions, most notably the ​Knights of Labor. In the spring of 1886 workers struck at the McCormick Harvesting Machine Company in Chicago, the factory that made farm equipment including the famous McCormick Reaper made by Cyrus McCormick. The workers on strike demanded an eight-hour workday, at a time when 60-hour workweeks were common. The company locked out the workers and hired strikebreakers, a common practice at the time. On May 1, 1886, a large May Day parade was held in Chicago, and two days later, a protest outside the McCormick plant resulted in a person being killed. Protest Against Police Brutality A mass meeting was called to take place on May 4, to protest what was seen as brutality by the police. The location for the meeting was to be Haymarket Square in Chicago, an open area used for public markets. At the May 4th meeting a number of radical and anarchist speakers addressed a crowd of approximately 1,500 people. The meeting was peaceful, but the mood became confrontational when the police tried to disperse the crowd. The Haymarket Bombing As scuffles broke out, a powerful bomb was thrown. Witnesses later described the bomb, which was trailing smoke, sailing above the crowd in a high trajectory. The bomb landed and exploded, unleashing shrapnel. The police drew their weapons and fired into the panicked crowd. According to newspaper accounts, policemen fired their revolvers for a full two minutes. Seven policemen were killed, and it’s likely that most of them died from police bullets fired in the chaos, not from the bomb itself. Four civilians were also killed. More than 100 persons were injured. Labor Unionists and Anarchists Blamed The public outcry was enormous. Press coverage contributed to a mood of hysteria. Two weeks later, the cover of Frank Leslies Illustrated Magazine, one of the most popular publications in the US, featured an illustration of the bomb thrown by anarchists cutting down police and a drawing of a priest giving the last rites to a wounded officer in a nearby police station. The rioting was blamed on the labor movement, specifically on the Knights of Labor, the largest labor union in the United States at the time. Widely discredited, fairly or not, the Knights of Labor never recovered. Newspapers throughout the US denounced â€Å"anarchists,† and advocated hanging those responsible for the Haymarket Riot. A number of arrests were made, and charges were brought against eight men. Trial and Executions of the Anarchists The trial of the anarchists in Chicago was a spectacle lasting for much of the summer, from late June to late August of 1886. There have always been questions about the fairness of the trial and the reliability of the evidence. Some of the evidence presented did consist of early forensic work on bomb building. And while it was never established in court who had built the bomb, all eight defendants were convicted of inciting the riot. Seven of them were sentenced to death. One of the condemned men killed himself in prison, and four others were hanged on November 11, 1887. Two of the men had their death sentences commuted to life in prison by the governor of Illinois. The Haymarket Case Was Reviewed In 1892 the governorship of Illinois was won by John Peter Altgeld, who ran on a reform ticket. The new governor was petitioned by labor leaders and defense attorney Clarence Darrow to grant clemency to the three imprisoned men convicted in the Haymarket case. Critics of the convictions noted the bias of the judge and jury and the public hysteria following the Haymarket Riot. Governor Altgeld granted the clemency, stating that their trial had been unfair and was a miscarriage of justice. Altgeld’s reasoning was sound, but it damaged his own political career, as conservative voices branded him a â€Å"friend of anarchists.† Haymarket Riot a Setback for American Labor It was never officially determined who threw the bomb in Haymarket Square, but that didnt matter at the time. Critics of the American labor movement pounced on the incident, using it to discredit unions by linking them to radicals and violent anarchists. The Haymarket Riot resonated in American life for years, and there is no doubt it set back the labor movement. The Knights of Labor had its influence plummet, and its membership dwindled. At the end of 1886, at the height of the public hysteria following the Haymarket Riot, a new labor organization, the ​American Federation of Labor was formed. Eventually, the AFL rose to the forefront of the American labor movement.

A Single, Comprehensive Solution For Environmental Challenges

A single, comprehensive solution to environmental challenges does not exist. The subject matter of the environment is interdisciplinary and entails diverse sets of strategies and solutions. Historically, collective action solutions have focused on conventional governmental regulations or privatization. It operates under the assumption that under the established apparatus of government and private institutions, individuals could join cooperative efforts and contribute to the cause. Hardin argued for the centralized administration of resources by governmental agencies or the privatization of the commons and allow the private enterprise to manage the common as it sees fit (Hardin 1968). Nobel prizing winning economist, Elinor Ostrom disputed such claims, asserting that governments have large agendas and cannot consider local environmental problems and some resources such as water and air cannot be privatized. Ostrom insists that the state or the market cannot be successful in ensuring the sustainable use of natural resources (Ostrom 1990). According to Ostrom and her research, an alternative approach to the problem of the commons is community mobilization, or polycentric governance. The alternative approach is characterized by multiple cooperative independent institutions organized and governed under a general system of rules. The citizens and officials of the community all come together to jointly chart the priorities and management of their local resources, while balancingShow MoreRelatedFormal Declaration Of Commitment To Environmental Sustainability Of Western University891 Words   |  4 Pages1. INTRODUCTION This report was contracted by Western University to reduce landfill disposal of a specific end-product on campus. 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Gender wage gaps Free Essays

â€Å" In all of the advanced capitalist states adult females were sing the contradictions of an instruction which seemed to assure self-fulfilment, and a labor market based on inequalities of category and gender † ( Brinton, 1993, as cited in Threlfall, 1996, p. 270 ) . This statement has been made more than fifteen old ages ago and indicated that adult females were non treated every bit sing work and wage. We will write a custom essay sample on Gender wage gaps or any similar topic only for you Order Now However, have fortunes changed since so? If yes, did they better or decline and to which widen? The purpose of this paper is to analyze the being of a gender pay spread in Japan and Germany and to measure possible grounds for it. Furthermore, an mentality for the hereafter will be given at the terminal. 2. Gender Wage Gap in Japan The Nipponese jurisprudence system is regulated by the Nipponese Standards Labour Law which was enacted after World War II in 1947. This Nipponese Standards Labour Law contained a clause which should protect working adult females. In world, this clause prevented adult females from working inordinate overtime and during darks ( Sama and Papamarcos, 2000 ) . This is why adult females could non mount up the oily pole. Furthermore, this jurisprudence prohibited that adult females were treated otherwise on the footing of sex ( Threlfall, 1996 ) . On top of this, as stated by Threlfall ( 1996 ) , the Standards Labour Law covered merely equal rewards but non publicity or retirement. During this clip, employers could be sued for favoritism, but this was an expensive and time-consuming act as each instance had to be dealt with individually. Additionally, many companies circumvented the danger of cases by new scaling of occupation rubrics ( Threlfall, 1996 ) . This changed in 1986 when the Equ al Employment Opportunity Law ( EEOL ) was passed ( Sama and Papamarcos, 2000 ) . This jurisprudence encouraged companies in Japan to handle employees every bit in all facets like rewards, publicity, enlisting and hiring ( Threlfall, 1996 ) . Unfortunately, the EEOL contained no punishments for go oning favoritism and besides its amendment, which was enacted in 1999, did non truly better the inequalities sing pay and publicity between work forces and adult females ( Sama and Papamarcos, 2000 ) . Figure 1 clarifies these of import labor Torahs in Japan. Figure 1: Legal Mechanisms and Government Enterprises Nipponese Labour Standards Law of 1947 Contained protective clause for working adult females. Came under examination in 1970s as a possible hindrance to adult females ‘s calling promotion. Equal Employment Opportunity Law ( EEOL ) of 1986 Enacted in 1987, the EEOL called for equal wage for equal work. No punishments for lawbreakers. Employers asked merely to do a good attempt. June 1997 Amendment to the EEOL Enacted in 1999, the amendment lifted limitations on midnight, vacation, and overtime work by adult females in consequence since the 1947 Labor Standards Law. Further stiffened warnings against companies found in misdemeanor of the EEOL. No punishments attached. Beginning: Adapted from: Sama, L. and Papamarcos, S. ( 2000 ) . ‘Culture ‘s effects for working adult females in corporate America and Japan, Ind. ‘ . Cross Cultural Management – An International Journal. Vol. 7, No. 2, pp. 18-29. Harmonizing to Selmer ( 2001 ) , the Nipponese â€Å" pay system is based on senior status † ( pp. 236-237 ) . This indicates that publicity and pay rise are automatic and no topic to occupation responsibilities or virtue ( Selmer, 2001 ) . That means that employees get publicity and pay rise when they reach certain age degrees. â€Å" The gender pay spread is measured as the average pay of work forces minus the average pay of adult females, expressed as a proportion of the average pay of work forces † ( Evans, 2002, p. 191 ) . As stated by the World Economic Forum ( 2005 ) , â€Å" no state has yet managed to extinguish the gender spread † ( p. 1 ) . Harmonizing to OECD ( 2007 ) , the adult females ‘s medium pay in Japan is two tierces of that received by work forces. This represents twice the OECD norm. Figure 2 displays the gender pay spread of several states. Blau and Kahn ( 2003 ) stated that the gender pay spread in Japan is up to 85 % ( as cited in Johnes and Tanaka, 2006 ) . This means that adult females earn up to 85 % less than work forces. Recent beginnings indicated a gender pay spread of 65.9 % for 2007 ( Nipponese Institute for Labour Policy and Training, 2008 ) . The differences in the gender pay spread are capable to different informations used for analysis. Some computations include parttime workers, which are chiefly female and others base their computations on full-time employees merely. Figure 2: Gender Pay Gap in 2003 Beginning: Adapted from: OECD ( 2007 ) . ‘Highlights Japan ‘ [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.oecd.org/dataoecd/20/20/39696303.pdf [ Accessed 29 December 2008 ] . 3. Reasons for the Gender Wage Gap in Japan As already stated above, Nipponese houses discriminate on the evidences of gender when paying employees. This chapter evaluates several grounds for the gender pay spread in Japan. First of wholly, many workers in Japan acquire a lifetime employment contract ( Ishii, 2000 ) . Nipponese houses make immense investings in employee preparation and that is why they want their employees to remain as long with the company as possible. Therefore, the continuance of fond regard to a house plays an of import function when negociating rewards. As it is most frequently foreseeable that adult females will non remain with one company for their whole life, because they want to get down a household one twenty-four hours, they reasonably much ne’er acquire a life-time contract ( Ishii, 2000 ) . Therefore, as stated by Ihsii ( 2000 ) , companies make no investing in human capital when they employ adult females as they think they will non profit in the hereafter from this investing as adult femal es sooner or later leave the company. The 2nd ground for the gender pay spread is based on different experiences. Miyoshi ( 2007 ) argued that there is no gender wage spread when people are employed straight after school, college or university. But when employees accumulate work experience, the pay spread enlarges. Miyoshi ( 2007 ) explains this fact by mentioning to the full-time work experience and senior status. The more full-time work experience an employee has, the more valuable he is. As adult females frequently have less work experience because of child-raising duties and merely parttime occupations, the get less money and less publicity than their male opposite number. Different features of workers represent the 3rd ground for the gender pay spread in Japan. Johnes and Tanaka ( 2006 ) explained that different features like age, work experience, instruction and continuance of work are one ground for the gender wage spread in Japan. They agree with Miyoshi when saying that differences in work experience are the ground for wage inequalities, but they extend the statement by adding other features like age and instruction. The greater portion of the gender pay spread in Japan can be explained by mentioning to the grounds stated above. However, there is besides a smaller portion of the net incomes spread that can non be explained. Harmonizing to Kawaguchi ( 2006 ) , this portion can be attributed to arouse favoritism. 4. Gender Wage Gap in Germany Sing German jurisprudence, article 3 paragraph 2 of the German Fundamental law of 1949 provinces that work forces and adult females have equal rights ( Maier, 2007 ) . Furthermore, paragraph 3 provinces that no 1 should be discriminated on the evidences of gender. This right for equal intervention and payment was non practiced in world as particular pay groups for adult females were allowed in corporate understandings until 1955 ( Maier, 2007 ) . Furthermore, Maier ( 2007 ) stated that most employees in Germany are paid harmonizing to these corporate understandings, â€Å" although the coverage is worsening † ( p. 11 ) . In 1980, a new paragraph was added to the German Constitution which demanded equal wage for work of equal value ( Winter, 1998 ) . But this amendment brought no opportunity. Later, in 2006, the General Equal Treatment Act was passed and paragraph 7 prohibited â€Å" unequal intervention within any employment relationship † ( Maier, 2007, p. 18 ) . This jurisprudence stated that lower rewards for adult females are non justified if they are based on gender. Unfortunately, German jurisprudence still lacks legal steps to command the execution of equal pay rules. Furthermore, Maier ( 2007 ) stated that it is non easy for adult females to claim their right for equal wage. Class actions are non allowed and therefore, all adult females must convey their single claim to tribunal. As this is frequently an expensive and time-consuming procedure, many complainants refrain from registering a suit ( Maier, 2007 ) . That is why Germany has a important high gender pay spread, although the German authorities has a female Chancellor of the Exchequer ( Plass, 2008 ) . In world, as stated by Plass ( 2008 ) , Germany has one of the highest gender wage spreads on the European continent. Furthermore, more than 90 per centum of all on the job adult females are discriminated and earn between 80 and 210 cents less per hr ( Grad A ; iacute ; n, del R A ; iacute ; o and Cant A ; oacute ; , 2006 ) . Legal norms for equal wage in Germany are displayed in figure 3. Figure 3: Legal Norms on Equal Pay in Germany Legal footing Article/paragraph Persons covered Basic Law ( Grundgesetz ) Article 3 Para 2 and 3 All employees Civil Code ( B A ; uuml ; rgerliches Gesetzbuch )  § 612 Para 3 ; Replaced by General Equal Treatment Act ( Allgemeines Gleichstellungsgesetz AGG ) in 2006,  §Ã‚ §3, 7, 8 Any employment relationship Beginning: Adapted from: Maier, F. ( 2007 ) . ‘The continuity of the gender pay spread in Germany ‘ [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.harriet-taylor-mill.de/pdfs/ discuss/Discussion % 20Paper % 2001 % 202007.pdf [ Accessed 29 December 2008 ] . Harmonizing to the German authorities statistics agency, Destatis, working adult females in Germany earned 24 per centum less than work forces in 2006 ( as cited in Plass, 2008 ) . As stated by Maier ( 2007 ) , this figure has been reduced to 22 per centum in 2007. Whereas the mean difference in wage is 15 per centum in the European Union ( Spiegel Online International, 2008 ) . 5. Reasons for the Gender Wage Gap in Germany Several grounds contribute to the big gender pay spread in Germany. First of wholly, as mentioned by Lauer ( n.d. ) , adult females frequently do non possess the same instruction and accomplishments as work forces do. Employers who place value on these exact accomplishments are likely to pay adult females less in order to counterbalance the deficiency of accomplishments and cognition. Furthermore, Lauer ( n.d. ) besides mentioned that accomplishments and cognition may be rewarded otherwise between work forces and adult females. Meaning that adult females with the same educational background and cognition will gain less because these indistinguishable accomplishments are non rewarded the same manner by the employer. In add-on, Maier ( 2007 ) identified the deficiency of legal barriers against low rewards as a ground for the gender wage differences in Germany. As there exists no general lower limit pay in Germany, and as the state has about three million unemployed individuals ( Bundesagentur f A ; uuml ; R Arbeit, 2008 ) , it is easy for employers to make full a low-paid vacancy. Furthermore, Lauer ( n.d. ) identified occupational crowding of adult females in low paid businesss as another beginning for gaining inequalities between work forces and adult females in Germany. There is besides the fact that there is a low proportion of working adult females in extremely paid places ( Maier, 2007 ) . Concluding, Maier ( 2007 ) stated that factors like age, instruction and work experience present merely a really unimportant ground for pay favoritism. Again, the unexplained portion of the gender pay spread can be attributed to favoritism based on gender ( Lauer, n.d. ) . 6. Similarities and Differences between Japan and Germany After analysing the gender pay spread in Japan and Germany and its grounds, several similarities every bit good as differences can be pointed out. First of wholly, there is a important high gender pay spread in both states, although the difference in net incomes is higher in Japan with about 35 per centum compared to Germany with approximately 22 per centum ( Maier, 2007 ) . However, the German net incomes spread is 7 per centum higher than the European Union norm ( Spiegel Online International, 2008 ) . Both states put accent on the features of employees. Age, work experience and instruction are of import when negociating rewards. As adult females frequently have less instruction or work experience than work forces ( Lauer, n.d. ) , they get paid less than their male opposite number. Furthermore, portion of the gender pay spread in both states is an unexplained portion which can be attributed to gender favoritism ( Kawaguchi, 2006 ; Lauer, n.d. ) . Differences between the two states can be found in the fact that Nipponese employers discriminate when puting in human capital. Due to the Nipponese lifetime employment, many employers consider instead carefully whether to use adult females or non. As it is obvious to them that adult females will go forth the company some twenty-four hours for child-raising responsibilities, they will thereby take away the human capital in which the company invested. 7. Decision Even if both states enacted Torahs in the 80ies which should guarantee equal wage for work of equal value, there is still a important gender pay spread discernible. Japan every bit good as Germany managed during the last to decennaries to contract this spread, but this happened likely merely because of the new Torahs which were enforced. When looking in front, both states will likely hold a different hereafter. Japan will lodge to its lifetime employment system ( Kato, 2001 ) and thereby will maintain the net incomes spread between work forces and adult females stable. The fact that more and more Nipponese adult females decide to prosecute their callings can perchance assist in contracting the gender wage spread ( Fackler, 2007 ) . Germany is likely to increase the gender wage spread as the coverage of corporate understandings, which set equal rewards for work forces and adult females, is worsening ( Maier, 2007 ) . Furthermore, every bit long as there is no support from the authorit ies to implement the right for equal money for work of equal value, the gender pay spread will non be narrowed. 8. Bibliography, Blau, F. and Kahn, L. ( 2003 ) . ‘Understanding international differences in the gender wage spread ‘ . Journal of Labor Economics. Vol. 21, pp. 106-144. Brinton, M. ( 1993 ) . Womans and the economic miracle: gender and work in post-war Japan. Berkeley: Calif. Bundesagentur degree Fahrenheit A ; uuml ; R Arbeit ( 2008 ) . ‘Der Arbeits- und Ausbildungsmarkt in Deutschland ‘ ( The work and instruction market in Germany ) [ on-line ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.pub. arbeitsamt.de/hst/services/statistik/000000/html/start/monat/ aktuell.pdf [ Accessed 6 January 2009 ] . Evans, J. ( 2002 ) . ‘work/family rapprochement, gender pay equity and occupational segregation: the function of rims and public policy ‘ [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //economics.ca/cgi/jab? journal= cpp A ; view=v28s1/CPPv28s1p187.pdf [ Accessed 16 December 2008 ] . Fackler, M. ( 200 7 ) . ‘Career adult females in Japan find a out of use way ‘ . The New York Times, [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //www. nytimes.com/2007/08/06/world/asia/06equal.html [ Accessed 6 January 2009 ] . Grad A ; iacute ; n, C. , del R A ; iacute ; o, C. and Cant A ; oacute ; , O. ( 2006 ) . ‘Poverty and adult females ‘s labour market activity: the function of gender pay favoritism in the EU ‘ [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.ecineq.org/milano/ WP/ECINEQ2006-40.pdf [ Accessed 6 January 2009 ] . Ishii, H. ( 2000 ) . ‘Occupational segregation and the gender pay spread in Japan ‘ [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.kli.re.kr/ iira2004/pro/papers/HisakoISHII.pdf [ Accessed 05 January 2009 ] . Nipponese Institute for Labour Policy and Training ( 2008 ) . ‘Wages and labor costs ‘ [ o nline ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.jil.go. jp/english/estatis/databook/2008/05.htm [ Accessed 05 January 2009 ] . Johnes, G. and Tanaka, Y. ( 2006 ) . ‘Changes in gender pay favoritism in the ninetiess: a narrative of three different economic systems ‘ . Japan and the World Economy. Vol. 20, pp. 97-113. Kato, T. ( 2001 ) . ‘The terminal of lifetime employment in Japan? : grounds from national studies and field research ‘ . Journal of the Japanese and International Economies. Vol. 15, pp. 489-514. Kawaguchi, D. ( 2006 ) . ‘A market trial for sex favoritism: grounds from Nipponese firm-level panel informations ‘ . International Journal of Industrial Organization. Vol. 25, pp. 441-460. Lauer, C. ( n.d. ) . ‘Gender pay spread in West Germany: how far do gender differences in human capital affair? ‘ [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //papers.ss rn.com/sol3/papers.cfm? abstract_id=217651 [ Accessed 6 January 2009 ] . Maier, F. ( 2007 ) . ‘The continuity of the gender pay spread in Germany ‘ [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.harriet-taylor-mill.de/pdfs/discuss/Discussion % 20Paper % 2001 % 202007.pdf [ Accessed 29 December 2008 ] . Miyoshi, K. ( 2007 ) . ‘Male-female pay derived functions in Japan ‘ . Japan and the World Economy. Vol. 20, pp. 479-496. OECD ( 2007 ) . ‘Highlights Japan ‘ [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.oecd.org/dataoecd/20/20/39696303.pdf [ Accessed 29 December 2008 ] . Plass, S. ( 2008 ) . ‘German adult females struggle with gender pay spread ‘ . International Herald Tribune, [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: // www.iht.com/articles/2008/08/28/business/women.php? page=1 [ Accessed 31 December 2008 ] . Sama , L. and Papamarcos, S. ( 2000 ) . ‘Culture ‘s effects for working adult females in corporate America and Japan, Ind. ‘ . Cross Cultural Management – An International Journal. Vol. 7, No. 2, pp. 18-29. Selmer, J. ( 2001 ) . ‘Human resource direction in Japan ‘ . International Journal of Manpower. Vol. 22, No. 3, pp. 235-243. Spiegel Online International ( 2008 ) . ‘German adult females earn a fifth less than work forces ‘ . Spiegel Online International, [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.spiegel.de/international/germany/0,1518, 558526,00.html [ Accessed 31 December 2008 ] . Threlfall, M. ( 1996 ) . Maping the adult females ‘s motion. London: Verso. Winter, R. ( 1998 ) . Gleiches Entgelt degree Fahrenheit A ; uuml ; r gleichwertige Arbeit: Ein Prinzip ohne Praxis ( Equal wage for work of equal value: a rule without practice. ) . Baden-Baden. World Economic Forum ( 2005 ) . â⠂¬ËœWomen ‘s authorization: mensurating the planetary gender spread ‘ [ online ] . Available at: Uniform resource locator: hypertext transfer protocol: //www.weforum.org/pdf/Global_Competitiveness_Reports/Reports/gender_gap.pdf [ Accessed 30 December 2008 ] . How to cite Gender wage gaps, Essay examples

Class Observation free essay sample

I choose to observe a primary 5 class in NT District. The lesson that aims to improve the confidence level of the students is made up of students who are weak in English. There are 30 students in the class, 17 boys and 13 girls. The gender ratio reduces biasness and made the class an ideal class to study. In the following paragraphs, I will explain how the class was conducted and the teaching methodologies of the teacher. Procedure 1. Pre-observation meeting Before the lesson, I had a meeting with the teacher. We first discussed the contents and objectives of the lesson. The lesson is a speaking class which aims to build students confidence in speaking. While improving students speaking ability is important, it is only secondary in this lesson. Next, we discussed about the activity that the students would do during the class to achieve the objectives. We will write a custom essay sample on Class Observation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The activity was a game named ‘on board which would use in the lesson to achieve the objectives. I understand that she uses the PPP model in this lesson. The teacher would play the role of a manager, an organizer and a tutor. She mentioned that this is atypical of her routine teaching which she focuses mainly on the grammar teaching. Furthermore, a writing course is not part of the lesson plan according to the course designed by the English panel. 2. Observations The classroom has an adequate setting. It is sufficiently lighted, spacious and well furnished. There is a big blackboard in the front of classroom and the room is equipped with latest audio video technology. It has good movie projector with a laser pointer. Computer with the internet connection is another feature of the room. Instructors can use them for effective teaching. There were 30 students in the classroom. Some of them sat at the front, while the others sat near the end of the hall. They were well dispersed and worked independently. 2. 1 Recall section The class lasted about 35 minutes; it started at 11. 15 am and ended at 11. 50 am. There were two observers in the class, namely the colleagues of the teacher and me. Before the observers came into the class, the teacher announced that the class was ready to begin and instructed students to settle down. Two minutes after, students became quiet and greeted their teacher formally. The teacher shortly introduced the observers to them and asked them to give a warm welcome: we received three rhythmic claps after the teacher signal hands ready to students. First of all, the teacher did the session to help students to recall the phases they learnt previously by showing them some flash cards and invited students to the stage to read it. There were 7 cards in total, which were ‘a bottle of blackcurrant   juice, ‘ a pattern of waffle†, â€Å"a bottle of soya bean milk†,† a cup of yogurt† ,†a loaf of bread†, â€Å"a bar of chocolate†Ã‚   and â€Å"a cup of coffee†. A girl called Mary came to the front of the classroom and pointed at two objects in the flash cards by speaking loudly. After she finished it, teacher praised her instantly and appointed a boy named Mark to draw a happy face on the blackboard below the name of the girl. Following by other students came to the front; they finished recalling all flash cards. When some children were stuck on some words like blackcurrant, the teacher provided help quickly by whispering. After recalling phases, the teacher started to use the projector to show students some sentences which expanded these phrases to a sentence, such as† I want a bar of chocolate†, â€Å"this is a loaf of bread†,† my brother is having a cup of yogurt† ect. She invited students to speak in front of class again. However, there were lots of commotions from the students that were not on the stage. When the teacher thought that the class was out of control, she used the order hands up to again bring order to the class. The recalling section lasted about 15 minutes. 2. 2 Game section The game ‘on board took place around 11. 0 am. The teacher grouped students into two large groups by an equal proportion, the left part and the right part, and then appointed Mark to keep record of the scores. She explained the rules explicitly that every group would send a student to the stage; he or she could choose a flash card which picture side faced to other classmates t hen made a sentence. The mark varied from one to three based on their performance. One mark was given to student who can only point out the object. The student would be awarded two marks if he could make a sentence with the phrase or read the phrase out very loudly. Finally, the students would be awarded three points if the student was able to make a sentence with the phrase and read the phrase out very loudly. However, the teacher did not shut down the computer after introducing the rules and the students could still view the sentence patterns on the screen. Although the medium of the communication for the class was English, the teacher used Cantonese several times in order to discipline the students. Students were highly motivated at the beginning of the game; many of them volunteered to go first. However, the teacher chose students based on their seating location and every child had an equal opportunity of playing the game. The performance of students varied with their English proficiency. Some of them had difficulty in recognizing words like â€Å"waffle† and â€Å"blackcurrant†; and some of them failed to articulate clearly which was due to their unfamiliarity of sentence pattern. These students seemed to pay no attention to the sentence pattern on the big screen. Many students willingly provided help when they saw their fellow classmates met difficulty on the stage while others chatted with their friends around them. As the game progressed, the class got more rowdy. Finally, the teacher used the code hands ready again to maintain order. Criteria for scoring changed with time. Initially, the scoring was difficult but the teacher relaxed the rules. Many of students could get 3 marks by turning back to read the sentence on the screen. The teacher began to forbid students looking back when they were standing on the stage. In addition, a number of grammar mistakes like my brother like drink blackcurrant juice were not corrected instantly by teacher. Some students lost their interest in the game. For example, a shy boy near the back of classroom was eager to join the game at the beginning but since his neighbors did not pay attention to his signal of communication, he began to play his textbook by tearing down a few small pieces of pages. In contrast, several more positive students could not wait to show off themselves by speaking loudly, one of them even came to the front of class to correct the mistakes made by the child on the stage. The class was chaotic again and the teacher had to use the order code hands up for commanding student to obey the principle of classroom. She warned the student who came to the front by commanding the Mark draw an unhappy face on the right side of black board. At the very last 5 minutes, the teacher accounted the scores of each group and announced the winner following by a short conclusion of this speaking lesson. 3. Post- observation Few days after the observation, I had a short conversation with the teacher. When I asked about her general feeling of the class, she thought that one activity for the lesson was too dull but she was happy for the progress made. A girl who used to be quite inactive in class commented that the English class was very interesting. The teacher was most satisfied with the encouragement she gave to students, but she was unhappy with only having one activity in the class. She believed that the strength of her teaching was the sufficient interaction with students. Reflections 1. The learner 1. 1 Attending to the learner Teachers attending behavior is important to achieve a successful humanistic learning environment for our students. It has been said that one cannot teach a language the best one can do is to make the conditions right for learners to learn. Part of these ‘right conditions involves how the teacher relates to-or attends to-the learners. For this reason, I paid attention to observe the teachers attending behavior towards the learners: the way the teacher acknowledged, through verbal or non-verbal means, the presence, contribution, and needs of individual learners. In this case, the obvious attending strategies used by teacher were the use of students names and abundant eye contact with her students. The gender of student was not relevant to the distribution of teacher attention in here whereas the seat arrangement lent itself to a particular spread of teacher attention. The students sat at the back of the classroom did not get the equal attention compared with the students in front and the middle. What I learned from her attending strategies is that we should try to give equal amount of attention to students. 1. 2 Learner motivation Learner motivation whatever it is the instrumental motivation or integrative motivation, its level (high or low) has an impact on expected learner roles. Highly motivated learners are more likely to synchronise their roles willingly with the teachers role and are more likely to co-operate with the teacher in the various processes involved in classroom learning. Those children who raised their hands for coming to the stage are good evidence. They willingly responded to teachers questions and passionately involved into the activity. 1. 3 Learner level One objective of this observation is to check whether the teacher accommodates her teaching to the different learning levels of students. A teacher should read the indicators of challenge in order to assess whether the level of difficulty is indeed appropriate. If all students can do an activity easily and accurately then it is probably below the appropriate level of difficulty for this class. Though this class is a weak class in the school, the level of students is not homogenous. The teacher was alerted to the indicators of challenge, which reflected on some aspects that non-comprehension in facial expression, student waiting time before response and first respondent does not offer the correct answer. When students consistently did not quickly and accurately point out the objects or make sentences, she lowered the standard in order to avoid potential frustration of weaker students. 2. Language 2. 1 The teachers meta-language The term ‘meta-language in here means the language a teacher uses to allow the various classroom processes to happen, that is, the language of organizing the classroom. The language use here should be genuinely contextualized, purposeful, communicative and potentially rich in input. For example, according to students language ability, she avoided using the type of questions that would involve complex response but using yes/no questions like ‘here is a picture of a bottle of blackcurrant juice. Have you seen it before? and display questions like ‘what is it in the picture? Or what is the sentence on the first raw? Her language use fulfilled the cognitive and linguistics demands made on the learners. 2. 2 The language of feedback to error Most teachers are aware of feedback in terms of its motivational value: the value of positive feedback and the dis-incentive that negative reinforcement can produce. In this speaking class, the teacher believed that she should not interrupt students in mid-flow to point out a grammatical, lexical or pronunciation error, since to do so would interrupt the communication and drag an activity back to the study of language form or precise meaning. Thus, a number of expressions like ‘my brother like a bar of chocolate and ‘ there a bottle of yogurt were accepted by teacher till it were made too many times then she corrected it. I think students benefit more from less intervention in communicative task. However, the timing of teacher interventions should be concerned with the error types and the aim of lesson. 3. Educational climate for learning Few would now doubt that people learn best when they are relaxed, comfortable, unstressed, interested and involved in what is going on, and motivated to continue. This class impressed me deeply by its anticipative classroom atmosphere. The teacher always used positive reinforcement like smiled, nods, called by name to encourage students even when a child violated the principle of class for attempting to replace his weaker fellow, she did not penalize him. I could see most of children did enjoy this class by their facial expression. 4. Teaching Skills and Strategies 4. 1 Presenting The skill of presenting is important in the repertoire of a language teacher, as learners often look to the teacher to perform this role. As a trainee teacher, two key components of a presentation seem more important to me: The teachers voice and the physical position of the teacher in the classroom. The former one composes a number of qualities which are audibility, projection, speed, clarity and lack of distortion. During the observation, I noticed the speed of teachers speech was moderate and her articulation was clear which did not confuse her students. In addition, she stayed on the stage for the whole lesson, but I think that she could go to middle or back of classroom instead. 5. ClassroomManagement 5. 1 Managing group work Group work requires different teacher skills to transit between different interactive patterns smoothly and efficiently in teacher-led activities. The teacher chose to separate children into two groups which created groups of mixed levels but each group had too many members and no leaders were ppointed to help teacher to manage their group members. Consequently, she had to use the principle code ‘hands ready or ‘are you ready many times. In my opinion, the teacher could group students into four groups and appoint some group leaders to assist her in monitoring other students. 5. 2 Teaching and learning roles An important aspect of effective teaching is the fa cility with which a teacher can move in and out of these various roles and enable learners to do likewise. The flexibility itself depends on the teachers understanding of the purposes of different stages of a lesson and a clear sense of what the various corresponding roles of teachers and learners are. The teacher adapted a focused instructional cycle which was the Presentation-Practice-Production style of lesson. In here, wherever in the lesson the production phase occurred (e. g. children made a sentence), the relative and interconnected roles of teacher and learners remained as facilitator to producer or guide to communicator (e. g. he teacher gave tips for helping weak students). I also think the order of the three ‘Ps can vary sometimes, for example, in order to establish with clarity areas of need and motivation, the production stage may come before the presentation. 5. 3 Timing and pace The fact that teaching is itself a contrivance, an event that is structured and planned, means that it is a process affected by the parameters and constraints of time. It is very difficult for trainee teachers to predict the length of the activity. The teacher of this observation set a good example for me to follow. She handled with timing and pace well by considering a number of factors, like the age of the learners, the difficulty of task, and the level of her students. 6. Materials and Resources The materials use depends on goals, input, activity, roles and setting that the lesson wishes to achieve. The teacher did not prepare any handouts to students in this speaking class but using the flash cards and projector as instructional materials. The materials contained extrinsic value for the affective side of those kids who can use it in their daily life. 7. Lesson Planning The planning of teaching can be seen as a series of decisions made by a teacher about various elements of a lesson- learners, materials, tasks, etc. the nature of different lesson is various: a lesson devoted to role-play will be different from a writing lesson or one devoted to an analysis of grammar. Based on the observation, I can see that the teaching plan had set up activity that promoted communication, realistically contextualized language, motivated a certain number of students and checked the comprehension, but just as the teacher mentioned in the post-meeting, she did not plan enough activities. Besides that, she did not intend to incorporate speaking as a component into her future classroom teaching, which means that students confidence in spoken English would not be improved. Thus, the inconsistency of lesson planning was the weakness of her teaching. Conclusion Being an observer in the classroom, rather than the teacher, gave me the freedom to look at the lesson from a range of different perspective. For the trainee teacher like me, this freedom is particularly important, it helps teachers gain a better understanding of teaching theories were used in actual lesson. From this observation exercise, I appreciated how the teacher values interaction with her students through game, however her lesson plan is not comprehensive and do not take speaking into her future teachings. I wish that I am able to improve on this area of teaching so that my students will have a more holistic education.