Teacher-Student Relationships
Crossing into the Emotional, Physical, and Sexual Realms
By (author) Ernest J. Zarra
Publication date:
11 April 2013Length of book:
228 pagesPublisher
R&L EducationDimensions:
233x163mm6x9"
ISBN-13: 9781475802368
Why are so many public school teachers, administrators, and coaches choosing to become romantically and sexually involved with teenage students and players? Since 2000, numbers of intimate relationships between teachers and students have skyrocketed. Teacher arrests are at all-time highs. Is there a correlation between these relationships and communication and social technologies? The book explores:
This book is provocative and relevant for educators at all levels, public and private. It is also a must-read for professors, teachers-in training, athletic and academic coaches, school administrators, and parents.
- What is driving those in public and private education to have romantic and sexual relationships with their students, and to jeopardize their careers, families, reputations, and freedom?
- What roles do communication and social technologies play in feeding teacher-student relationships?
- Who is protecting teenagers from predator-teachers and predator-coaches, in our schools?
- Is there a new phenomenon in schools: The Predator Teenage Student?
- What practical strategies can be put in place to protect teenagers from sexual predators on our campuses?
- The appropriate educational use of communication technologies on high school campuses.
This book is provocative and relevant for educators at all levels, public and private. It is also a must-read for professors, teachers-in training, athletic and academic coaches, school administrators, and parents.
High school teacher and education theorist Zarra investigates how young adult brains process emotions and how the use of technology impacts mental maturity. In rethinking how educators address the topic, Zarra provides guidelines for creating boundaries between students and teachers that simultaneously strengthen their relationships in appropriate ways. His discussion extends to topics of developing character in children and how the brain development of children influences their interaction with educators later in life. Readers of Thomas Lickona’s Character Matters and Educating for Character as well as Eric Jensen’s Teaching with the Brain in Mind and Brain-Based Learning will find Zarra’s intersections useful. VERDICT The practical guidelines mostly boil down to common sense; however, the author illuminates the topic with neuroscientific research that stages a forum for a continued dialog.