Ethics and Law- Teacher-student relationships – how to make right decisions

“The quality of teacher–student relationships is the keystone for all other aspects of classroom management (Marzano & Marzano, 2008).” The boundaries of New York State Teacher-student relationships are guided by the six principles defined by the New State Broad of Education. These are:
· “Educators nurture the intellectual, physical, emotional, social, and civic potential of each student.”
· “Educators create, support, and maintain challenging learning environments for all.”
· “Educators commit to their own learning in order to develop their practice.”
· “Educators collaborate with colleagues and other professionals in the interest of student learning.”
· “Educators collaborate with parents and community, building trust and respecting confidentiality.”
· “Educators advance the intellectual and ethical foundation of the learning community.” (New York State Education Department, 2007)
Learner-Centered largely on a good teacher-student relationships and is essential to the success of our students and ultimately the growth of America; Learner-Centered theory has been repeatedly argued and often encouraged as an effective method of teaching.
However, increasing concerns about teachers' ethics and teachers’ relationships with students have become more of an issue today than ever in the past. With today’s media, a seemingly inappropriate act that would have been overlooked or dealt with by the local community, will quickly become a global issue thanks to the internet, especially via utube. Our profession is held under a discerning microscope both nationally and internationally. The manner in which we teachers conduct ourselves not only reflects on us as individuals, but any negative behavior on our part will tarnish the respect that the profession naturally deserves.
Robbie McClintock, an intellectual historian, claims that teachers have now become mere casual agents in implementing the education production goal. Teachers now have little influence in the process, and in the decision making on behalf of their students. This continues to become the preference of the state and federal government as teachers continue to blur the lines between themselves and students. How do we, as newcomers, change this perception? After all, it is a contradiction to our whole being as a profession. Teachers have historically been perceived as a great positive influence on society’s growth. Without us teachers, the circle of progress will simply collapse. So, how can we, in such a vital link, be perceived as mere agents?
Numerous legislation continues to be passed in support of student-teacher relationships. For example, in 2007, the Louisiana House of Representatives approved a bill that would bar teachers, coaches and other educators from having sexual contact with any students (Forrest, 2007). A 2003 Texas law declared that teachers who have sex with their students would be charged with a felony, and stipulated that a conviction might lead to a prison term for up to 20 years (NBC, 2006). Now that states have stepped in to define student-teacher boundaries, to stop this downward spiral, we need to communicate with and to emulate older and successful teachers. We need to continue to educate ourselves on the ethical expectations held by society, as well as to simply follow the rules and guidelines of our principals and our school districts.
Having sexual relationships with our students violates the law and societal moral codes. The respect that the teaching profession desires and deserves requires us to respect this boundary. Regardless of a teacher’s age, if this moral boundary cannot be understood and upheld, then that individual should not be in the classroom, leading tomorrow’s leaders. Statistics are clear that sex abuse is a “Shadow over U.S. Schools” (Irvine & Tanner, 2007). Sexual misconduct between teachers and students is at an all-time high.
We must hold ourselves to the highest moral and ethical standards, so that we are above and beyond reproach. Ethics are created for us to foster a unique student-teacher relationship while respecting each other’s space. Unfortunately circumstances, events and transgressions have occurred that have led to legislation stepping in, making it a criminal offence for teachers or professional youth workers to have a sexual relationship with their students. It is extremely disturbing that teachers, as the leaders of tomorrow’s brightest, need to be taught or reminded what should be seen as common sense. Teaching should be a highly respected profession as it depends on a broad range of reasoning skills and intellectual abilities which should obviously cover morality.



Reference
Iowa State University. (1996, September). Expert on sexual harassment policies to speak at Oct. 5 meeting of Iowa AAUP. Retrieved July 30, 2008, from ISU Chapter Newsletter : http://www.public.iastate.edu/~aaup/newslisu/sept96.htm
Forrest, B. (2007, Jone 12). Pro-Creationist Bill Approved by Louisiana House . Retrieved July 12, 2008, from The Ethical Atheist: http://www.ethicalatheist.net/2008/06/pro-creationist-bill-approved-by.html
(NBC, 2006)Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational Leadership,61(1),6-13.
Robert O. McClintock, “Introduction: Marking the Second Frontier,” in Computing and Education: The Second Frontier, ed. Robert O. McClintock (New York: Teachers College Press, 1988), xiii.
Irvine, M., & Tanner, R. (2007). Sex Abuse a Shadow over U.S. Schools. Education Week , v27, n9 p1.
New York State Education Department. (2007, Jan 25). Code of Ethics. Retrieved July 30, 2008, from New York State Education Department: Office of higher Education: http://www.highered.nysed.gov/tcert/resteachers/codeofethics.htm
Lewis J. Perelman, School’s Out: Hyperlearning, the New Technology, and the End of Education (New York: William Morrow, 1992), 25, 20.