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.

Library Journal

Dr. Zarra's resource is packed with insights and powerful discussion questions. In the current social media climate, this is a must for all educators!

Eric Jensen, author of Teaching with the Brain in Mind, and international consultant on brain-based learning

As the Olympics commentators say, 'Zarra nailed it!' The 'it' is the current reality of American schools and the changing relationships between teachers and students. Dr. Zarra lays out the new world of sexting, bullying and sexual manipulation, and the eroding of authority and boundaries in our classrooms. This blockbuster book is a must read both for those entering the teaching profession and older educators wondering what is happening to the school environment.

Kevin Ryan, Founder of the Center for Character and Social Responsibility, Boston University

Zarra’s book is the map you’ve been waiting for—clear, accessible, useful, and well aimed. You’ll find the volume full of examples, principles, and sound advice—a captain’s guide to charting the deep waters of moral reasoning, of practical wisdom, of tutored intuition, and of interpersonal obligations—all in the context of modern and postmodern education, whether online or in person. Furthermore, one of the greatest strengths of Zarra's book is its ability to articulate sound educational and pedagogical reasons without descending habitually into the mind-numbing morass of education-speak, and the affected jargon that too often beclouds rather than illumines the truths under review.

Michael Bauman, Professor of Theology and Culture, Hillsdale College