What We've Been Up To
As FuelEd embarks on its second year of programs in Houston, we are excited to announce the support of The Brown Foundation, Inc. of Houston. Houston has proved to be an exciting inaugural city for our programs and a welcoming home for our organization. This grant from The Brown Foundation will help FuelEd build toward our vision of building educators’ capacity to connect with students and one another in a way that builds emotionally safe and growth promoting classroom and school environments.
Moreover, this grant will enable FuelEd to build its first city-based model, enabling us to build a a strong foundation for a sustainable program that can be scaled nationally.
FuelEd recently received news of cornerstone grants from several foundations and donors. This infusion will enable us to build staff on the ground in Houston where we will establish our first sustainable site that can be replicated nationwide. Read on to learn more about how these grants will enable FuelEd to grow!
FuelEd concluded its pilot at YES Prep Southwest in May 2013. The finale of our pilot at YES Prep was a special time where participants reflected on their learning, created personal vision statements as “FuelEducators,” and made a mural to depict their vision of their school as a “FuelEd School.” Read on to see some of the incredible vision statements the teachers and administrators created for themselves as “FuelEducators.”
A crucial factor to success and happiness is being open to learning, open to admitting when we are wrong, and open to change. Being willing to be vulnerable about our limitations is key to building strong relationships.
On April 10, 2013, FuelEd introduced its Openness to Learning module to teachers and administrators at YES Prep Southwest. During this module, teachers and administrators learned the importance of admitting their own personal challenges, weaknesses, and struggles. Our hope is that by learning to take ownership of mistakes, teachers and administrators will seek feedback and take greater responsibility for their continuous improvement, as well as that of their students. Moreover, by appropriately modeling personal struggles, teachers and administrators will demonstrate that it is okay to “not know it all.”
We are pleased to announce that three new Houston schools are preparing to come on board to work with FuelEd in the upcoming 2013-2014 academic year. Teachers and administrators at these schools will develop FuelEd’s six core social-emotional competencies through a combination of modalities: Instructional Workshops, Small Groups, and One-on-Ones. Read on to learn more about our partner schools.
On March 12th, 2013, FuelEd was one of five entrepreneurs who had the wonderful opportunity to present at the Harvard Innovation Lab’s anniversary event. The Harvard Innovation Lab, or “i-Lab,” is a new and innovative initiative fostering entrepreneirual activities among Harvard students, faculty, and entrepreneurs in Boston and is also the site of FuelEd’s early beginnings. FuelEd’s founder, Megan Marcus, spent many hours at the i-Lab while earning her Master’s in Education Policy and Management at Harvard University. The resources, mentorship, and classes were pivotal to FuelEd’s development. Read on to learn more about the event on March 12th….
How much do you rely on the external environment to generate a sense of self esteem? In many ways, this is entirely natural: we are, after all, social creatures. But, for teachers, this natural tendency can be exacerbated. After all, their success hinges on the multitude of relationships they manage. It is therefore understandable that the boundaries between internal self-esteem and external self-esteem become blurred. The danger in this, however, is that one’s sense of personal and professional success can become overly dependent on others’ opinions—opinions that fluctuate daily. When this happens our sense of fulfillment and ultimately even mental well-being can be at stake. In contrast, those with a sense of self esteem that is internally derived are better able to cope with and filter emotions, difficult interactions, and sometimes harsh opinions that they are confronted with. (more…)
Emotions are an integral part of life and sometimes even more so for many teachers who can experience a multitude of emotional highs and lows in the course of one day. Sometimes, teachers are told that it is unprofessional to express their emotions, despite the fact that the teaching profession is more often than not laden with emotions. If teachers don’t feel comfortable experiencing and expressing their own emotions, how can we expect them to be positive emotional role models to students? (more…)
Just yesterday, FuelEd received a disheartening email from a teacher. It read: “My fellow teacher residents and I are going through deep strife and depression right now and I’m holding a healing session tomorrow evening. Any meditative or healing resources you can share? Anything will do!”
This teacher is surely not alone. More than we realize, teachers experience “deep strife and depression” as a result of the multitude of pressures placed on them. In addition to instructional responsibilities, teachers oftentimes where many relational roles too – they are oftentimes parents mentor, counselor-figures to their students. (more…)
On November 28th, 2012, teachers and administrators at YES Prep Southwest experienced FuelEd’s module on Self Awareness. In a two-hour instructional workshop, participants were are presented with child development research on how early attachment relationships shape behaviors, beliefs, and motives. They then explored their emotional triggers to better understand how their early relationships may be impacting their teaching style. (more…)