Throughout the years, we have met many educators from all over the world in our Training Courses and Discussion Group Meetings who are doing a great job with Chess in Education. We want to introduce their unique perspectives and share their stories that might be of interest and inspiration to others.
Meet Enrique Piedra from Florida (USA)
I met Enrique in 2025 through the ECU101 – The SMART Method to Teach Chess training course, and ever since, we have been sharing stories and ideas around Chess in Education. It has been a pleasure to witness Enrique’s passion for teaching and his unwavering commitment to making a positive difference in his students’ lives.
Some educators teach a subject. Others leave a lasting positive impression on the children they teach. Enrique Piedra is one of those educators.
My Story with Chess and Teaching
My name is Enrique Piedra, and I am a Physical Education teacher and chess educator at Citrus Grove K–8 Center in Miami-Dade County Public Schools in Florida, USA. Throughout my career, I have been passionate about helping children learn through movement, games, and chess, creating experiences that encourage them to think, participate and enjoy learning both inside and outside the classroom.
I have worked in education for more than twenty years, almost all of that time as a Physical Education teacher in Miami-Dade County Public Schools, primarily in Title I schools. From the very beginning of my career, I have believed that children learn best when they are actively involved, enjoy themselves, and feel encouraged to participate.
I earned my Bachelor of Arts degree from Florida International University before continuing my studies in Spain, where I completed two master’s degrees. One at the Universidad Pontificia de Salamanca and another at the Universidad San Jorge. Living and studying abroad broadened my perspective, not only academically but also culturally and helped shape the educator I am today.
Alongside Physical Education, chess gradually became another passion I wanted to share with my students. What began as a personal interest eventually grew into an important part of my professional life. Becoming a FIDE School Instructor and completing professional training through the European Chess Union (ECU) Education Commission allowed me to better understand how chess can support learning in the classroom. Today, I enjoy bringing together the best of both worlds, helping children develop through movement, play and thoughtful decision-making.
How did you first become interested in chess? What was your experience with the game before teaching it?
My love of chess began in Cuba, where the game was simply part of everyday life. You would see people playing in parks, neighbours gathering around to watch games, and children learning from older players. Thanks to the legacy of José Raúl Capablanca, chess was respected throughout the country, and growing up around it made the game feel both familiar and special.
One of the biggest influences on me was my Physical Education teacher, who also happened to be my chess coach. Looking back, it seems fitting that I eventually followed the same path. I remember him walking into class carrying folded newspapers under his arm and reading aloud the latest battles between Karpov and Kasparov. To us, they weren’t just chess games; they were exciting stories full of strategy, drama and imagination.
Chess was also part of my home life. My parents encouraged me to learn and always supported my interest in the game. Looking back now, I realise those early experiences shaped far more than my ability to play chess. They shaped the teacher I would eventually become.
How did your journey as a chess educator begin? What key moments shaped it?
My journey as a chess educator began in 2006 when I accepted my first position teaching both Physical Education and chess in an elementary school within Miami-Dade County Public Schools. Although I enjoyed chess, I had very little experience teaching it, so those first years became a period of learning, experimenting, and growing alongside my students.
Technology was very different then. There were no interactive boards or online resources, so most lessons relied on demonstration boards, practical activities, and plenty of face-to-face interaction. Every class included students with different abilities and levels of experience, which quickly taught me that good teaching is about adapting to the learners in front of you rather than following the same lesson every time.
One memory that has stayed with me was taking my students to the World Chess Hall of Fame when it was still located in Miami. Walking through the exhibits, seeing the history of the game, and discovering the stories behind the great champions was inspiring for all of us. As someone who grew up in Cuba, I was filled with pride to see José Raúl Capablanca honoured there. Even today, I like to think those students remember that visit as fondly as I do.
What inspired you to use chess as an educational tool? What motivates you to continue?
Although I have always loved chess, it was only after becoming a teacher that I realised how powerful it could be in the classroom. I began to notice that many students found it increasingly difficult to slow down, concentrate and think carefully in a world full of constant distractions. Chess offered something different. It encouraged children to pause, reflect, make decisions and learn from the consequences of those decisions in a safe and enjoyable environment.
As a Physical Education teacher, I also recognised many similarities between teaching sport and teaching chess. Both encourage children to challenge themselves, solve problems, work with others and grow through experience rather than simply being given answers. That connection convinced me that chess deserved a place alongside other educational activities because it helps children become stronger learners.
What continues to inspire me most are the students themselves. Over the years, I have watched children arrive with little confidence, afraid of making mistakes or losing games, but gradually become more patient, resilient and willing to challenge themselves. Seeing those changes, however small, reminds me every day that the real value of chess lies not in trophies or ratings but in the confidence and joy children discover along the way.
Another motivation for me is helping students discover that chess can be enjoyable, social and accessible for everyone. Growing up in Cuba, I saw chess respected and considered a normal part of society. A student could love sports, Physical Education and chess at the same time without contradiction. That perspective stayed with me throughout my life.
What challenges have you faced in promoting Chess in Education, and how have you addressed them?
One of the biggest challenges has been helping people see that chess is much more than a competitive game. For many, success in chess is measured by trophies, ratings and tournament results. While competition certainly has its place, I have always believed that the greatest value of chess lies in what children learn along the way. When students begin to enjoy thinking, become more confident and learn to persevere after making mistakes, those achievements are just as meaningful as winning a game.
Another challenge has been meeting the needs of students with very different personalities. Throughout my career, I have worked with children of all abilities, including students with ADHD, autism and Oppositional Defiant Disorder (ODD). Those experiences have taught me that there is no single approach that works for everyone. Some children need more structure, others need more encouragement, and some simply need someone who believes in them before they begin believing in themselves.
I have also learned that the support of families and schools is invaluable. When parents see their children becoming more engaged, responsible, or confident through chess, they quickly recognise that its value extends far beyond the chessboard. Those partnerships have been one of the most rewarding parts of my work.
How do you keep your teaching fresh, relevant, and inspiring?
One of the things I enjoy most about teaching is that no two days are ever the same. Every class brings a different mix of personalities, energy and curiosity, so I rarely teach the same lesson in exactly the same way twice. I observe how my students respond, listen to their ideas and adjust my approach to keep them actively involved.
I like to create lessons where children move, discuss, experiment and discover solutions for themselves. Mini-games, creative challenges and collaborative activities help keep learning enjoyable while encouraging students to think independently.
Which teachers, mentors, or training experiences have most influenced your teaching approach?
When I think about the people who shaped me as an educator, I always return to my Physical Education teacher and chess coach in Cuba, Jorge. As a child, I admired the way he combined movement, learning, and chess so naturally. At the time, I never imagined I would one day follow such a similar path, but looking back now, it feels as though he quietly planted the first seeds of my teaching career.
Another person who has had a tremendous influence on me is my mentor and close friend, Coach Rolle. During my first years as a teacher, he showed me what professionalism truly looks like. He taught me that successful teaching is built on preparation, consistency and genuine care for students. Nearly twenty years later, I still find myself drawing on the lessons he shared with me, and I remain deeply grateful for his guidance and friendship.
How do you continue to learn and grow as a teacher yourself?
Teaching has taught me that no educator ever stops learning. Every group of students presents new challenges that encourage me to reflect, adapt and continue improving. Often, the children themselves become my greatest teachers, reminding me that curiosity, flexibility and patience are just as important for educators as they are for students.
I also value professional development and enjoy learning from colleagues who bring different experiences and perspectives. Whether through courses, workshops or conversations with other educators, I am always looking for ideas that help me become a better teacher. Education continues to evolve and I believe we should evolve with it.
What other areas of personal or professional growth are you passionate about?
While teaching has always been a central part of my life, my greatest source of happiness is my family. I feel incredibly fortunate to have a wonderful wife who has supported me throughout my journey, as well as parents who have always encouraged me to follow my passions. Their love and guidance have helped shape not only the educator I have become, but also the person I strive to be.
Outside the classroom, I enjoy coaching children in sports such as soccer, baseball and tennis, as well as chess. Whether on a playing field or around a chessboard, I find great satisfaction in watching young people grow in confidence, develop discipline and discover what they are capable of achieving. Those moments remind me that teaching is about much more than lessons; it is about helping children believe in themselves.
What are your future goals or projects related to chess and education?
My goal is to continue expanding educational chess opportunities in schools and local communities so that more children can experience the benefits of the game, regardless of their background or ability. I want chess to be seen not only as a competitive activity but also as a valuable educational resource that belongs in every school.
One project I am especially proud of is our school’s pursuit of recognition through the FIDE School Awards programme. For me, this is about much more than earning an award. It is an opportunity to celebrate our students’ hard work, strengthen our school community and demonstrate what can be achieved when chess becomes part of everyday school life.
Looking ahead, I also hope to continue exploring the connection between Physical Education and Chess in Education. Although they may seem very different, I believe they share the same purpose: helping children grow through meaningful experiences that challenge both body and mind.
How would you describe your teaching philosophy?
One phrase has stayed with me throughout my life: “Be water.” It is a simple idea, but it perfectly captures how I believe teaching should be approached. Water adapts to every environment without losing its nature, and I believe great teachers should do the same. Every class is different, every child is different, and every lesson requires us to observe, listen and adjust.
As educators, we sometimes spend so much time thinking about what we want to teach that we forget to think about who we are teaching. Children learn in different ways, at different speeds, and for different reasons. Some need encouragement before they gain confidence. Others need to be challenged. Some simply need someone who believes in them. My role is to recognise those differences and create an environment where every child feels capable of succeeding.
Whether I am teaching Physical Education or chess, I want learning to be active, enjoyable and meaningful. I believe children learn best when they are curious, engaged and encouraged to think for themselves rather than simply being given answers. Mistakes are not something to fear. They are an essential part of learning. If students leave my classroom more confident than when they arrived, then I know we have achieved something worthwhile.
At the end of the day, I do not measure success by trophies, ratings or test scores. I measure it by the child who is willing to try again after making a mistake, the student who begins asking thoughtful questions or the quiet child who finally has the confidence to share an idea. Those are the moments that remind me why I became a teacher.
What teaching qualities or approaches do you believe are most essential for educators today to truly engage and support their students?
I believe great teachers are remembered not only for what they know, but for how they make their students feel. Knowledge is important, but so are patience, empathy, enthusiasm and the ability to build genuine relationships. Children are far more willing to learn when they know their teacher believes in them.
In Chess in Education, teachers do not need to know every opening or play as grandmasters do. What matters most is understanding how to use chess to encourage thinking, curiosity and participation. When children enjoy learning, they naturally become more motivated to improve.
Perhaps the most important quality of all is adaptability. Every class is different, and the best teachers are those who can adjust their approach while never losing sight of the individual child sitting in front of them.
What are your main areas of interest within education, and why?
My two greatest professional passions are Physical Education and Chess in Education. At first glance, they seem very different, but I have always seen them as complementary. One develops the body through movement, while the other develops the mind through thoughtful decision-making. Together, they help children become more confident, disciplined and resilient.
What fascinates me most is finding creative ways to connect the two. Whether students are solving a problem on a chessboard or working together during a Physical Education activity, they are learning many of the same life skills: perseverance, teamwork, communication and self-belief.
That is why I have dedicated my career to both fields. They remind us that education is not simply about acquiring knowledge; it is about helping young people become well-rounded individuals who are prepared for life.
Could you share a memorable or proud moment from your chess teaching journey?
Recently, while supervising students in the school auditorium, I set up a few chessboards for children who wanted to play. Before long, more and more students became curious, gathered around, and asked if they could join in. Watching that excitement spread naturally reminded me of chess’s unique ability to bring people together.
Of course, I have also been proud to see students qualify for the SuperNationals tournament and stand on the podium at competitions. Those achievements are always special. However, the moments I treasure most are seeing students work together, debate ideas, solve problems and encourage one another.
What positive effects have you observed in students learning chess?
Over the years, I have seen chess make a remarkable difference in the lives of many students. Some children who were initially hesitant to participate gradually became more confident, while others learned to slow down, think more carefully and persevere when faced with challenges. Perhaps the greatest change I have witnessed is not in their chess ability, but in their belief in themselves.
I have also noticed that many of my chess students perform well academically. While I would never claim that chess alone is responsible for their success, I do believe it helps develop habits such as concentration, patience, reflection and thoughtful decision-making that benefit learning across many subjects.
One of the most meaningful parts of my work has been hearing from parents. I will never forget when one parent shared these words with me:
“Thanks to chess, Matías has developed greater patience, focus and self-confidence. He seems calmer and more motivated when facing new challenges. The teacher’s guidance and support have been key in this process.”
Knowing that something we do at school can positively influence a child’s life at home is one of the greatest rewards a teacher can receive.
What is the most valuable life lesson chess has taught you personally?
If chess has taught me one lesson above all others, it is that mistakes are not failures; they are opportunities to learn.
Life, like chess, rarely unfolds exactly as we expect. We all make decisions we wish we could change, face unexpected obstacles and experience disappointment. Chess has taught me not to dwell on those moments, but to reflect, adapt and move forward with greater understanding.
That lesson has influenced the way I teach and live my life. As educators, we should never expect perfection from our students. Instead, we should help them understand that growth comes from having the courage to try again.
One quote has stayed with me throughout the years:
“We are all ready to win… just as we are born knowing only life. It is defeat that you must learn to prepare for.”
What values do you hope to pass on to the next generation through your work?
Above all, I hope to teach respect.
One of the things I have always loved about chess is that it encourages respect for your opponent, respect for the rules, and respect for yourself. Simple traditions such as shaking hands before and after a game remind children that competition and kindness can exist together.
Beyond that, I hope my students learn the importance of perseverance, humility, responsibility and integrity. Winning is enjoyable, but character is built through effort, resilience and the way we respond when things do not go our way.
If years from now my students remember me not because I taught them how to play chess, but because I helped them become kinder, more confiden and more thoughtful people, I will feel that I have succeeded as a teacher.
Have you developed any unique programs, methods, or partnerships that others could learn from?
Throughout my career, I have tried to bring together the strengths of Physical Education and Chess in Education in ways that make learning active, inclusive and enjoyable for every child. Rather than viewing chess as a stand-alone activity, I enjoy connecting it with broader educational goals and creating experiences where students learn through participation, cooperation and discovery.
I have also been fortunate to work alongside schools, families and community organisations that share the same commitment to helping children grow. Those partnerships have shown me that the greatest impact happens when everyone works together to support young people.
If I could offer one piece of advice to other educators, it would simply be this: teach with passion. Children quickly recognise when a teacher genuinely enjoys what they do, and enthusiasm is often the most powerful resource we bring into the classroom.
What advice would you give to someone who wants to introduce chess at their school or in their community but does not know where to start?
Be patient and remember that your goal is to inspire children.
You do not need to know everything about chess before introducing it to your students. Focus first on creating a welcoming environment where children feel comfortable asking questions, making mistakes and enjoying the process of learning together. If they leave your class smiling and looking forward to the next lesson, you have already achieved something important.
Most importantly, teach with enthusiasm and enjoy the journey yourself. Children are naturally curious, and your passion will inspire theirs. Skills and results will come with time, but the confidence, friendships and memories they build through chess can last a lifetime.
Looking back on my own journey, from learning chess as a child in Cuba to teaching it today, I realise that chess has given me far more than a game. It has given me lifelong friendships, unforgettable experiences, and the privilege of helping young people discover their potential. If I can pass even a small part of that gift on to the next generation, then I will consider my work a success.