What does it mean to be happy?

How can we measure our levels of happiness?

Often times we relate happiness with success and then, instead of feeling happier, we start adding new goals and new challenges till we actually start feeling frustrated and stressed which is the opposite of feeling good and happy.

I’ve been part of the wellness team and last year we shared this video to the whole school and asked them to take the challenge of doing one of these things, or hopefully more than one for 21 days in a row.

Yesterday I started the challenge myself and also challenged  my husband to do it.


We decided that for 21 days we will think and write down three gratitudes and also complete at least one more of the happy secrets to a better work: journaling, exercising, meditation or any random act of kindness.

I challenge you to give it a try.

Happy 21 Days Challenge!





Today was a very especial and challenging day for me. I had a new student coming in with a physical disability, spine bifida.

He never attended a PE class before and I wasn’t sure of what to expect from him, and that questioning of “what if” was getting in my head.

Experience has taught me that many times we worried too much for things just because we don’t know them, we feel uncertain about them and we turn them into a big thing when they really were not such a big deal.

I told myself that I couldn’t really do anything till the student will get here and I could start working with him.

To my surprise everything went very smoothly. He was very independent, a good listener and really trying his best during the whole lesson. Later on I checked with the teacher and the learning support team and the feedback was great. The student was excited and sharing that he was able to start dribbling with a basketball.

This is kind a of great lesson to me. Sometimes I worry too much and don’t remember that things are meant to be in one or another way.

Games, Games and More Games

This year I started teaching the” Invasive Games Unit” to have students able to play the games, think, and understand what they were doing, why and how they were doing it.

I guess I got a great start, having students really focused on how to move on the space to achieve whatever goal I proposed. Most of them did great.

The problem came later when I started to use equipment because the students will really try to go over the ball no mater how I told them to spread out, specially when using the hockey sticks.

I had a couple of games kind of keep away, pass that many times the ball, knock the bowling pin and stuff like that but just realize that my leaners were not getting the essence of what I wanted them to do.

They would say it when I asked them the questions, but while playing, they would not spread out, communicate or work as a team.

I also tried a game were 4 teams  were playing at the same time in one court with 4 goals and could only score in the other 3 goals. They had to pass twice before scoring but still, it was hard for students to look up, dribble and try to get away from the other teams.

Since I wasn’t very happy with the results/impact of this game in my student’s learning, I decided to quickly have a 3vs 1 game. I just loved to see students playing, moving or not moving  in the space and starting to understand the consequences of them supporting their team or not. I started changing the rules, adding more difficulty or less, depending on the teams, and finally I could see how learners were starting to understand what to do in the games to play as a team, shoot with accuracy, score and be successful.

At the end of that session I had a paddle ready for them to reflect on their games. Time is also tricky so students did not have exactly time to finish their thoughts.

I might just start next class allowing students to reflect on their last games and think on what to do to be successful in next games.