Xixi Wang

Every educator has a spark.

Every educator has a classroom insight, a new approach to learning, a deeply held belief about what students need most. But great ideas don’t thrive in isolation. They need space to grow, tools to take shape, and audiences ready to listen. That’s where TED-Ed’s Educator Talks comes in.

Educator Talks is a free professional learning experience that helps K–12 educators identify, develop, and share their most meaningful ideas. It’s built on a simple but powerful belief: educators hold powerful insights with the potential to transform classrooms, schools, and communities when they’re given the right platform to share them.

What is Educator Talks?

Educator Talks supports K-12 teachers, school leaders, and education innovators in turning their lived experience into ideas worth sharing. Whether it’s a new way to support student well-being, a strategy for making learning more inclusive, or a classroom practice that’s quietly changing lives, the program helps educators reflect on their careers, identify an idea that can change education and effectively communicate what they believe and why it matters.

The experience begins with a one-hour Idea Workshop, an interactive virtual session where educators explore what makes ideas memorable, learn storytelling frameworks inspired by TED Talks, and receive guidance on shaping their message. This workshop is purpose-built to help ideas emerge and take form.

What comes next

After the Idea Workshop, educators gain access to a set of flexible, high-impact resources that support continued growth:

1. TED’s Official Public Speaking Course, helping educators build confidence and clarity in how they communicate ideas.
2. A global online community of practice, connecting educators worldwide to share peer feedback on Talks and public speaking.
3. Opportunities to organize or speak at TEDx events, bringing educator ideas to wider audiences and multiplying community impact.

Why it matters

When educators develop the skills to share their ideas publicly, the impact goes far beyond a single talk. These skills show up in classrooms, staff meetings, parent conversations, community events, and leadership spaces. Educator Talks helps educators strengthen their voice not just for a stage, but for every place where ideas shape learning.

At a time when education is facing rapid change, elevating educator perspectives matters more than ever. Educator Talks creates space for educators to reflect, articulate what they’ve learned, and ensure broader conversations about teaching and learning are grounded in real experience.

Get started

Curious to learn more?

— If you work in K-12 education, register for the Idea Workshop to take the first step

— Even if you’re not a K-12 educator, share program information with an educator in your life

— Check out our Educator Talks channel to see Talks from educators worldwide

Xixi Wang

What if your summer could change how you see yourself, and how the world hears you?

For over a decade, TED-Ed has helped hundreds of thousands of students around the world find their voices, passion, and confidence with TED-Ed Student Talks. Now, in partnership with the renowned organization Immerse Education, TED is offering a more intensive opportunity for students to discover, shape, and share their best ideas under the guidance of expert tutors over the summer.

TED Summer School is a transformative two-week summer program for motivated students aged 15 to 18, with each participant building confidence, storytelling mastery, and leadership skills through core theory and practical sessions, guest speaker events, as well as personal coaching. Students have the option of participating either in-person in London, New York, or Singapore, or 100% remotely through the virtual program. Both the in-person and virtual programs include live, small group instruction with professional TED-trained tutors helping students work on their ideas.

At TED Summer School, students will learn to shape their ideas and deliver them with clarity, confidence, and presence, culminating in each student presenting their TED-style talk. The program experience combines TED-Ed’s credibility, inspiration, and global reach with Immerse’s expertise in delivering high-quality academic enrichment programs. It empowers students to become thoughtful, articulate communicators who understand the power of their own voice.

Immerse Education: London

Why should you participate?

TED Summer School guides students through a structured, transformative journey to identify, develop, and then share their ideas in a TED-style talk. Over two weeks, students will:

1. Learn directly from TED-trained tutors who help students develop communication skills, storytelling expertise, and confidence to express their ideas with clarity and purpose.

2. Collaborate alongside and learn from peers from around the globe. Students will engage with each other through every stage of their talk development journey: from developing their big idea to stepping onto the stage with confidence.

3. Deliver their TED-style talk at the end of the two-week program and receive a recorded version to take home.

4. Earn a TED Summer School certificate of completion to add to personal accomplishments and portfolios.

You can learn more about the unique opportunities provided by TED Summer School here, and explore the financial and merit-based scholarships here.

Explore TED Summer School!

Immerse Education students

ABOUT IMMERSE EDUCATION

Immerse Education helps ambitious high-school students explore future university and career paths through personalized, transformative learning experiences. Rooted in the teaching traditions of Oxford and Cambridge, Immerse Education’s model brings expert tuition, small-group learning, and practical project work to campuses around the world and to their online programs. They create space for young people to build confidence, develop independence, and produce work they can proudly share as they shape their next steps

Xixi Wang

In 2025, our YouTube audience spent nearly 16 million hours watching TED-Ed Animations (that’s equal to over 1,800 years!). Our most-viewed videos of 2025 include an exploration of dragon legends from around the world, tips on how to best build new skills, an explanation of why it’s a really bad idea to mess with a crow, a handful to help you understand your body, and more!

Behold our top 10 most popular videos of 2025:

1. Do you really need to take 10,000 steps a day?

For years, Jean Béliveau walked from country to country, with the goal of circumnavigating the globe on foot. While few people have the time or desire to walk such extreme lengths, research shows that adding even a modest amount of walking to your daily routine can dramatically improve your health. So, what exactly happens to your body when you increase your step count? Shannon Odell investigates.

2. What happens to your brain without any social contact?

Everyone needs time to themselves, and peaceful solitude has stress-relieving benefits. But when being alone is forced upon you, the effects can be surprisingly extensive. And though different people experience distinct effects, symptoms tend to become more severe and persistent the longer one’s isolated. So, how exactly does isolation affect your body and brain? Terry Kupers investigates.

3. Why do so many cultures have dragon legends?

From the Chinese Loong to the Filipino Bakunawa, the Scottish Beithir and the Greek Hydra, dragons have inflamed imaginations for millennia. Their ubiquity across world mythology has led many scholars to ponder their possible origins. Could it be that tales of dragons were crafted to make sense of violent weather events? Timothy J. Burbery shares what geomythology has uncovered about dragons.

4. If you had the chance to be immortal, would you take it?

While cleaning out your uncle’s attic you find a chest with a sparkling potion. The attached tag declares drinking this liquid will make you immortal. Your body will be frozen at its current age, and these effects would be final and irreversible. The instructions are clear — the only question is, do you drink the potion? Sarah Stroud and Michael Vazquez explore this philosophical debate.

5. Can you “see” images in your mind? Some people can’t

When reading “Alice’s Adventures in Wonderland,” most readers visualize the queen’s croquet game play out in their heads. A few might see the scene in vivid detail. However, a small fraction of readers have a drastically different experience: within their heads, they “see” absolutely nothing. Why do some people have an inability to visualize images? Adam Zeman explores the science of aphantasia.

6. What actually causes high cholesterol?

In 1968, the American Heart Association made an announcement that would influence people’s diets for decades: they recommended that people avoid eating more than three eggs a week. Their reasoning was that the cholesterol packed into egg yolks could increase cardiovascular disease risk. So, what exactly is cholesterol? And is it actually bad for you? Hei Man Chan digs into this complex molecule.

7. The best way to become good at something might surprise you

There’s a common idea that it takes 10,000 hours of practice to become great at something. From an early age, we are encouraged to choose our path, focus specifically, and start racking up those hours. But, what if these head starts aren’t helping us the way we think they do? What if there’s a better way to excel? David Epstein shares how a different approach could set us up for greater success.

8. What’s the best way to lift people out of poverty?

In 2018, a nonprofit gave every adult in the Ahenyo village $500. Most families had lived in extreme poverty for generations, and this sum was roughly equivalent to their annual salaries. The money came with no strings attached to how it could be spent. Would this lift villagers out of poverty or be another failed philanthropic endeavor? Explore aid programs and how they address people’s needs.

9. How smart are crows?

In one of Aesop’s fables, a crow is searching for water. It spies a pitcher— but the water inside is beyond its reach. So, the crow begins dropping in pebbles. One-by-one, they displace the water, and the crow quenches its thirst. This is just one of many fascinating displays of intelligence from corvids. Katharina Brecht digs into what makes this bold, brainy family of songbirds so smart.

10. Why don’t we get our drinking water from the ocean?

Xixi Wang

What if students and educators could share their best ideas with each other, their communities, and the world?

We’re thrilled to introduce InnovaTED — a new initiative from TED-Ed and TEDx designed to amplify the voices of students and educators around the world! Combining TED-Ed’s public speaking expertise with TEDx’s ability to activate local communities, InnovaTED is a global platform that elevates the voices and ideas of students and educators.

Ongoing support for Student Talks

For over a decade, TED-Ed Student Talks has provided free, customizable activities for educators to support their students in identifying, developing, and sharing their ideas with each other and the world. We will continue and expand our Student Talks efforts as part of this InnovaTED partnership.

A brand new Educator Talks program

As part of InnovaTED, we’re also launching a refreshed Educator Talks program: a free professional development experience that equips educators with the skills, platform, and support to identify, develop, and share their ideas. Educator Talks provides:

— Professional Growth: Educators learn essential presentation and storytelling skills directly from TED’s proven methods, boosting confidence and communication skills.

— Recognition and Impact: By creating pathways for educators to host and speak at TEDx events, educators can establish themselves as thought leaders and inspire others by sharing unique ideas on one of the world’s most recognized platforms.

— Connection and Community: Educators join a global network of peers who are passionate about creating change and sharing knowledge.

It starts with the Idea Workshop

Educators register for a virtual, interactive Idea Workshop to get started. Led by TED-Ed’s founder and executive director Logan Smalley, this one-hour professional learning session has been rated a 5-star experience by hundreds of thousands of educator participants. The workshop offers educators a dynamic opportunity to harness the power of storytelling and effective public speaking and apply it to their most powerful ideas. It guides educators through the initial stages of crafting a TED-style talk, and also provides meaningful professional development that supports enhanced communication and presentation skills to be applied in classrooms, school board and PTO meetings, and more.

Once the workshop is completed, educators are presented with exclusive benefits to continue developing their talk and sharing their ideas. These include free access to TED’s Official Public Speaking Course, a global community of practice, and unique opportunities to create or speak at TEDx events.

Register for the Idea Workshop!

How to get involved

Educator Talks is open to anyone serving K-12 students around the world. If you’re an educator, sign up for the Idea Workshop to access our newest transformative learning journey. And if you know an educator who might be interested, help spread the word by sharing this blog post and website.

Every educator has an idea worth sharing. The Idea Workshop is designed to help uncover it — and to spark a journey, supported by TED-Ed and TEDx, that not only amplifies the best ideas in education, but connects passionate educators to a global network of vital voices, defining the future of education. Make sure your voice is heard.

Winston Thomas

Ideas change everything —  and since language lets us share our ideas, learning how to use it well gives speakers the power to inspire people and even change how they think.

To help young people develop these skills and practice their public speaking, TED-Ed has created an exciting new video series! Public Speaking 101 is an 11-episode course that will teach you how to identify, develop, and share your best ideas, while mastering essential communication skills along the way. This course is great to use in classroom settings, for parents looking to guide their children on presentation and public speaking skills, or for independent learners who work best at their own pace.

How Public Speaking 101 works

The course guides you in developing your own TED-style talk through a progression of videos. Each episode focuses on an integral part of giving an engaging, memorable, and transformative talk. This ranges from strategies to uncover your best ideas, to choosing your presentation style, connecting with an audience, developing body language, and more.

The course uses excerpts from past TED speakers to highlight key ideas and prompts, and to offer a deeper understanding of what makes a talk meaningful to an audience. Each episode also comes with supporting resources and materials for further learning. This includes multiple choice questions that review the content of the episode, writing and brainstorming exercises, and a vocabulary list.

Here are the first 6 episodes of the course, with more to come by the end of 2025:

Episode 1: What happens when you share an idea?

Learn how to identify the qualities that make an idea worth sharing with an audience.

Episode 2: How to uncover your best ideas

Uncover your best ideas by exploring your unique experiences, interests, and perspective.

Episode 3: How to communicate clearly

Discover how to put together the throughline, or main idea that acts as a connective thread or roadmap for your presentation.

Episode 4: What’s the best way to give a presentation?

Decide on a presentation plan that makes you feel prepared to communicate an idea to an audience confidently and passionately.

Episode 5: How to speak with meaning

Learn to develop your voice and body language so that you are conveying meaning authentically, confidently, and comfortably.

Episode 6: 5 ways to connect with people

Find a way to build trust, interest, and a connection with your audience so that they will be open to what you have to say.

For educators looking to support students in building public speaking and communication skills in the classroom, check out TED-Ed Student Talks. This program provides free, customizable activities for educators to guide their students in identifying, developing, and sharing their ideas with each other and the world. You can find a sample of the Student Talks curriculum and more information here.

Watch the episodes and check out the course materials here, and make sure to subscribe so you don’t miss the latest installments!

Xixi Wang

Since 2014, thousands of student groups across the globe have been developing and sharing their ideas using our free TED-Ed Student Talks resources. To celebrate 10 years of TED-Ed Student Talks, we have been collecting stories of impact from the program’s facilitators as part of our “10 for 10 years” series.

For this installment of the series, we are highlighting Trinidad Algorta, an ESL teacher at a cultural institution in Uruguay.

Here, she speaks with TED-Ed’s Programs Manager, Sasha Rudenko, about incorporating the Student Talks program into an ESL curriculum, the impact it has had on her students, and what advice she has for other ESL educators.

Sasha Rudenko (SR): Tell us about the organization you work for, your role, and the students you work with.

Trinidad Algorta (TA): I am an English as a Foreign Language teacher at the cultural institution Alianza. It’s a bi-national center between the United States and Uruguay where we teach English, along with other subjects. I discovered TED-Ed the same year I had a group of teens from a program supported by the US Embassy and Department of State — they were students from public schools and different NGOs all coming for two years to learn English.

Students working through the activities

SR: How did you implement the Student Talks program? How did it fit into what you were already doing at Alianza?

TA: We were looking for something different to do with our students, and I looked at TED-Ed to create some activities for our courses and came across Student Talks. We incorporated it into our English classes. We had classes twice a week for two and a half hours, which gave us enough time to continue with our usual syllabus and still have time, about an hour once a week, to devote to the program.

“It can be hard because some students don’t feel like they are able to do it. But if they persevere, they’ll find they absolutely can do it.”

SR: If you were to think back and pick a standout moment from your time leading TED-Ed Student Talks, what would you highlight?

TA: The best moment was the event. It was awesome. I really didn’t expect as much as they did, and they surprised me. A challenging part that I remember— that was great at the same time— was when they had to choose their idea. They came up with a lot of ideas, but when they were trying to translate those ideas into a talk, it became more difficult. Some students were connected with their feelings, their interior, and their experiences. But it was hard for them to translate those feelings into a story that they were going to share with everyone. But they learned how to connect those parts and worked together as a group very well. And I was also able to connect with them, so it was a special group.

SR: So, it was challenging to translate their experiences and emotions into talks. What helped them? Was it the collaboration they had within the group?

TA: Yes, collaboration among them. Also, I relied on the Facilitator’s Guide [in the Student Talks materials] for questions to ask students when they got stuck or needed help moving forward, and that helped a lot. There were many ideas the students would say but not give them any importance, and I would tell them “but that’s your story.” And that surprised them, and they began coming up with great stories from those “not important” ideas. Half of the group were immigrants, and so many of them talked about something that happened when they came to Uruguay as it was a very important part of their lives.

Student Kiara Garrido participating in the 2024 event

SR: What skills have you observed improving the most as your students go through the Student Talks activities and events?

TA: First is speaking— English speaking. Second, their body language from standing in front of an audience and performing their speech. Third, they improved their ability to write. It’s a skill they can use in their other courses, as writing a script for a talk is similar to writing an essay. For example, how to structure writing, creating a good hook to capture a reader’s attention. All those things. And I don’t think they realized how much they were learning until they reached more advanced courses and are profiting there from this experience.

“They improved their ability to write. It’s a skill they can use in their other courses, as writing a script for a talk is similar to writing an essay.”

SR: What advice would you share with someone considering being a Student Talks facilitator?

TA: I think the most important thing is to connect with the students. Connect with them and also connect them with their partners, because there’s a lot of group work and they support each other even though the talks are individual. Another thing is don’t give up. Sometimes it can be hard because the students don’t feel like they are able to do it. But if they persevere, they’ll find they absolutely can do it and feel proud of themselves. Last year, I had a student who told me, “Okay, I can give a TED Talk in front of an audience if I don’t know anybody there. So I won’t tell my parents.” And I told him, “No, come on. Your parents must be here.” And now he’s asking me if we are going to have TED Talks this year — he wants to do it again.

The Student Talks group at the 2024 event

Interested in learning more about TED-Ed Student Talks? Check out our Student Talks page here to find out how the program works and how you can get involved.

Check out the other pieces in the 10 for 10 years series here.

Xixi Wang

Since 2014, thousands of student groups across the globe have been developing and sharing their ideas using our free TED-Ed Student Talks resources. To celebrate 10 years of TED-Ed Student Talks, we have been collecting stories of impact from the program’s facilitators as part of our “10 for 10 years” series.

For this installment of the series, we are highlighting Reetika Madaan, an independent educator and Student Talks facilitator for nearly a decade.

Here, she speaks with TED-Ed’s Programs Manager, Sasha Rudenko, about the challenges of building a program from the ground up outside of a school, gaining the trust of parents and the community, and how to support and believe in student voices:

Sasha Rudenko (SR): Tell us a bit about your role and what students you serve.

Reetika Madaan (RM): I’m an independent educator, communication coach, and community builder. I don’t represent any school in Ludhiana. I represent a city which was full of students ready to be heard. In 2016, I started TED-Ed Club Ludhiana — not because I was asked to, but because I saw the gap. Students had ideas, but there was no space for them to express them beyond academics and their annual functions. And when I saw this coming up across the board, I decided to build that space from scratch. There was no school backing, no grants, just a vision to start something with the students. And today, the club is a thriving city-wide platform. We’ve had multiple annual showcases, we’ve trained over 50 speakers from 15 schools across the city, and they’ve even been TEDx speakers.

Students take part in the group’s activities

SR: How did you implement the Student Talks program? How did it fit into what you were already doing in the community?

RM: I do many things alongside the TED-Ed Student Talks group. I’ve represented student youth projects at World Economic Forum, as I’m part of their Global Shapers Community. I have collaborated with state governments for skills and entrepreneurship training. When we started with TED-Ed, parents loved the personalized approach — that it wasn’t just a curriculum, which was not happening in schools. And that’s why I think its reach, credibility, and goodwill has increased every year. Ludhiana is a growing city, with lots of young people. With the popularity of social media, they all want to do things aside from academics day and night. They want playful learning activities. So I feel that I’ve brought a lot of that to Ludhiana through these programs and my passion to start new things.

“I made sure every student left with more than a talk. They left with belief. That’s how you build something lasting.”

SR: There are probably many moments since you began in 2016, but could you share any standout moments from your time leading this program?

RM: It has to be curating TEDxSarabhaNagar. Two of my TED-Ed Club students — Rayaansh Pahwa and Amaya Sahni — took the stage on the big red dot. I didn’t just train them. I stood beside them as they practiced, doubted, rewrote, and, ultimately, soared. Rayaansh challenged the rigidity of education with his talk on travel. Amaya moved the room with lessons she had learned at just age 11. That night, I wasn’t just a facilitator. I was a witness to transformation. Which was the very reason I started all this.

SR: As a facilitator since 2016, you’ve seen a couple iterations of our curriculum over the years. What skills would you say that students improve the most going through the Student Talks activities?

RM: Yes, the curriculum has changed over the years. I remember when I started, the curriculum was just a few pages. Then, slowly and steadily it became a playbook with questions and answers, all beautifully visually described and with lots of ideas on how to engage [with the students]. With every curriculum and with every personalized touch that we gave to our students, they not only became more confident, but became stronger. It was not just on the stage, but in life too. They were given the freedom to talk, and so their thinking has become much more layered, more research-oriented. There was a lot of risk-taking, but the outcomes were beautiful.

Madaan’s Student Talks group

SR: What would you say was the most challenging part of implementing the program, and how did you overcome it?

RM: The hardest part? Being an outsider. Starting with no institutional power. No school bell to ring. Just intent. When I started, it began with sessions of just three children. I documented impact, got parents involved, and eventually had schools reaching out to me. So that starting 3 students built to 25, then to 30, and then to 40. We made sure to get parents involved because one of the challenges was dropping students off at a place outside of school. But when their parents saw them doing the exercises and improving every week, that’s where we got our credibility. Then the parents began speaking about us, how much work we were doing each week, and then the schools started reaching out. I made sure every student left with more than a talk. They left with belief. That’s how you build something lasting.

 ”When they see that you care more about their story than their stage time, that’s when the real growth begins.”

SR: From your vast wealth of experience, what advice would you share with someone who is considering bring Student Talks to their students?

RM: To facilitators, I’d say encourage students to tell us what others don’t know about you. Have tough conversations with your students that allow them to talk about what they love and what they want to explore aside from academics. Help them get over pretending like they don’t need to care about something. Then the framework is there for the students to have those tough conservations with their friends or family. Be patient. Be personal. Be persistent. Your students are watching how you listen. When they see that you care more about their story than their stage time, that’s when the real growth begins. To parents, I’d say give your kids independence, or else they will not be able to have their own thoughts or speak about them. And to not expect kids to be miraculously great public speakers overnight. There is a lot of pressure on these kids already, and building skills takes time.

Participants in the Student Talks program

Interested in learning more about TED-Ed Student Talks? Check out our Student Talks page here to find out how the program works and how you can get involved.

Check out the other pieces in the 10 for 10 years series here.

Xixi Wang

Introducing an epic puzzle adventure: Pandora’s Legacy!

Pandora’s Legacy, TED-Ed’s first physical game, is an unforgettable experience that combines elements of jigsaw puzzles, escape rooms, puzzle hunts, and legacy board games into 12 to 15 hours of immersive, cooperative gameplay for 1 to 4 players.

What is the game about?

The Gods granted Pandora many wicked and wonderful gifts. From Poseidon, a pearl necklace that allowed her to breathe underwater. From Apollo, the gift of song. From Zeus, a sealed and forbidden box. And from Hera, the insatiable curiosity to open it.

And so Pandora gave into temptation and unleashed chaos upon the world.

Senne Trip

That’s where the story usually ends. But it’s where PANDORA’S LEGACY begins. 

In this adventure, Pandora doesn’t just accept her fate; she is determined to set things right. That’s where you come in. Playing as Pandora, with the help (and hindrance) of your favorite Olympians, your mission is to corral the chaos you created when you opened the box.

How do you play Pandora’s Legacy?

Step 1: Assemble the first part of the jigsaw.

Putting the pieces together

But wait! Something’s missing…

Where’s the rest of the jigsaw?

Step 2: Solve the first puzzle-within-the-puzzle and enter it into the digital companion to unlock the next section of the jigsaw.

The digital companion

Step 3: Solving each puzzle means searching the jigsaw for what you need. Every piece has a number on the back. Find the right piece and you’ll solve a puzzle OR get more clues.

Another clue

Step 4: Solve the puzzles and unlock more boxes! Some contain physical artifacts that are themselves puzzles. Others will reward you with more jigsaw pieces, filling in more of the illustration and advancing the narrative.

Game artifacts

Step 5: Repeat! Many, MANY surprises await. All leading up to the climatic ending of Pandora’s quest to set right the chaos she unleashed upon the world.

Alexandra Panzer

Learn more about this one-of-a-kind gaming experience and get your copy of Pandora’s Legacy today on Kickstarter!…

Xixi Wang

Since 2014, thousands of student groups across the globe have been developing and sharing their ideas using our free TED-Ed Student Talks resources. To celebrate 10 years of TED-Ed Student Talks, we have been collecting stories of impact from the program’s facilitators as part of our “10 for 10 years” series.

For this installment of the series, we are highlighting Priyanka Behl, an educator at the Empower Kids Personality School.

Here, she speaks with TED-Ed’s Programs Manager, Sasha Rudenko, about integrating Student Talks into their after-school programs, the impact the program has had on their community, and how they used TEDx to host their speaker events to reach wider online audiences:

Sasha Rudenko (SR): Tell us about your school, your role, and your students.    

Priyanka Behl (PB): Empower Kids Personality School is a community school that brings together children from across 36 schools to work together in after-school programs. We also support NGO schools with the Each One Teach One program, where our students spend one weekend educating those who don’t have formal school education and are studying as part of an NGO. The whole idea is to bring resourcefulness to the resourceless, and that’s how Empower Kids has been working — more like a community initiative. TED-Ed has helped us bring this community even closer.

SR: How did you implement the Student Talks program into your school? How did it fit into what you were already doing there?

PB: We use TED-Ed as part of our skill-building after-school program. We have volunteers who help the underprivileged children who don’t have access to formal education and therefore will lack opportunities later in life, such as getting better jobs. We try to help them hone their communication skills, and I try to help them bridge the education gap so they are more employable and can potentially be pulled above the poverty line. While working with the Student Talks program, we realized that beyond communication skills, there were other gaps and things missing in their education. Gender inclusivity was missing; we realized how the younger children were vulnerable and unsure of who to talk to. We saw there were also gaps in knowledge about caste issues, socialism, racism and bias, which we had never talked about. We started with just a small group, and it was a great forum to listen, share their voices, and create an impact in the community by talking about these issues.

“It’s about you finding the voice that can change the narrative. It’s finding ideas that can create impact in your local community.”

SR: If you were to pick one standout moment from your time leading Student Talks, what would you highlight?

PB: We had birthday parties which had a lot of balloons, party poppers,  plastic plates, and all those kinds of things being used. Then, one of the students shared a talk about how unsustainable this is and the impact it has. So, we started using wheat cutlery instead of plastic. And this was largely implemented in all of the students’ 36 schools. Imagine the impact of that! They stopped using plastic cutlery and plates, and replaced it with wheat cutlery. At our events, as well, we use wheat cutlery every time. Outside of school, a big impact of this was in the landfills. Cows in India were dying because they would eat all the plastic out of the landfill that had leftover food on it. But with it being made from wheat, it was harmless for them to eat. And in our community, the cow is a holy animal, and we were able to impact the health of cows through one talk shared. I felt this was truly remarkable.

A student speaks at the TEDx event

SR: What skills have you observed improving the most as your students go through the Student Talks activities?

PB: The number one skill that they learned was leadership. Not only were they willing to be adaptable themselves, but they stepped up and helped others in the group and in the community. The number two skill would be research. When they started researching their topics, we started to see the understanding of how important it was across the board. It gave them a lot of experience finding studies, documents, and research papers, and really helped broaden their horizons for finding information. And the number three skill would have to be communication. They learned great oratory, presentation, and self-expression skills. And the workbook journal helped teach how to give better feedback and constructive feedback that really helped them improve their communication.

SR: As a facilitator, what has been the most challenging part about implementing Student Talks? And how did you overcome it?

PB: Our first challenge was to plan the first event. When you have an event, you have to think of everything from the technical list like cameras and soundproofing, and then logistically how do we get the funds to host the [TEDxYouth] event. I found it challenging for the first event to deal with the cost, and not knowing how to sell tickets or who to reach out to for a guest list. We didn’t know how to bring the right resources to the right place. But then we got a lot of great support from the TED team, and after that our second event ran much more smoothly. And we continue to learn with each event; everyone involved can teach you so much and help you evolve as a person. I’ve seen a transition in myself through building these events, and it’s related to accountability. It feels like you have been given something with a lot of trust, and you are accountable to bring forth these young voices who don’t usually have a platform to share. So I’ve evolved as a person as well.

[Editor’s note: Priyanka holds a TEDx license to host her school events. TED-Ed Student Showcases do not require tickets or funding].

A student speaks at the TEDx event

SR: So, hosting an event was your goal and something you wanted to do for your community, and you even applied for a TEDx license to host it. How did you find that it helped your mission to focus on hosting a culminating speaker event?

PB: Given that our event would be just for young people— the students— we were thinking of the potential audience for them. We wanted their talks to be seen by the change-makers, the decision-makers, and these young voices would not reach those people unless their videos were put out on a bigger forum. The TED-Ed Student Talk video selection process can take a long time, and so with hosting a TEDx event, the YouTube video links come faster. So their videos would reach more people sooner. We were thinking not only of the physical audience at the event but those online who can just listen and connect with it. I felt that TEDx gave us more access to reach a larger audience, and much sooner after the event.

“[Student Talks] is for anyone who is willing to help young voices who feel they have no forum, feel small, or that they have no impact. TED-Ed can lend you that.”

SR: What words of wisdom would you share with somebody who is thinking of becoming a Student Talks facilitator?

PB: This journey can be overwhelming, [but] if you are passionate about ideas, I think this is for you. I’ve been watching TED videos for years, and they turned out to be a perspective-shifter. So I’ve had that passion for ideas from the beginning. If you have that passion, and you want to bring ideas forward and create impact, I think this is a great forum for you. It’s not about you being a hero, it’s about you finding the voice that can change the narrative. It’s finding ideas that can create impact in your local community. It’s for anyone who is willing to help young voices who feel they have no forum, feel small, or that they have no impact, TED-Ed can lend you that. It’s a whole exploration of self-realization that comes with the idea journey. The self-exploration of why their idea matters, what impact is it going to create, how can it change the narrative— it’s something that connects and bridges the gap.

SR: Are there any tips you have after working with your students through the activities about helping them find their idea, their writing, or their research?

PB: I think the best thing that I find is giving them the space to explore. The first task we give them is to create a list of the things that they love. And on the other side, a list of things that they hate. Then we start with talking about one of the things that they hate and why. From there, they usually pick a topic from their “things they hate” list, because if you don’t like something that is happening in your community or life, then you want to talk about it and how to change it. That’s how our idea exploration begins. And it starts with a small group who don’t know each other, but eventually come to be helping each other explore their ideas, and sharing their thoughts. I think it helps them build a little community where they can be more vocal about how they truly feel. As a facilitator, seeing how much they have to share makes me feel like a student again. The ideas sometimes just blow my mind. They have such new perspectives to share, and while we think we’re facilitating, we’re actually learning in that process too.

TEDxYouth event

Interested in learning more about TED-Ed Student Talks? Check out our Student Talks page here to find out how the program works and how you can get involved.

Check out the other pieces in the 10 for 10 years series here, here, here, here, here, here, and here.

Xixi Wang

Since 2014, thousands of student groups across the globe have been developing and sharing their ideas using our free TED-Ed Student Talks resources. To celebrate 10 years of TED-Ed Student Talks, we have been collecting stories of impact from the program’s facilitators as part of our “10 for 10 years” series.

For this installment of the series, we are highlighting Laura Tudose, an ESL teacher at a bilingual high school in Romania and Student Talks facilitator for over 7 years.

Here, she speaks with TED-Ed’s Senior Community Manager, Peter Maccario, about her years as a facilitator, the lasting community the group creates, and the importance of letting students take ownership of their learning experience:

Peter Maccario (PM): Tell us about your school and your role there.

Laura Tudose (LT): Miguel de Cervantes Bilingual High School is a Spanish bilingual theoretical high school in Bucharest, Romania. Our students study Spanish as a first foreign language and then English. My role here is that of an English teacher. I teach English mainly to high school students, and coordinate the TED-Ed Student Talks group with my fellow teachers.

PM: Can you tell us about the students that attend your school and make up the Student Talks group?

LT: The TED-Ed group is a way for students to express themselves more. We have other after-school clubs in our high school but this one is more appealing to them. Every year we have students coming to our group, and more than 80 or 90% of them don’t leave the group. Even if they graduated, they are still coming to our meetings from time to time. They made friends, and they like sharing ideas, talking about a subject that they are interested in as opposed to, for example, the debate club. It’s more personalized. We always try to emphasize that we never know what the outcome will be at the end of the school year, and it’s up to them to get involved in the meetings. We encourage the students to be the leaders of the meetings and to get involved. We, the facilitators, don’t tell them, “do this” or “do that,” unless they need some help. Some come to overcome their shyness, or they are introverted people trying to find friends in a warm environment. We don’t judge them. The Romanian system can be a little bit rigid, so our club is trying to get them out of that formality of a class.

Cervantes participants getting their certificates

PM: How did you implement TED-Ed Student Talks into the school? Did it feel like it fit already within what you do, or did you have to adapt?

LT: We were familiar with TED Talks; we used them in English class. Then we learned about TED-Ed Student Talks back in 2017 and our principal was very open to new ideas. We had a group of students who knew about TED Talks, and the Student Talks was a way to take it a step further. So we started with those students, and we had no idea what to expect or how it would evolve. We are in a more rigid educational system, so it’s not easy to make students get out of that format of being told what to do, and we also had to learn how to communicate better as facilitators.

“It’s up to them to get involved in the meetings. We encourage the students to be the leaders of the meetings and to get involved.”

PM: Do you have a stand-out moment of your time leading the Student Talks program that you’d like to highlight?

LT: I always think of one TED-Ed talk in particular. It was with my first generation of students in the group, and delivered by a student who was, and is still, passionate about the environment. She spoke about an extinct species, the blue parrot. I remember this talk because I truly believe that it was something that defined the student. It’s been many years and she is still an activist. So, she’s followed this passion and it’s also become her job. Another highlight is that we have a special place in Bucharest — a cafe we go to. We extend the invitation to current students and our graduates, and they keep coming!

Program participants

PM: What skills have you seen your students improve the most going through these activities and the program?

LT: First it’s the communication skills. Specifically, the skills that they need to be open when communicating ideas and giving feedback. Not being afraid to speak up or speak their minds. I see this with every group — some are shy or they don’t know each other. But once they become comfortable with each other, feel relaxed and not judged by the others, they open up. Second, it’s the happiness that I see on their faces. At the school event, everybody is happy that they’ve reached the end, and [performing] in front of their families, friends, and teachers, they stand out. Not all of them will have that sense of achievement in high school, but with this event they have it.

“Once they became comfortable with each other, felt relaxed and not judged by the others, they opened up. [They’re] not afraid to speak up or speak their minds.”

PM: What tips or words of wisdom would you share with someone that’s considering starting a TED-Ed Student Talks group?

LT: At the high school age, it’s important to empower them to talk about everything openly, letting them take the lead, and taking a step back. Also, I think that with the Idea Journal, it was really important that they had the copies printed out, so they have it as a real journal. Whereas if we let them work with their phones or digitally, they might not have the materials organized. With the printed version, they can actually go back to what they said in the first sessions and keep track of their progress. Without it, they’re more disorganized and may forget what was discussed in our last meeting, since we meet every two weeks.

Student group art

Interested in learning more about TED-Ed Student Talks? Check out our Student Talks page here to find out how the program works and how you can get involved.

Check out the other pieces in the 10 for 10 years series here, here, here, here, here, and here.