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

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

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.

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 Cynthia Dagmara Payes, Regina Blanco, and Violeta Morales, educators from the Instituto Guatemalteco Americano (IGA) School, a bicultural institute in Guatemala.

Here, they speak with TED-Ed’s Programs Manager, Sasha Rudenko, about integrating the program into the school’s curriculum and how it helped their students develop community, motivation, and responsibility:

Sasha Rudenko (SR): Tell us about the IGA School, your role, and your students.

Cinthya Dagmara Payes (CDP): The Instituto Guatemalteco Americano (IGA) is a bicultural institute joining the best of two cultures. We have an American culture program and we also have the curriculum from Guatemala. This is a private school where students who want to grow, learn a little bit more, and go further with the English language.

SR: How did you implement TED-Ed Student Talks into IGA? How did the program fit into what you were already doing?

CDP: We had a public speaking course here at IGA because we wanted students to develop oral skills and have them share their ideas to an audience. Then [I came across] the program on the internet, I subscribed and received a newsletter every week and it said “do you want to join the TED-Ed community?” and I was very excited to do that. So, I applied and when we got confirmed, had access to the materials and were welcomed to the community, we were very, very excited. Regina was the first teacher who helped me with reading, getting engaged with the materials, the worksheets, and working with the first group of students.

Regina Blanco (RB): Our role is to be coaches to the students and [this year] we worked with seniors to prepare their talks. We divided the Student Talks manual among the four units we have at the school, and at the end of each unit they have an oral exam based on the Talks curriculum. So within their courses, they have TED-Ed — they have philosophy, they have seminar, they have math, and within those courses we use TED-Ed. We had it as an extracurricular, but now that we also have it within the curriculum, they’re excited to work on it and have new class content.

Students participate in the Student Talks activities

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

RB: Something that I really love is when we see our students standing up in the theater and projecting and sharing their life experiences. That is rewarding for us because this is a challenge for them. When they are able to share, are secure, and don’t have problems with the English presentation. Our students have a high level of English, but the critical thinking that they develop in the English language is incredible. When they share that, their peers in the theater think, “my god I want to be like them!”

Another thing that we really admire is that they develop the responsibility to attend and participate in the extracurricular. They have to be on time, and complete the tasks [after finishing a full school day], and sometimes they are tired and might not want to attend. But they develop the responsibility because it’s worth it to them. They develop that consciousness about the importance of attending every single class, and that is something remarkable. They start on the very first day, attend the whole year, and then they present the talk— and behind all of that is responsibility.

Violeta Morales (VM): It was really nice to see them present their ideas, talk about their experiences, and see that they were very proud after their presentation. They felt very happy and I was very pleased to see middle school students participating for the first time in this event getting so excited.

CDP: I would say that something remarkable for me is to see them empowered and overcoming the fear of standing in front of a big audience. We had 300 students in the theater. It’s not easy to just stand in front of 300 students and share your life experiences. So seeing each of them sharing a special story, their own story, that they wanted to present and that they wanted to motivate others with was really special. And celebrating ideas in the theater with the whole community. We closed the year with a very sweet taste [knowing] that we did a good job with them and that they learned a lot.

“Our students realized that to overcome their fear of speaking and sharing personal experiences, they had to practice, practice, practice. And now they feel more confident and excited to present.”

SR: We’ve talked about confidence, empowerment, and that important moment of being on stage. What other skills have you seen students improve the most going through the activities?

CDP: I would say empathy. Once they hear someone else’s story, they generate that link with the person. Many of them identify with each other’s stories because they have been through similar things, and then they feel they are not alone. They feel like they’ve been there, it also happened to them, and there is a way to overcome it. And I think this is one of the things the TED-Ed program provides, not just for the students but for the community. Because when we celebrate their stories [at the end of the year event], the whole community is paying attention, is engaged, is happy to see them, and many of them identify with the ideas and the experiences.

A student performs her final talk at the end of year event

SR: For you as facilitators, what has been the most challenging part about implementing Student Talks? And how did you overcome that challenge?

RB: When we start and during the process, the students have to learn how to stop and remember their past life experiences. And sometimes it’s not easy because they don’t want to go back to certain situations, but they have to take that time to look inside of themselves. At the end, they realize it is a worthy part of the process. Because through those experiences, positive or negative, they are better people. So, we have to work with them during those activities and help them see that they don’t have to be shy or nervous.

VM: I agree. Also motivating them, because some of them come to class and they are shy. We have to motivate them to continue speaking, and to share their experiences with other students. So we try to do that during the year and do activities for them to feel comfortable and happy to be in the program.

“Be passionate about the program. If you are passionate about the program [it] motivates the students, because you are motivated.”

SR: For somebody who is thinking about bringing the Student Talks program to their students, what tips would you share about how to approach it and set it up?

RB: It is important to highlight community. We work within communities and when they develop that sense of belonging, it becomes their safe place. And it’s easier to develop and form their skills. So that is something that is very, very important to visualize: the community that they might have. Making a safe place and a friendly place where they can be relaxed, they can share, and nobody is going to question them.

CDP: As a facilitator, it’s important to read all the materials to get engaged, but also to be passionate about the program. If you are passionate about the program then you’ll take the energy to the next level. And taking it to the next level motivates the students, because you are motivated and they see you being engaged with it. Something else we did was we gave them a pin, and having this pin is very important for them. They know that not everybody has one of these, and that they are special because they took on the challenge of being in the program. If they get one of these, they are brave for taking on the challenge of sharing, of learning, of growing. We gave them a pin and some t-shirts, and that gave them an identity with the community, with the program, with the institution. They feel they are a part of a whole and it makes them feel special, which is also key for this process.

VM: Adding to what you said, giving them pins and t-shirts after their presentation made them feel very proud. I think that helped a lot for this year’s students because many have asked me when the program is going to start because they want to participate. They really got motivated by seeing the other students and they want to be part of the same club.

CDP: A pencil, a pin, a t-shirt. As little as it seems, it’s something special for them. It makes them feel special. That’s a good thing.

IGA Students who presented their talks in November 2024

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, 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 Mahrukh Bashir, a TED-Ed Innovative Educator, longtime Student Talks facilitator, and director of Millennia World School in Indonesia.

Here, she speaks with TED-Ed’s Senior Community Manager, Peter Maccario, about how she seamlessly integrated the Student Talks program into her school’s curriculum, created a collaborative, safe environment for the students to flourish and build their perspective and confidence, and shares some hard-won wisdom on bringing the program into other schools:

Peter Maccario (PM): Tell me about Millennia World School, your role, and the type of students that you service within your school.

Mahrukh Bashir (MB): I am the director of Millennia World School, with a team under me of principals, operations, research and development, and technology. At Millennia, we believe in empowering students to discover their best selves. Rather than focusing solely on academic achievement, we encourage children to pursue their passions and find joy in their learning journey. Our mission is to cultivate change-makers who are genuinely enthusiastic about making a positive impact in the world. We cater from kindergarten up to grade nine. The children are mostly Indonesians, locals, mixed races, mixed religions — it’s a school for everyone basically.

PM: You’ve been doing this for a very long time with your school, which is incredible. How did you implement TED-Ed Student Talks into Millennia and how does it fit into what you already do at the school?

MB: I have been using TED-Ed Student Talks since it started. I started TED-Ed as a club, but I wanted it to be more than a club, I wanted it to be part of our curriculum. When TED-Ed Clubs changed to TED-Ed Student Talks— when the first TED-Ed curriculum book was changed— it was a good opportunity for me to put it in the curriculum, and not to teach it as an extracurricular or as a club anymore. So then we started doing TED-Ed as part of student development; as a class which focuses on public speaking using the TED-Ed curriculum. It kind of fit in perfectly because kids liked it— it was public speaking but it was fun, and it wasn’t as structured as other subjects they had to do.

Mahrukh Bashir and students working on Student Talks activities

PM: What is the atmosphere of the class? And why do you think students like it so much? 

MB: I have asked my students “why do you like it? If we made it optional, would you still want to do it?” Most of my students said yes they would still want to participate in it. And I asked why. They said that it helps them look at things in a different perspective. When we start the [class], I tell my students that when you are going to speak, when you are going to choose a topic or subject for the talk, it [should] be something which is meaningful; an idea which is beneficial for other people. So they feel that they are able to contribute to the world in some way. And it aligns completely with Millennia’s philosophy since we focus a lot on social responsibility.

“Judgment-free expression has shown me how creating safe spaces for students can unlock their potential in unexpected ways.”

With [Student Talks] they feel like they are contributing to a broader audience because once their talks are on YouTube there’s a wider audience that sees it. I had a student who was facing body shaming from her own family, and it was very difficult for her. When she was thinking about her topic, this was not something that she really wanted to talk about. But then later she realized that there are a lot of kids who could be feeling the same thing, and would benefit from it. It was sharing something with others which made it feel that it could be more meaningful. I feel that when kids feel comfortable in that way, they want to do it. They are willing to put themselves out there even though I know that they are nervous.

Mahrukh Bashir with Millennia School’s Student Talks participants

PM: Is there one moment that really sticks in your mind as being the reason why you do this?

MB: There are multiple! One highlight is that I had this student who was absolutely scared to talk in public. She would do everything to stay away. Extremely smart girl but very scared even to be seen in public. So when she came to my class we started talking about it, and she asked if she had to do the talk. I told her that it’s completely up to her, we will work on it, we’ll go through the process, she’ll write the talk, and in the end if she doesn’t want to perform it, it’s okay. We can just publish her work as she’s written it. No pressure. And then she was okay. She worked really hard on it, we practiced speaking, and she did her research.

Then, finally it was one week before they had to do their talk. She came up to me, and said “I think I want to do it; but will you be disappointed in me if I back out at the last minute?” I responded, “I can never be disappointed, you have done amazing, and saying that you want to do it is a proud moment for me.” Then, on the day [of the talks], she comes and tells me she wants to be the first one to do the talk. So, I was like, “okay, let’s go!”

And she did it; she did it so beautifully. Her parents were in the audience and they started crying after her talk finished. She overcame her fear of speaking in public. This really gives me goosebumps every time I think about it. There was no pressure for her if she didn’t want to do it, and I left it to her. And that is one of the moments that I think really changed her, and she was able to overcome that fear.

“It gives them a lot of confidence. It tells them that they are capable of sharing something meaningful with the world.”

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

MB: One of the skills I’ve seen developing in my students is confidence. Skills like research, collaboration, and feedback they also get from other subjects we are teaching them. But the confidence of coming up with the idea and then sticking to the idea, saying this is what I want to share, it’s my story, and my perspective. And then actually being brave enough to come up in front of an audience and speaking. So, for me, that is the skill which is developed most in the kids: being brave and having confidence.

Millennia World School’s Student Talk event

PM: What tips or words of wisdom would you share with a teacher, a director, or someone who is considering bringing TED-Ed Student Talks to their students?

MB: First, if you have not started TED-Ed Student Talks, what are you waiting for? You need to start as soon as possible.

Second, I would say don’t rush the kids. Let them go through the process of trying to understand what they want to talk about. Don’t push ideas or your own agenda. Let the topics or ideas come from the kids. It cannot be from the adults and I spend a lot of time with children on helping them come up with ideas. Let them marinate in their own process of generating the ideas.

Third, give children voice and choice. I feel that TED-Ed Student Talks is a platform which has been created to help children look at different perspectives and help them share their experiences with the world.

Lastly, let this be run by kids. You just facilitate and nothing else. Let the students do it.

I think that’s it. If you have not started it, please do start it. It’s one of the best things for children, because it gives them a lot of confidence. It tells them that they are capable of sharing something meaningful with the world.

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, 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 Fernando Oringo, an educator with over a decade of experience in diverse learning environments, who has led Student Talks programs in Vietnam, Thailand, and Cambodia.

Here, he speaks with TED-Ed’s Programs Manager Sasha Rudenko about his thoughts on the program, its successes, growing pains, and how it impacted his students, fellow educators, parents, and the community at large:

Sasha Rudenko (SR): Tell us a little about IGC School, what this organization is, and about your role in particular.

Fernando Oringo (FO): IGC stands for Institute for Global Citizens and it is a group of schools around Vietnam. As of today we have more than 25,000 students from pre-kindergarten to grade 12. Regarding my role, I am in charge of extracurricular programs, specifically in the international programs of IGC group. I am also in charge of partnering with our sister schools from Thailand and Cambodia when it comes to these programs that we’re implementing as one big institution.

SR: If you were to think about what kind of students you serve in your role, how would you describe them?

FO: Being a Filipino teacher here in Vietnam, it’s a totally different culture. Vietnam, in general, they’re slowly trying to open up to other countries; opening up their culture and in such a way that they’re also opening up the concept of globalization and internationalization. I think that my students should also be open about these kinds of opportunities. So, I would describe my students as eager to learn, open for opportunities, and open-minded. There are so many small voices that I appreciate that it is really worth sharing not only in their own country but [their ideas] around the world, and that is one thing that really ignited my motivation to initiate this kind of program.

IGC students

SR: If you were to pick one standout moment from your time leading the TED-Ed Student talks, what would you highlight? 

FO: In terms of the activities, the Connect Calls is one of the most interesting parts because most of my students never had an opportunity to meet students from other countries. They have been so eager to get connected to people of different ages. It was just so magical that instantly our students got connected to the others [across age groups and cultures].

[Editor's note: Connect Calls are opportunities for a TED-Ed Student Talks group from any country to connect with other groups online made possible through the exclusive TED-Ed Community — a platform for all program facilitators.]

Another highlight that is very special to this journey is seeing my students go from not being able to talk in English in a complete sentence at all to creating their own speeches, and [delivering them] on stage, while being supported by the community, the parents, the foreign teachers, and our staff from the school.

“This program has not only developed communication skills but also instilled confidence and a love of learning in my students.”

They really created a community where they wanted to give every student the opportunity to share— even the stories that are so simple about toys, about the food that they love eating— and eventually [Student Talks] spread throughout our school system. Everyone is eager to have it.

One thing that scared me the most when I implemented it is would the program be successful? Will they feel bored? Will the teachers understand the essence of this program? [The response] has been really overwhelming: teachers are volunteering, students are asking before the school year starts, parents are involving themselves in supporting the program.

Students and faculty at IGC

Right now we are implementing it as a curricular program wherein we’re trying to extend it from grades 1 to 12.  And every teacher is now being informed about this program and given the opportunity to apply to learn and to explore what this kind of program offers. And checking the feedback from the teachers in our school, they have emphasized that this program promotes diversity and inclusion. Diversity as the program is set for everyone to adopt and also allows for you to make changes wherever it is appropriate within the context of the students. It is inclusive because it chooses no specific grade level.

“It’s been an incredible journey of growth and empowerment for all of us.”

SR: What are the top three skills that you’ve seen your students improve the most by going through the TED-Ed Student Talks activities and program?

FO: Firstly, it’s collaboration and communication. This is the top skill because every time we implement our program, we see students not only focusing on their own ideas and speeches, but they open themselves up, and allow themselves to be vulnerable when it comes to asking for feedback. They try to see if there’s any connections regarding the ideas that they have among the different members of the club.

Secondly, it has [helped them] develop a very strong sense of intercultural understanding. I was worried that there might be a lot of questions. If I’m going to expose my students to different cultures, to different concepts, or even videos from TEDx or TED, will they be able to get the idea behind it? And surprisingly, most of our students are getting more excited about it because they really feel connected and they are so amazed that there’s a bigger world for them to explore.

An IGC student working on their activities

And thirdly, this program is not just improving their English proficiency— it’s improving their public speaking skills. Public speaking skills that inspire, public speaking skills that motivate people to be better, and public speaking skills that allow students to really showcase their true identity. Not only as Vietnamese people, but as people who can connect to the different issues of the world and primary students as they are. They have so many things to say about what they see and what they feel about world news right now, and the platform of TED-Ed Student Talks is giving that opportunity.

SR: Let’s think about somebody who is interested in applying like you were. What has been the most challenging part about implementing something like this at IGC and how did you overcome it?

FO: Time management. Although the program is very flexible, sometimes it can be overwhelming when you want to do everything. Along the way, you will  see what is the proper pace for you to implement the program. One of the things that we learned when it comes to dealing with this problem is not seeing it as something that is mandatory. But rather seeing it as an opportunity for both students and teachers to learn and explore. And at the same time having proper communication with your administration is very essential because the success of this program is not only determined by the teachers and students, but by how the community accepts it.

It taught us a good lesson in ensuring that everyone involved in the implementation should have a common understanding [of the program]. At the same time, they should focus on the main purpose and not on the immediate impacts of the program. Time management can be a struggle but try to ensure that stakeholders are properly involved— including the parents— and everything will go smoothly.

“The excitement and pride in [parents'] eyes as their children transformed from shy individuals to articulate speakers was truly heartwarming.”

SR: Do you have any tips or words of wisdom you would share with somebody considering TED-Ed Student Talks activities for their students or classroom?

FO: For those who are interested in this program, there’s one thing that you really have to think about carefully: it’s not how it fits into the school system, but rather, will this opportunity benefit the students? Always remember that joining TED-Ed Student Talks as a facilitator and as a mentor is not for your own personal gain, but for helping them inspire [themselves] and others. And that is indeed worth sharing— not only to your classroom, not only to the smaller community, but to a bigger community: the world.

The IGC community

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

View TED-Ed’s new climate education resource

.“TED Explores: A New Climate Vision” is a 60-minute film that brings to life the groundbreaking ideas shared at the 2023 TED Countdown Summit in Detroit, Michigan. Hosted by Manoush Zomorodi of the TED Radio Hour, this special TED documentary examines the rapid technological revolution underway — and the real possibility of a better future for all.

Through a collaboration between TED-Ed and TED Countdown, we created a suite of engaging activities around the film that empower educators and students to dive into climate challenges — and explore their own role in creating solutions.  The documentary is broken down into 7 film chapters, each with relevant quizzes, discussion questions, and additional resources, students are guided toward further learning, actionable steps, and will gain a deeper understanding of the climate crisis they will inherit.

Join us in inspiring a generation that is well-informed, resilient, and ready to build a sustainable future. We’re excited for your classrooms to embark on this journey with us!

Facilitator Guide overview

The Facilitator Guide breaks down the film into seven key segments. Each includes:

— Video clips (5-11 mins each).

— Quiz & discussion questions: Multiple-choice and open-ended questions adaptable for middle school and older.

— Deep dive resources: Additional links and a vocabulary word bank to support comprehension of key concepts and further learning.

— Action and empowerment tools: Suggestions for how students and educators can take action in their local communities, such as hosting screenings or giving TED-style talks.

Learning objectives

This tool aligns with Next Generation Science Standards, enhancing students’ understanding of climate science and critical thinking skills. Through engaging quizzes, discussions, and creative activities, students will:

— Explore human impacts on Earth’s ecosystems – and how to mitigate them.
— Evaluate scientific evidence of climate change and forecast future impacts.
— Analyze climate solutions and conservation strategies.
— Connect expert insights with their own experiences and communities.
— Practice effective climate communication and advocacy.
— Apply local and global perspectives to pressing environmental challenges.

We can’t wait for you to join us in creating a cleaner, greener world. Let’s begin!

— Learn more about bringing TED Countdown’s documentary into the classroom

— Explore the documentary video clips and customizable lesson plans

— Dive into the Facilitator Guide materials for educators

Shutterstock

If you’ve ever had a conversation with an impassioned educator, you know that they are overflowing with brilliant, resourceful, innovative, and – in all likelihood – extremely under-circulated ideas.

We celebrate and elevate educator ideas for the sake of improving the experience of students and educators around the world. Over the course of the past year, participating educators hone in on their most important idea in education and develop it into a TED-style talk.

Below, four educators share their big ideas, covering topics from simple apps that promote classroom equity to an impassioned plea for more teacher collaboration in the classroom.

STACEY ROSHAN

How to use simple tech apps to support ALL learners

When Stacey Roshan was in high school, she feared the moment she might be called on in class. A self-described introvert and perfectionist, she needed time to process and formulate a response before she was ready to share. Now, as a math teacher, Stacey leverages technology to create more equitable and empowering forums for discussion in the classroom—shifting away from a culture that praises the first person to raise their hand to one where every individual has a platform to make their ideas seen and heard.

LISA WINER (TED-Ed Innovative Educator)

How to create lessons that showcase students’ diverse cultures

For so long, the norm in teaching has been to assimilate students: instructing each individual in the same way, regardless of their cultural background. Culturally sustaining pedagogy challenges that narrative, arguing that preserving student backgrounds and embracing diversity causes students to feel more comfortable, relaxed, and willing to learn. In this talk, Lisa Winer shares several lessons she uses in her math classroom that combine the principles of culturally sustaining pedagogy with self-determination theory to engage and energize her diverse group of students.

TAKERU NAGAYOSHI

Why teachers are just like YouTubers

In a 2019 survey of US kids aged 8-12, one third cited being a blogger or YouTuber as their top dream job. In another survey of high school students, only 5% indicated that they wanted to become a teacher. But 2020 Massachusetts Teacher of the Year Takeru Nagayoshi believes that great teachers and great YouTubers are cut from the same cloth, and the more we treat educators with the same respect and prestige that we show to YouTubers, the better chance we have of attracting new talent to the profession.

KIM PRESHOFF (TED-Ed Innovative Educator)

How teacher collaboration strengthens the classroom

When COVID-19 hit schools, many parents and educators worried about the isolating effects of quarantine on students. But longtime educator Kim Preshoff notes that, for decades, teachers have been isolating themselves in their classrooms—often creating lessons, refining skills, and thinking in silos. In this talk, Kim draws on her background as an AP environmental teacher to make the case that the health of an ecosystem is its diversity—and that collaboration between educators in the classroom strengthens outcomes for teachers and students alike.

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Each educator featured here participated in TED Masterclass — a professional learning program that helps people identify, develop and share their ideas with each other … and the world.

Want to bring the TED Masterclass program to your school, district or organization? Learn more here: http://bit.ly/tedmasterclass