Selected 100 classic TED talks, 8-15 minutes each, covering innovation, growth, and future trends. Provides MP3 streaming, downloads, and English transcripts to help improve listening and speaking skills. Ignite your learning passion with the power of ideas! Here is the latest collection of 【TED】100 classic talks for spoken English listening practice. Consistent accumulation makes your English more practical and life-oriented.

Most of us go through life trying to do our best at whatever we do, whether it's our job, family, school or anything else. I feel that way, I try my best. But some time ago I realized I wasn't getting much better at the things I cared most about, whether being a husband, a friend, a professional, or teammate. And I wasn't improving much at those things even though I spent a lot of time working hard at them. From conversations and research, I've since realized that this stagnation, despite hard work, is quite common. So I'd like to share insights on why that is and what we can do about it. What I've learned is that the most effective people and teams deliberately alternate between two zones: the learning zone and the performance zone. The learning zone aims for improvement. We focus on what we haven't mastered, expecting mistakes from which we learn. In contrast, the performance zone aims for execution, focusing on what we have mastered and minimizing errors. Both zones are essential, but being clear about goals, focus, and expectations in each enhances performance and growth.

The performance zone maximizes immediate performance, while the learning zone maximizes growth and future performance. Many don't improve much because they spend nearly all time in the performance zone, hindering growth and long-term performance. So what does the learning zone look like? Consider Demosthenes, a political leader and Greece's greatest orator and lawyer. To become great, he didn't spend all his time performing as an orator or lawyer, but engaged in activities designed for improvement. He studied law and philosophy with mentors, analyzed great speeches, practiced acting, and addressed speech habits. To correct a shoulder-lifting habit, he practiced with a sword suspended from the ceiling; to speak clearly with a lisp, he used stones in his mouth.

He built an underground room to practice undisturbed, and practiced by the ocean to project his voice above the waves. In the learning zone, he applied what Dr. Anders Ericsson calls deliberate practice: breaking abilities into component skills, targeting sub-skills, staying outside the comfort zone, using frequent feedback with repetition and adjustment, ideally with a skilled coach. Improvement-focused activities are domain-specific, and great teachers know what they are and provide expert feedback. This practice—not mere repetition in the performance zone—leads to substantial improvement.

Research shows performance plateaus after a few years in a profession, seen in teaching, medicine, nursing, and more. Once people feel adequate, they leave the learning zone and focus only on performing, which limits improvement. Those continuing in the learning zone keep improving. Top performers set aside weekly time for improvement: reading, consulting experts, trying new strategies, soliciting feedback, and reflecting. Chess masters predict moves and analyze them rather than only playing. Even typing improves dramatically with short, focused practice to increase speed and reduce errors.

The performance zone still has value. During surgery, for instance, you want your surgeon at their best, not experimenting. The performance zone ensures high-quality results and motivates while informing what to improve next. High performance requires alternating between learning and performance zones—building skills deliberately, then applying them. Beyoncé, for example, performs in her performance zone during concerts but reviews recordings afterward, identifies improvements, and gives feedback for the next show.

To spend more time in the learning zone, four conditions help: believing we can improve (growth mindset), caring about the skill, knowing how to improve (deliberate practice), and practicing in low-stakes situations where mistakes are safe. Many environments are high-stakes, making people afraid to take learning risks. Schools often signal mistakes as bad; workplaces may focus on flawless execution, discouraging innovation. To foster growth, we should openly define when to learn and when to perform, creating spaces for both.

Even in high-stakes settings, individuals can create low-stakes islands—safe experimentation spaces—through mentors, feedback-oriented meetings, or independent study. Reflecting after performing and emulating experts helps. Leaders can lower stakes for others by sharing their learning goals and mistakes, making growth safe for everyone. True confidence comes from continuous learning. Rather than only performing, we can explore, experiment, and keep improving, making our best even better.