Meet Pernille Ripp

Thank you for coming to my home away from home; this blog!  Blogging Through the Fourth Dimension started in June 2010 as a way for me to become a better teacher.  I knew I needed to change, I knew I had to throw most of my old ways out and I needed a place to reflect; thus this blog was born.  Now several years later, more than 1 million unique visitors and global conversations started, I am proud of the work that is on here.

To get more information about me, go to My Story

To see what else I have written, including my books go to Publications

To see my other blogs, go here

And finally, to have me speak at your conference, professional development, or consult with your school go to Have Me Speak

To contact me, please email me  at

One of My Happiest Places



12 thoughts on “Meet Pernille Ripp

  1. I want to order your book. I read your article this morning in Education Week and you are spot on, spot on, spot on. I am the director of education for Iditarod Trail Sled Dog Race and the concepts in your article align with what I believe and what I try to inspire in educators that use Iditarod in the classroom. Diane Johnson,
    I would like to chat about a few things with you! Please contact me. Thanks!

  2. Pernille, I would like to reprint your blog about the Mystery Skype call in our free bi-monthly TechNotes e-newsletter that is sent out to more than 36,000 people around the world from TCEA. TCEA is a non-profit association that helps educators integrate technology into the classroom to innovate teaching and learning. Would you grant permission to reprint your wonderful blog post with full attribution to you?

  3. Hey there! I understand this is somewhat off-topic but I needed to ask.
    Does operating a well-established blog like yours
    take a lot of work? I’m brand new to operating a blog but I
    do write in my journal daily. I’d like to start a blog so I will be able to share
    my personal experience and views online. Please let me know if you have any ideas or tips for new aspiring blog owners.

    • Yes, it does, however, I blog for myself and not for money or anything like that so it takes as much time as I feel like putting into it. I think my best advice is just to start if you want to, do it for yourself and make it yours. Good luck to you.

  4. Pernille, I love your blog and can relate to your ups and downs in the classroom. We are enjoying the GRA, too, and love connecting with other classes. I am struggling with something in my classroom and would love your thoughts. I have one hour for literacy (reading and word work). Writing is separate with another class. (Don’t ask). My literacy class is a workshop model, where students have about 25 minutes of reading each day, after my mini-lesson, Then we have a few minutes of share. I am wondering how to squeeze in the much needed word work to my 4 different groups of learners. I know I can use homework to squeeze in extra spelling/vocab practice, but I need to make it meaningful. Any suggestions would be appreciated. Thanks! Jennifer

    • We do it at the beginning of class for about 5 minutes and only every other week in 7th grade (we have 50 words (root or vocabulary)) to get through. However, in my 5th grade classroom we did root word study which really got most of the kids more excited – here is a link to what we did
      It wasn’t perfect but it didn’t take a lot of time and the students got it more than any other typeI have tried.
      It is a struggle whenever we have any kind of shortened time, however, I wonder too, how long is your mini-lesson?

      • Thank you for getting back to me to quickly. My mini-lessons are typically no longer than 15 minutes. I am using 14th goldfish as my read-aloud to tie into my mini-lessons on character study. When all is said and done, students (4th grade) usually have a good 20-25 minutes to read. One day a week (which may be every other week) students are writing me a response letter about what they’re reading (focus is on the mini-lesson unit). Every other week, students are blogging for HW (reading journals and blogs is a lot to manage, though). I haven’t been able to squeeze in guided reading groups yet, but soon I’d like to start book clubs. I will take a look at how you did spelling. Thanks for sharing, Pernille!

  5. Pernille, you are amazing! I was at CESA1 to hear you speak yesterday and am so inspired. I have participated in the GRA the last two years and have read your blog often. Subtle changes in my classroom are in the works! My question for you is in relation to grading. Do you grade work often or just when checking for mastery? Any thoughts would be welcomed. I am a 5th grade teacher, so my students enter middle school next year. I continue with the struggle with the usefulness of handing out grades on their daily work. Who are the grades for? Are they encouraging or discouraging? I plan on doing a padlet today to get the student’s thoughts on how grades make them feel, but I would love your input as well!

    • Thank you so much, Shelly, yesterday was wonderful! I try to change the conversation that we have about grades so instead of focusing on the grades, the kids focus on their growth. I write a lot about how I do it here on the blog so it may be easier to choose some of these than writing it all out. I don’t know if grades are inherently bad or good but how we use them is not working for kids. They feel like they have little control over them and that it is something that is just done to them, so in our classroom, they reflect on everything and assess themselves on any longer projects before I assess it. We then talk about the constant growth they are trying to accomplish and how they will get there.

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