Work with Pernille

West Middleton reading program reaches students globally | Local Education  |

Pernille’s work is centered in the needs and wants of children and the notion that our educational system is set up to silence many of them, but that it doesn’t have to be that way.  Throughout our practice and decisionmaking we can co-create learning spaces that not only respect and honor each child, but also help create opportunities that go beyond our schools. 

She is a current classroom teacher teaching 7th grade English, as well as a literacy coach that works with schools all over the world, author of four professional development books and someone who invites others into on-going conversations around the globe about books, reading/writing identity,  classroom literacy, and engaged and empowered students and learning communities.  She also founded The Global Read Aloud, a free global literacy initiative with a simple goal: one book to connect the world. Currently, over 1 million students across 85 different countries participate every year, with thousands more joining each year. 

Her work in fostering classroom connection, community, and engagement has received multiple national-level awards and been featured by The New York Times,The Guardian, Publishers Weekly, Literacy Today, Educational Leadership, and School Library Journal.

Areas of Expertise Include:

  • Co-creating sustainable literacy communities centering on individual reading and writing identity and exploration.
  • Co-creating and supporting personalized learning environments for staff and students.
  • Student engagement and empowerment.
  • Global collaboration through technology infusion.
  • Inquiry-based explorations and teaching.

Modes of Collaboration:

  • Workshops for school districts, as well as in-service PD days, virtual or in-person.
  • Keynotes for conferences, as well as featured presentations and workshops.
  • Virtual literacy coaching to supplement support in-district.
  • Virtual or in-person workshops and webinars, either continuous or one time events.
  • Individual mentoring and coaching, accessible through Patreon.

For inquiries and quotes for schools or districts, organization based, conferences, or individualized training, please contact

For individual coaching and collaboration or brainstorming, please submit inquiries by joining my Patreon.

Frequently Requested Sessions

All of these can be adapted to to fit your specific needs whether it be a coaching collaboration, keynote, or a work-shop, both live or virtually.

Passionate Learners – How to Engage and Empower Your Students

Would you want to be a student in your own learning environment? In this keynote, based on the book Passionate Learners: How to Engage and Empower Your Students, 7th-grade teacher Pernille Ripp will help both novice and seasoned educators create a positive, interactive learning environment where students drive their own academic achievement by honoring the individual child. Attendees will hear practical strategies for how to build a meaningful relationship with your learners based on mutual trust, respect, and honesty, share ownership of the classroom and school with them, and break out of the vicious cycle of punishment and reward to control student behavior.  Based on common-sense strategies, personal storytelling and the research behind student engagement, this is a keynote meant to move you to action.  Whether you are just beginning or well on your way in your teaching career, this session is meant to inspire you, help you take some risks, and eagerly pursue your journey toward a school filled with passionate learners.

But They Still Hate Reading – Sustainable Practices for Developing the Identities of Readers

The message is clear among literacy communities; we want to help our students become readers for life, we want them to establish a positive relationship with reading, but we need more ideas that focus on the individual development of reading identity.   So what do we do when we believe in choice, when we believe in inclusive access, when we believe we have the components needed for each child to be successful, and yet, it does not seem to be enough?  What do we do not just on the first day of school but every single day after when those kids who hate reading just grow in their hatred rather than change their minds?  Focusing on creating authentic opportunities for students to recognize, (re-)establish, and cultivate positive reading identities this session is meant for the educator looking for practical ideas in their quest to help students become passionate readers.  Based on literacy research, personal anecdotes, and advice from her students, this session focuses on practical tools, reflective conversations, as well as easily implementable ideas that will help you continue the work you have started toward a thriving reading community.  

Passionate Readers – The Art of Reaching and Engaging Every Child

With 23% of adults reporting that they have not read a book in the last 12 months, we are facing a mounting reading crisis.  So what can we, as the educators who teach this future generation of readers, do to create more engaging reading experiences?  In this session, based on the book Passionate Readers: The Art of Reaching and Engaging Every Child, educator Pernille Ripp will help you re-discover the keys of creating a community of readers, no matter the constricts facing your time.  Focusing on teacher reading identity, classroom environment and library, as well as a commonsense approach to bolstering student reading identity, this is a session sure to create conditions for more reading joy and deeper engagement with reading. From re-thinking major literacy decisions to all of the small decisions we make daily; this is meant to be a practical session that will offer up ideas to be implemented the very next day.

Building Passionate Writers – Sustainable Practices for Developing the Identities of Writers

Writing continues to be a skill that all children must develop yet many students are quick to tell us how much they hate writing.  So how do we help students feel like true writers, the type of writers who feel like their work matters beyond the classroom lesson? In this session, keynote, or masterclass, we will dive into writing as a powerful tool for discovery of self and community building.  To help kids, and the adults that teach them, see writing as a way to recapture the magic and power of expression while building the personal skills needed to capture an audience.  Join in to discuss the research behind personal writing investment and learn practical and applicable tips on how to help students develop their writer’s identity to see writing as something that matters to them. With this renewed investment, we can help them dig deeper in their writing explorations, to truly become passionate writers no matter their skill level.

How Do We Learn Best?  Embedding Authentic Choice and Voice

How do I learn best is the question, Pernille Ripp and her students, explore all year throughout their work, personal monitoring and growth. In this session, based on the book Passionate Learners: How to Engage and Empower Your Students, 7th-grade teacher Pernille Ripp will help both novice and seasoned educators create a positive, interactive learning environment where students drive their own academic achievement by honoring the individual child. Attendees will hear practical strategies for embedding choice, personalization, and sharing ownership of either the virtual, hybrid or in-person classroom experience with students. Based on common-sense strategies, personal storytelling and the research behind student engagement, this is a session meant to give easy ideas that can be implemented right away as we grow and develop our craft every schoolyear.

Centering Reading Joy as a Way to Reclaim Reading

In a world that has experienced significant change, how do we recenter our work within the realms of joyful reading experiences?  How do we help the children in our care, and sometimes even the adults, realize and recognize the value of creating space for independent reading and embarking on a journey to discover, bolster, and explore our unique reading identities.  In this session veteran educator, Pernille Ripp, offers practical strategies, research founded practices and invites us to collaborate toward a future that embraces the uniqueness of each child’s reading journey, based on the components we already know – access, choice, skillful instruction, inclusive media collections – while reshaping our commitment to each child we teach.

Using Shared Reading to Increase Reading Joy

Creating opportunities for students to interact with one another through the use of book clubs, short story discussions, read aloud, and other shared reading opportunities is a way to increase engagement, create reading joy, as well as teach important literacy skills.  But how do we set up our shared learning opportunities to guarantee access and enjoyment for students and educators alike? Join educator, Pernille Ripp, as she discusses best practices within shared reading, such as literacy circles, read alouds, and discussion, as well as the lessons her students have taught her throughout the years when it comes to developing rich discussions, community investment, and comprehensive understanding of reading.

A Picture Book Taught Me This

While picture books are a staple of the elementary classroom, there often is no place for them with our older students, yet these are the students that need picture books the most.  Discover how picture books can help older students read closely, critically analyze text, conquer complex messages, become stronger writers, as well as spark their love of reading again all through the use of carefully selected picture books.  Participants will leave with strategies for building their own picture book mentor collection, ideas for lessons, including using picture books as a tool for assessment while honoring each child’s unique reading identity.

Reimagining Literacy Through Global Collaboration

Have you ever wondered what can happen when you integrate technology into your literacy instruction?  Pernille Ripp and her students have been reading, writing, and discussing with the world since 2010, fundamentally changing the way she teaches and how her students read and write.  Join us as we share ideas for how technology can take your literacy instruction to a new level, including ways to use Skype, Twitter, Edmodo, blogging, and many other tech tools that will allow for global collaboration, cross-curricular projects, and sparking the love of reading and writing in students.


Fees are flexible, as are sessions, consulting, as well as whether on-site teaching is desired.  All sessions will be customized to fit your needs, environment, and learning target.   I only do a limited amount of sessions every year during the school year so these get booked quickly.

15 thoughts on “Work with Pernille”

  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.

    1. 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

    1. 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?

      1. 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!

    1. 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.

  6. Hi Pernilles,
    I have just attended the joint EARCOS/SENIA conference in Bangkok and wanted to say how VERY much I enjoyed listening to your keynote session…..and I then signed up for your ‘passionate readers’ talk – wow! I am gutted now that I didn’t also attend your session on passionate writers but had committed to something else at the time.

    I’m sure you hear this all the time but you truly are an incredibly inspirational speaker! I have been reading and loving your email blogs for a while (having signed up for something a while ago!) and I was so excited when I realised you were actually going to be speaking at SENIA this year and that I would get a chance to hear you in person.

    I have been teaching overseas in international schools for almost 30 years and during that time have been lucky enough to attend many conferences and workshops. However, I can honestly say that your presentation was one of the most honest, from the heart, meaningful talks I have listened to. Thank you!

  7. I heard your keynote talk at NCSLMA and have been on a mission ever since to bring the joy back to reading for so many of my students who are burned out on AR. I am currently working on a group graduate school project (website) on the Debate about Accelerated Reader. May we (my group) have permission to use a few short quotes from one of your blog posts and link back to it for those who want to read more about arguments against using AR? Thank you!

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