Elizabeth Kriynovich » Elizabeth Kriynovich

Elizabeth Kriynovich

Elizabeth is in her 15th year at DVFS and teaches in the English and Language Arts departments. She is a certified Orton Gillingham practitioner through ALTA. She has a BA from The College of Wooster, an MA in English from the Bread Loaf School of English at Middlebury College, and has taken classes in School Counseling at Villanova University. Elizabeth is a certified yoga instructor, and she has a strong interest in using Mindfulness to foster effective speaking, listening, and learning. She leads yoga and mindfulness meditation classes with a focus on supporting the needs of the LD student. She is the school's Service Learning Coordinator.

Elizabeth Kriynovich teaches both English and Language Arts in the Upper School at Delaware Valley Friends. In addition, Elizabeth has pioneered the integration of mindfulness practices into the DVFS curriculum. She teaches a mindfulness class and incorporates mindfulness exercises at the beginning of her class periods to help students center and focus on where they are and what they are doing in the present. Elizabeth has shared research on the importance of mindfulness and how, in particular, it helps students who have learning differences improve their academic performance with the faculty at DVFS as well as with professional audiences at both regional and national conferences. She wrote an article on the subject for our January 2015 Professional Research Notes publication, accessible from the link provided below. She is a Board Member of the Mindfulness in Education Network (MiEN).

Elizabeth has been at Delaware Valley Friends for 14 years - first as Director of College Counseling, later as a member of the Development Department working on grant-writing and alumni relations. She has been teaching at DVFS since 2008 and has spent 100% of her education career working with students who learn differently. Elizabeth has also been an instructor in the DVFS Adolescent Literacy Teacher Training that trains future teachers of LD students.

In addition to her work with students in the classroom, Elizabeth is the Upper School Service Learning Coordinator, leads the school’s Yoga Club, facilitates the Human Rights Club, serves as a student Advisor, and volunteers as a panelist at our Admissions Information Sessions. She has traveled with DVFS students on multiple trips to India to work with BBA and Nobel Peace Prize Laureate Kailash Satyarthi, and is leading a trip for students to study Peacebuilding in Cambodia in 2018.


Q: Why do you like teaching at DVFS?
I think our Quaker values meld perfectly with our mission of serving students with learning differences. Each member of our community (students, faculty, and staff alike) is recognized as an individual and valued for their strengths. It's a wonderful and supportive environment that sets everyone up for success.
Q: How do you help students with learning differences learn?
First and foremost, by listening to them and getting to know them as people and as learners: their strengths, challenges, their learning style, and what they need to help them be successful. I feel grateful to teach in an environment where we really understand our students as individuals as well as learners, because that is how we can teach them successfully.
Q: What is a unique experience, talent or interest that you bring to your classroom to help shape the learning experience of your students?
My interest in mindfulness shapes every class I teach. I think it's a powerful way for students (and anyone) to help manage stress and anxiety, to build better focus and concentration, and to feel more grounded and balanced not only in the classroom, but in all aspects of life.
Q: In your experience, what sets DVFS students apart?
Their creativity, perseverance, and joy. I respect our students so deeply for being here and for embracing the strategies that make their own unique learning paths successful.
Q: How do your other roles at the school provide a different perspective?
I learn so much from our students - from their outside interests, personal experiences, and from what is motivating them to participate in an extracurricular activity.