Republic of the Philippines

Department of Education
REGION VIII - EASTERN VISAYAS

“GIYA Teachers” (Guide for Instructions Yielding Archetypal Teachers)

Classroom Visitation Tool (Kindergarten)

Teacher’s Name: _________________________________________ Date: _____________________________

Learning Area/Subject: __________________ School: _______________________ Division: ___________
 
Part I. Teaching-Learning Process
Instructions: Check the box that corresponds to your observation of the instructional behavior of the
teacher from the given indicators below.
Description: O – Observed, if the indicator was appropriately conducted and
N – Not Observed, if the indicator was not observed nor appropriately
conducted and Remarks must be provided

 Indicators O N Remarks
A. Preparation for Teaching-Learning
1. Establish safe and secure learning environments to
enhance learning through the consistent
implementation of policies, guidelines, and
procedures
2. Maintain learning environments that promote
fairness, respect, and care to encourage learning
3. Maintain supportive learning environments that
nurture and inspire learners to participate,
cooperate and collaborate in continued learning
 Establishes rapport and sets a nurturing, good,
and caring class environment
4. Apply a range of successful strategies that maintain
learning environments that motivate learners to
work productively by assuming responsibility for
their own learning
5. Manage learner behavior constructively by applying
positive and non-violent discipline to ensure
learning-focused environments
6. Plan, manage, and implement developmentally
sequenced teaching and learning processes to meet
curriculum requirements and varied teaching
contexts
 Prepares a teaching-learning delivery plan (Blocks
of Time)

B. Learning Resources

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 Department of Education Regional Office VIII (Eastern Visayas)

 Indicators O N Remarks
1. Manage classroom structure to engage learners,
individually or in groups, in meaningful exploration,
discovery and hands-on activities within a range of
physical learning environments
 Organizes basic learning resources/instructional
materials (such as manipulative toys, activity
cards/board games, readiness activity sheets,
books, open-ended sensory materials, and literacy
and numeracy materials) in the classroom
2. Select, develop, organize, and use appropriate
teaching and learning resources, including ICT, to
address learning goals
 Arranges the needed learning resources (such as
AV materials, manipulative toys, and other
contextualized instructional materials) for use in
class
C. Learning Delivery
1. Apply knowledge of content within and across
curriculum teaching areas
 Integrates appropriately positive values
2. Ensure the positive use of ICT to facilitate the
teaching and learning process
3. Use a range of teaching strategies that enhance
learner achievement in literacy and numeracy skills
 Delivers instruction in literacy/numeracy in
explicit teaching and in other developmentally
appropriate practices
 Observed the sequence of delivery (Arrival Time,
Meeting Time 1, Work Period 1, Meeting Time 2,
Recess, Quiet Time, Story Time, Work Period 2,
Outdoor/Indoor Activities, Meeting Time 3)
4. Apply a range of teaching strategies to develop
critical and creative thinking, as well as other
higher-order thinking skills
 Promotes play/game-based and active
involvement in concrete, contextualized, and
meaningful experiences
5. Display proficient use of Mother Tongue, Filipino
and English to facilitate teaching and learning
6. Use effective verbal and non-verbal classroom
communication strategies to support learner
understanding, participation, engagement, and
achievement
7. Use differentiated, developmentally appropriate
learning experiences to address learners' gender,
needs, strengths, interests, and experiences
8. Establish a learner-centered culture by using
teaching strategies that respond to learners'
linguistic, cultural, socio-economic, and religious
backgrounds

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 Department of Education Regional Office VIII (Eastern Visayas)

 Indicators O N Remarks
9. Design, adapt, and implement teaching strategies
that are responsive to learners with disabilities,
giftedness, and talents
10. Plan and deliver teaching strategies that are
responsive to the special educational needs of
learners in difficult circumstances, including:
geographic isolation; chronic illness; displacement
due to armed conflict, urban resettlement, or
disasters; child abuse and child labor practices
11. Adapt and use culturally appropriate teaching
strategies to address the needs of learners from
indigenous groups
F. Learning Assessment
1. Design, select, organize, and use diagnostic,
formative, and summative assessment strategies
consistent with curriculum requirements
2. Use strategies for providing timely, accurate, and
constructive feedback to improve learner
performance

Part II. Guide-Teacher’s Conversation (Kumustahan)

 
Instructions: Put a check mark (/) on the Teacher’s Needs and Challenges that the teacher and the
Guide have identified/experienced/encountered/realized and indicate the
corresponding suggested intervention per Coverage Area. Supply other Needs &
Challenges and interventions not in the list.

Teacher’s Needs and Challenges Suggested Intervention

Crafting of the lesson plan or its part(s)
Sub-tasking of the competency
Structuring of the classroom
Managing the class
Managing the time
Preparation, crafting, &/or utilization of
appropriate LRs
Creative use of digital &/or online
tools/apps
Contextualization of LRs
Adequacy of LRs
Utilization of the…
strategies with integration across
learning areas and real-life situation
and with inter-disciplinary approach
correct or appropriate medium of
instruction and communication skills
differentiated instructions and
activities
motivational and/or priming activities

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 Department of Education Regional Office VIII (Eastern Visayas)

developmentally appropriate teaching

strategies
HOTS questions
Learners’ reading, computational, and
comprehension abilities
Learners’ other difficulties
Contextualization of learning delivery
Conduct of collaborative and
individualized assessments
Utilization of appropriate and varied types
of assessment
Crafting and using appropriate rubrics
Others:

Agreements

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__________________________________________________________________________________________
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Prepared by: Conforme:

 __________________________________ _______________________________
Guide / Visitor Teacher

“GIYA Teachers” (Guides for Instructions Yielding Archetype Teachers)

Classroom Visitation Tool (Kindergraten)

Teacher’s Name: _________________________________________ Date: _____________________________

Learning Area/Subject: __________________ School: __________________________ Division: _________

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 Department of Education Regional Office VIII (Eastern Visayas)

 
Part I. Teaching-Learning Process
Instructions: Check the box that corresponds to your observation of the instructional behavior of the
teacher following the given indicators:
Description: Y – Yes, if the indicator was appropriately conducted;
N – No, if the indicator was not appropriately conducted
and Remarks must be provided; and
N/O – Not Observed, if indicator was not seen but part of
the plan and/or class’s protocols

 Indicators Y N N/O Remarks

A. Preparation for Teaching-Learning
7. Prepares a teaching-learning delivery plan (Blocks of
Time)
8. Ensures a child-friendly and conducive learning
environment (includes classroom structuring,
outdoor space or indoor play area, seating
arrangement, light, and ventilation)
9. Creates an engaging, creative, and child-centered
class for development of autonomy, competence,
and stimulation of joy for learning
10.Establishes rapport and sets a nurturing, good, and
caring class environment
B. Learning Resources
3. Organizes basic learning resources/instructional
materials (manipulative toys, activity cards/board
games, readiness activity sheets, books, open-ended
sensory materials, literacy and numeracy materials,
multimedia and computer aided materials/audio and
video lessons) in the classroom
4. Arranges the needed learning resources (such as
audio-video materials, manipulative toys, and other
contextualized instructional materials-SLMs/Activity
sheets) for use in class

5. Utilizes appropriate, relevant, and or indigenous

instructional materials (concrete objects, realia,
pictures, or images)
6. Ensures that the LRs used are aligned with the
lesson’s MELCs, Objectives, and learning activities
7. Facilitates the learner’s use of and engagement with
the learning resources in class
C. Learning Delivery
12. Arrival Time
Allows peer or group to explore different play areas
or activity centers in the classrooms while waiting
for the others to arrive
13. Meeting Time 1
Sets preparatory activities for the day
14. Work Period 1 (Literacy) / 2 (Numeracy)
Facilitates discussion of topic based on the learning

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 Department of Education Regional Office VIII (Eastern Visayas)

 Indicators Y N N/O Remarks

competencies and content and/or performance
standards
15. Delivers instruction in literacy/numeracy in explicit
teaching and in other developmentally appropriate
practices
16. Provides comprehensible inputs and explains
concepts clearly, correctly, and logically
17. Asks questions (especially HOTS) to elicit desired
responses
18. Motivates learners to ask questions and responds
to learners’ questions correctly and sympathetically
19. Meeting Time 2
Encourages learners to follow instruction properly
in preparation for the next activity
20. Recess
Develops self-autonomy or self-help among
learners
21. Quiet Time
Allows learners to engage in relaxing activity
22. Story Time
Reads-aloud story/rhyme/poem/song and connects
the same to real life situations and contextualized
examples
23. Outdoor/Indoor Activities
Encourages social interaction and teamwork
24. Meeting Time 3
Encourages learners to share their experiences and
learnings for the day
25. Develops learning domains in holistic way through      
diverse, meaningful, and real experiences/activities
26. Considers learners’ unique abilities and skills,
strengths and weaknesses, inclusivity, and other
relevant circumstances

27. Uses developmentally appropriate practices (DAP)

with consideration on learners’ age, individuality,
social, and cultural
28. Uses appropriate medium of instruction
29. Utilizes appropriate and relevant instructional
materials
30. Develops, sequences, and modifies instructional
activities and materials for maximum learning
31. Promotes play/game-based and active involvement      
in concrete, contextualized, and meaningful
experiences
32. Provides needed scaffolding and opportunities for
learners to work independently and collaboratively
33. Integrates appropriately      
a) positive values
b) education technology (e.g. use of ICT

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 Department of Education Regional Office VIII (Eastern Visayas)

 Indicators Y N N/O Remarks

applications and tools/gadgets)
c) ideas and information within and across subject
matters when necessary
F. Learning Assessment
3. Utilizes variety of assessment to guide instruction      
and measure learners’ performance
4. Ensures alignment of the learning assessment to the      
MELC, objectives, and learning activities
5. Provides immediate or timely feedback
6. Compiles learners’ outputs (portfolio) as learning
evidence for each child’s learning, behaviors, and
attitudes

Part II. Guide-Teacher’s Conversation (Kumustahan)

 
Instructions: Fill-in the table below with the Other Remarks of the teaching-learning process that
were not identified in Part I and the Teacher’s Needs and Challenges that he/she and
the Guide have identified/encountered/realized per Coverage Area.

Identified Teacher’s Needs and

Coverage Area Other Remarks
Challenges
Preparation for
Teaching-
Learning

Learning
Resources

Learning
Delivery

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 Department of Education Regional Office VIII (Eastern Visayas)

Learning
Assessment

Professional
Development of
Teachers

Agreements

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__________________________________________________________________________________________

Prepared by: Conforme:

 __________________________________ _______________________________
Guide / Visitor Teacher
 

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