GIYA Teachers Kindergarten

Republic of the Philippines
Department of Education
REGION VIII - EASTERN VISAYAS
“GIYA Teachers” (Guides for Instructions Yielding Archetype Teachers)

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

indigenous instructional materials (concrete
objects, realia, pictures, or images)
4. Ensures that the LRs used are aligned with
the lesson’s MELCs, Objectives, and learning
activities
5. Facilitates the learner’s use of and
engagement with the learning resources in
class
C. Learning Delivery
1. Arrival Time
Allows peer or group to explore different play
areas or activity centers in the classrooms
while waiting for the others to arrive
2. Meeting Time 1
Sets preparatory activities for the day
3. Work Period 1 (Literacy) / 2 (Numeracy)
Facilitates discussion of topic based on the
learning competencies and content and/or
performance standards
4. Delivers instruction in literacy/numeracy in
explicit teaching and in other
developmentally appropriate practices
5. Provides comprehensible inputs and explains
concepts clearly, correctly, and logically
6. Asks questions (especially HOTS) to elicit
desired responses
7. Motivates learners to ask questions and
responds to learners’ questions correctly and
sympathetically
8. Meeting Time 2
Encourages learners to follow instruction
properly in preparation for the next activity
9. Recess
Develops self-autonomy or self-help among
learners
10. Quiet Time
Allows learners to engage in relaxing activity
11. Story Time
Reads-aloud story/rhyme/poem/song and
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connects the same to real life situations and
contextualized examples
12. Outdoor/Indoor Activities
Encourages social interaction and teamwork
13. Meeting Time 3
Encourages learners to share their
experiences and learnings for the day
14. Develops learning domains in holistic way
through diverse, meaningful, and real
experiences/activities
15. Considers learners’ unique abilities and
skills, strengths and weaknesses, inclusivity,
and other relevant circumstances
16. Uses developmentally appropriate practices

(DAP) with consideration on learners’ age,
individuality, social, and cultural
17. Uses appropriate medium of instruction
18. Utilizes appropriate and relevant
instructional materials
19. Develops, sequences, and modifies
instructional activities and materials for
maximum learning
20. Promotes play/game-based and active
involvement in concrete, contextualized, and
meaningful experiences
21. Provides needed scaffolding and
opportunities for learners to work
independently and collaboratively
22. Integrates appropriately
a) positive values
b) education technology (e.g. use of ICT
applications and tools/gadgets)
c) ideas and information within and across
subject matters when necessary
F. Learning Assessment
1. Utilizes variety of assessment to guide
instruction and measure learners’
performance
2. Ensures alignment of the learning assessment
to the MELC, objectives, and learning
activities
3. Provides immediate or timely feedback
4. 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. observations
Coverage Identified Teacher’s Needs

Other Remarks
Area and Challenges
Preparation
for Teaching-
Learning
Learning
Resources
Learning
Delivery
Learning
Assessment
Professional
Development
of Teachers
Agreements

__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Prepared by: Conforme:
__________________________________
_______________________________
Guide / Visitor Teacher

GIYA Teachers Kindergarten

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Republic of the Philippines

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

Teacher’s Name: _________________________________________ Date:

Part I. Teaching-Learning Process

Indicators Y N N/O Remarks

Indicators Y N N/O Remarks

3. Utilizes appropriate, relevant, and or

(053) 832-2997 | [email protected] Page 2 of 5

Indicators Y N N/O Remarks

16. Uses developmentally appropriate practices

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

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Coverage Identified Teacher’s Needs

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Prepared by: Conforme:

(053) 832-2997 | [email protected] Page 5 of 5

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