Republic of the Philippines

Department of Education
REGION VIII - EASTERN VISAYAS

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

Classroom Visitation Tool (Kindergarten)

JANET A. ABARCAR
Teacher’s Name: _________________________________________ Date: _____________________________
School: ___________________________________________________ Division: _________________________
KANANGA CENTRAL SCHOOL
 
Instructions: Check the box that corresponds to your observation of the instructional behavior of the
teacher under observation following the given indicators.
Description: Y – Yes N – No N/O – Not Observed N/A – Not Applicable

 Indicators Y N N/O N/A Remarks

A. Classroom Preparation and Class Management
1. Ensures a child-friendly and conducive
learning environment (includes classroom
structuring, outdoor space or indoor play
area, seating arrangement, light, and
ventilation)
2. 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
3. Creates an engaging, creative, child-centered
class for development of autonomy,
competence, and stimulation of joy for
learning
B. Teaching – Learning Preparations
1. Prepares a teaching-learning delivery plan
(Blocks of Time) stipulating the ff:
a) Arrival Time (10 mins)
b) Meeting Time 1 (10 mins.)
c) Work Period 1 (50 mins)
d) Meeting Time 2 (20 mins)
e) Recess (15 mins)
f) Rest/Story Time (20 mins)
g) Work Period 2 (45 mins)

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 Indicators Y N N/O N/A Remarks

h) Indoor/Outdoor Activities (20 mins)
i) Meeting Time 3 (10 mins)
2. Arranges the needed learning resources (such
as audio-video materials, manipulative toys,
and other contextualized instructional
materials-SLMs/Activity sheets) for use in
lesson
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)
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
connects the same to real life situations and
contextualized examples
Work Period 2 (Numeracy - See items 3 to 7)
12. Outdoor/Indoor Activities
Encourages social interaction and teamwork
13. Meeting Time 3
Encourages learners to share their

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 Department of Education Regional Office VIII (Eastern Visayas)

 Indicators Y N N/O N/A Remarks

experiences and learnings for the day
14. Integrates appropriately the:      
a) positive values
b) education technology (e.g. use of ICT
applications and tools/gadgets, interactive
radio, audio and/or video content and
information within and across subject matters
when necessary)
D. Learners’ Understanding and Engagement
1. Establishes rapport and sets a nurturing,
good, and caring class environment
2. Develops learning domains in holistic way
through diverse, meaningful and real
experiences/activities
3. Considers learners’ unique abilities and skills,
strengths and weaknesses, inclusivity, and
other relevant circumstances
E. Instructional Strategies
1. Uses developmentally appropriate practices                 
(DAP) with consideration on learners’ age,
individuality, social, and cultural
2. Uses appropriate medium of instruction
3. Utilizes appropriate and relevant
instructional materials
4. Develops, sequences, and modifies      
instructional activities and materials for
maximum learning
5. Promotes play/game-based and active      
involvement in concrete, contextualized, and
meaningful experiences
6. Provides needed scaffolding and      
opportunities for learners to work
independently and collaboratively
F. Learning Assessment
1. Ensures alignment of the MELCs/objectives,      
lesson delivered, and learning assessment
2. Utilizes variety of learning assessment to      
determine the learner’s total development
needs
3. Compiles learners’ outputs (portfolio) as
learning evidence for each child’s learning,
behaviors, and attitudes

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 Department of Education Regional Office VIII (Eastern Visayas)

Other Observations/Remarks:

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Identified Teacher’s Needs and Challenges

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Agreements

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Prepared by: Conforme:

 __________________________________ _______________________________
JANET A. ABARCAR
Guide / Visitor Teacher
 

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