GIYA Teachers G4 610248

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

Classroom Visitation Tool (Grades 4 – 6)
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
4. Apply a range of successful strategies that maintain
learning environments that motivate learners to work
productively by assuming responsibility for their own
learning
● Checks learners’ outputs from the previous lesson
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 (i.e. Daily
Lesson Log/Plan, Weekly Learning Plan, or its
equivalent/alternative) with aligned objectives, LRs,
Page PAGE
Government Center, Candahug, Palo, Leyte 1 of
(053) 832-2997 | [email protected]
ISO 9001:2015 Certified
Department of Education Regional Office VIII (Eastern Visayas)
teaching-learning delivery, and assessments
B. Learning Resources
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 learning resources (for the present, past, and
future lessons) 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
SLM/LAS, audio-video materials, and other
instructional materials) for use in class
● Facilitates the learner’s use of and engagement with
the learning resources 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
4. Apply a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order
thinking skills
● Gives supplementary examples and applications when
needed
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
● Teaches subject matter, problem solving, and critical
thinking skills through contextualized and meaningful
learning activities
9. Design, adapt, and implement teaching strategies that
are responsive to learners with disabilities, giftedness,
and talents
(053) 832-2997 | [email protected] Page PAGE 2

of
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
● Ensures alignment of the learning assessment to the
MELC, objectives, and learning activities
● Asks questions (especially HOTS) to elicit desired
responses
● Involves and guides learners in assessing their own
learning (includes crafting of rubrics, if needed)
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

of
instruction and communication skills

differentiated instructions and activities
motivational and/or priming activities
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
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Prepared by: Conforme:
__________________________________
_______________________________
Guide / Visitor Teacher

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Republic of the Philippines

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

Teacher’s Name: ____________ Date: _

Learning Area/Subject: ____ School: Division: _

Description: O – Observed, if the indicator was appropriately conducted and

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

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

Teacher’s Needs and Challenges Suggested Intervention

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

instruction and communication skills

Prepared by: Conforme:

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

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