1. How would you define successful mastery of your lesson objectives from a behavioral view of learning? From a social cognitive view of learning?

Successful mastery of a lesson through a behavioral view would be that my students were able to complete a task with the desired behavior for the lesson.  For example, if I had a student that was struggling to complete their math homework, I would sit with them and verbally supply positive reinforcement through the task.  I would say things such as "your are doing a great job" "keep up the good work" "wow I am really impressed with how hard and well you are working" if the student responded to these prompts by completing the task and changing his poor-lazy behavior to hard-working and positive behaviors, the mastery of the lesson would be successful.

From a social cognitive view, I would want my students to engage in social activity to expand their learning and mastery of the topic.  For example, I would have my students collaborate to come up with ideas of how they would solve a math problem.  If the students were able to provide input and feedback to the problem, as well as support each other, the lesson would be successful.


2. Consider your CSEL intervention case study.  Are there tools from a behaviorist view for either encouraging productive behaviors or discouraging undesirable behaviors that you could apply to the case? What are they? Conversely, how might self-efficacy and self-regulation contribute to the intervention plans you use in your case study?

I would supply the student with his own behavior chart, in order to track his own progress or downfall. I would give this student stickers for days of good behavior, and provide him with verbal feedback on days of undesirable behavior. Not only is this in a way behavioral with the positive reinforcement, but the student would be self-regulating his progress.