I believe the biggest notion to pull from a behavioral view of learning is conditioning. While a person is conditioned throughout their lives (Tabula Rasa theory), an instructor can slowly mold his or her students to the unique characteristics (of the classroom) and ways of behaving which are appropriate for the learning environment. Meaning, the stimuli presented (the classroom, the instructor, the students, and consistency with activation activities and lessons) will pull positive responses from students (contiguity)--thus, conditioning them to the ways of the classroom (rules, expectations, etc...). Considering only observable behavior changes can ultimately inform us that learning is occurring, we must take into account gradual rise in test scores, students independently beginning activation activities on their own (conditioning), or reduction of off-task behavior. Also, "reinforcers" must be present (positive and negative) continuously in order for students to take away from their mistakes of positive behavior (keep in mind reinforcement rather than punishment).
Successful mastery of my lesson objectives from a social cognitive view of learning would ultimately have the standpoint of students pulling learning habits and behaviors from observing others, and by doing this, students begin to take control of their own behavior. By allowing students to act as positive models (as well as myself), motivation will be enriched for the entirety of the classroom. Students' self-efficacy will be determined essentially by their classmates: is everyone really giving it their all? Should I keep trying? There is mutual influence in every aspect of the classroom's learning environment. What has just been described is reciprocal causation; environment, behavior, and influence of persons within the classroom need to be in action in order to utilize successful mastery of lesson objectives.
In application to the CSEL intervention case study (high school), there are tools from a behaviorist view for discouraging undesirable behaviors and encouraging positive ones. As stated above (stimuli, response, and conditioning) seem to have been overlooked in the construction of this classroom environment; for unproductive behavior, even going as far as rough housing during class, would not have been reached if the instructor implemented different strategies and created a more comfortable learning environment. Perhaps I am incorrect, but students would have made observable changes if these tools were implemented.
Self-efficacy and self-regulation would not only reap intrinsic motivation, but would encourage social stratification.
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