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Behaviorist Observation Checklist

The document outlines a Behaviorist Observation Checklist designed to assess the effectiveness of a learning environment based on observable behaviors and experiences. It emphasizes the importance of a positive learning environment, the elimination of distractions, and the use of reinforcement and punishment to shape student behavior. The checklist includes criteria for evaluating instructional methods, student engagement, and mastery of materials.

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Kha Nguyen
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24 views1 page

Behaviorist Observation Checklist

The document outlines a Behaviorist Observation Checklist designed to assess the effectiveness of a learning environment based on observable behaviors and experiences. It emphasizes the importance of a positive learning environment, the elimination of distractions, and the use of reinforcement and punishment to shape student behavior. The checklist includes criteria for evaluating instructional methods, student engagement, and mastery of materials.

Uploaded by

Kha Nguyen
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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BEHAVIORIST OBSERVATION CHECKLIST KENNIA DELAFE - IDE621

Hint: For Behaviorist, learning is defined as a relative permanent change in observable behavior as a result of experience. Therefore, learners
should be provided with instruction that facilitates expected behavioral changes using a stimuli-response-reinforcement mechanism.
Consecutively, the environment should be manipulated to enhance the relationship stimuli-desired response.

Always Often Occasionally Never


What to look for N/A
100% 70% 30% 0%

Is there a positive learning environment? (good lighting, comfortable


furniture, all questions are welcome, respect for others’ learning space,
welcoming classroom community)

Are potential distractor eliminated form the learning environment?


(interruptions, noises, electronics)

Is expected behavior demonstrated? (what learners will be able to do at


the end of the lesson)

Are learners presented with stimulating materials? (what the teacher use
to prompt responses that guide students toward expected behavior)

Is instruction divided in small groups of materials? (how the teacher


divides the class materials: small chunks or too much at the same time)

Are students responding to stimulating materials? (students are engage


and responding to the assignment as is expecred)

Are learners given the opportunity to practice the material that they
just learned?

Are students mastering the given materials before moving to the next
content? (students should master each piece of the class materials before
moving on to the next)

Are positive and negative reinforcement being used to strength the


stimuli and appropriate responses relationship? (how the teacher uses
rewards/removes stimulus to promote students’ desirable behavior. Positive:
verbal gratification, stickers, toking, high-5’s. Negative: homework reduced,
eat lunch in the classroom, dress-down pass)

Are positive and negative punishment being used to strength the


stimuli and appropriate responses relationship? (what teachers do to
decrease undesirable response. Positive: unpleasant/adverse stimuli is
given (ex: right-on-the-spot reprimand, apologize in front of the classmates.)
Negative: pleasant stimuli is removed (ex: time out, in-house suspension)

Is undesirable behavior being gradually reduced? (students are


changing undesirable behavior by the use of reinforcement and
punishment)

Are there frequent assessments of the stimuli-response relationship?


(this will indicate if the students are responding as it is expected)

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