When you do not understand something you usually feel frustration. This feeling can be expressed in forms of anger, irritation, dislike for the professor and so on. If you do not have anyone who can help you may feel dissatisfaction, which feeling can translate into a sense of being more stupid than the other students. I attach something about students coping mechanism with their lives:

When you do not understand something you usually feel frustration. This feeling can be expressed in forms of anger, irritation, dislike for the professor and so on. If you do not have anyone who can help you may feel dissatisfaction, which feeling can translate into a sense of being more stupid than the other students. I attach something about students coping mechanism with their lives:

Alejandro Susillo, what he/she feels then is a mixture and mingling of a variety of feelings ranging from frustration to self-blame to anger. what is better is to work hard to make students comprehend what I am communicating to them, then, if for any reason misunderstanding or mal-understanding occur, we can attempt to reach such and treat such cases privately and individually.

Feeling anxious and tense, and thus less attention to follow-up during the explanation in the lecture

Most of learners feel discomfortable and disappointed when they feel that they got lost.The teacher's role is to absorb such negative feelings and let them express what they feel.

Among the feelings that can appear in the form of behaviors: apathy, drowsiness, talking to a colleague, provoking the professor for example ..

In general, expressing feelings is a skill that an individual should learn and acquire from a young age.

If the teacher noticed a decrease in the skill of expression of the students, then he should encourage and motivate them.

lack of interest, fatigue, and boredom. In my experience, over enthusiastic nodding to please the teacher is a sign that they are not understanding the topic. Yawning is another sign. I believe emotionalized learning experiences may help in securing students' cooperation towards learning. May be the attached papers are helpful for you in formulating recommendations.

Hi Alejandro Susillo,

theoretically you should be able to find a range of emotions.

There is no direct link between a stimulus (A) (the situation you described = when they don't understand a topic a Professor is explaining) and a specific emotion (C) you are looking for. Not everybody will feel the same in the described situation (even though a lot of people will feel the same).

There are plenty of theories and models that try to explain why a specific human feels a certain emotion in a specific moment. I would like to point you in the direction of CBT (cognitive behavioral therapy), REBT (rational emotive behavioral therapy), Richard Lazarus etc. Cognitive therapists often use the following structure to explore emotions.

In a nutshell:

A - Activating events

B - Beliefs (incl. Cognitive appraisal)

C - Consequences (incl. emotions)

Your question sounds like A-->C, missing B. The emotion your student will feel (not necessarily express!) depends on B, the individual "interpretation" (cognitive appraisal --> appraisal theory) of the situation (A).

So... C can be "anxiety" if B is... "I need to understand the content or I will fail", C can be "shame/embarrassment" if B is... (e.g. "the other students might notice that I'm not getting it and think less of me) , C can be "anger" if B is... "the professor can't explain the topic at all. Shouldn't this be part of his job?"

and so on...

If you are looking for facial expressions - take a look at Ekman.

Nice starting point http://atlasofemotions.org

The nature of students and their customs often determines the type of emotion that is outwardly expressed in class. In some cultures, it is taboo to show frustration or anger at a teacher so despite being lost, there seems to be no outward expression! Knowing one's students always helps in answering this question (My Main Point Here).

Now what should be done about it is formulaic in that you should stop and find out what a student doesn't understand. This is especially true of lecture classes, since one person's confusion is usually shard by others.

What I understand is that you’re looking for the type of basic emotion which has a facial expression. In such situations, the student might express sadness, anger, stress, or frustration. Shame and guilt as moral emotions normally do not have facial expression but significantly related to the cognitive capacities.

Anyways, emotion expression could be highly associated to the evaluation of the situation (situation appraisal), the relationship between students and teacher/lecturer, the content of the lecture, or the student expectations.

I hope these points help you to move forward with your research.

Good question with a range of appropriate answers. Students who don't understand a point generally do not wish to make this manifest, so there is a tendency to lower the head, making it more difficult to see signs of puzzlement, frustration, or other indicators. This is why I never use power point because I need good lighting and a better chance to register student emotions. There are several useful books that deal with kinesics, or body language, and the manifestation of emotion. A useful starting point would be Nonverbal Communication in Human Interaction by Mark Knapp and Judith Hall. Good luck.

To answer the question directly Those students would stare at you blankly with straight eyebrows, or they keep asking questions and wont stop talking. Sometimes they feel sleepy , and drowsy.. That is why you need to give them assignments to read before coming to class,.. and they can learn more if activities are done in class rather than just giving lectures

I may have misunderstood your question, I would say looking at motivational strategies along with validation exercises to encourage safe risks would enable frustration reduction from my experience, especially when dealing with PSTD clients who have very low self image.