The COVID Pandemic has not been an easy time to be a teacher. The stressors on individuals (teachers, students and parents) have been of an extraordinary nature and duration and featuring prominently amongst these many stressors has been a rapid, dramatic movement into online teaching. While teaching Latin online is now my default position (the University of New England where I work has been a leader in distance education since its inception as an independent University in 1954), when I made the transition from teaching face to face it was tough.1 There are many problems in adapting teaching that is largely centred on responsive human connection (as old as Socrates but not so annoying) to a digital platform, particularly if you have to do it very quickly, without the necessary infrastructure in place. I have referred to this previously as the 'falling down a set of stairs into online teaching' model.2 Many teachers during the pandemic have felt underappreciated, overworked, and vulnerable, more so than usual. What I would like to suggest, however, is that online teaching is not only a necessary evil in these times, but that it also has the potential to be very good for our discipline.3