This paper is a case study and literature review of pandemic pedagogies- efforts made by teachers and learning institutions all over the world to provide education to students in the middle of a dangerous pandemic and global emergency. Issues discussed are conversation versus communication, dialogue versus conversation, social isolation, learning communities, technological issues, and the differences between ERT and online learning. We hope to show that efforts made by teachers should be appreciated. We also want to call attention to the fallacy that treating education during a global crisis as “normal” is not normal, and the extra effort involved by everyone, students, families, educators, administrators and staff should be recognized as extraordinary.