Until COVID-19, I never taught a class online. As a math professor, I found the idea of remote teaching as remote as the Milky Way. So, when forced to switch to online by the pandemic in the early spring of 2020, the sky fell on me. After the mist had cleared, however, I found to my surprise that I could do it, helped immeasurably by rigorous online training on the best practices of remote teaching by an expert at my college.

As students and teachers prepare to return to classrooms this fall, equally affecting parents because of the stress they endured with their children’s education during the pandemic, I want to share some insights from my online experience that may be useful for all three groups across grades and disciplines. Of course, the deadly delta variant can still blow away our best-laid plans with the force of a tornado,

First, online instruction en masse has gone through its trial by fire for almost two years and has proved its viability. Sure, it has drawbacks — screen fatigue, family fracture, unequal access to technology, widening performance gaps — but, by and large, remote education succeeded as a practical and scalable alternative to in-person teaching. Besides, there were advantages to virtual classrooms: “anytime, anywhere” flexibility, dispensing with the need to get ready and arrive in schools on time, and similar school-day overheads.

Second, and more importantly, online teaching has raised the bar for classroom teaching. If online teaching was good, in-person teaching must be better, a fervent wish of parents heightened by the pandemic. This requires that teachers be more deliberate in inspiring deep learning, critical thinking and creativity among students. Deep learning demands greater depth on fewer topics instead of shallow discussions on many. Critical thinking requires students to think clearly, logically and independently. Creativity requires dealing with uncertainty, seeing connections between disciplines, and solving real-world problems from different angles.

This can happen only if teachers invest the time and the effort to create empathic, engaging and equitable classroom environments, from kindergarten to postsecondary education. Some teachers have the gift of inspiring the joy of learning in their students but most of us, myself included, must work at it.

An example will clarify. Discussing hypothesis tests in statistics, I challenged my students to define false positive and false negative in the context of coronavirus testing and identify which one posed the greater threat. I gave them the sample sizes that Moderna and Pfizer used for their control and treatment groups and the number of subsequent coronavirus infections in each group to figure out the success rate of the vaccines. Students were animated and invigorated. They had taken control of their own learning. I realized that if I could do this in a virtual classroom, I should do even better in a face-to-face setting.

After almost two years of online experience, it is clear to me that we need to radically rethink the way we teach and students learn. We must challenge our students with real-world problems beyond the textbook that compel them to think, ask deep and imaginative questions, and reflect on what it means to live a life of meaning and purpose. Good teaching, the ability to teach a subject well, is hard. Great teaching, the ability to care for students and inspire in them a passion for knowledge, is harder. It’s the latter that must be our goal when normalcy returns, for “education,” as W.B. Yeats said, “is not the filling of a pail but the lighting of a fire.”

Hasan Zillur Rahim is a professor of mathematics at San Jose City College.