In this chapter, we take the recent Covid-19 crisis as an occasion to investigate three central concepts within phenomenological pedagogy: embodiment, attunement, and sociality. We take it that during the Covid-19 pandemic those dimensions, which usually are forming the background rather than the foreground of pedagogical practices, have become explicit and pressing in specific ways: namely in the form of disembodiment, disengagement, and disconnectedness. The methodological framework of our paper is phenomenology and the interdisciplinary field of Studies in practical knowledge. We will start with an example of online teaching in philosophy in upper secondary school in Sweden right at the beginning of the Covid-19 pandemic and analyse it regarding possible experiences of disembodiment, boredom, and isolation. The chapter provides a reflection about the exposed role of teachers and the vulnerability of educational practices in situations of crisis.