Abstract
This article presents a case study focusing on conceptualizing uncertainties that three groups of high school students and their English teacher have articulated during the re-organization of their teaching and learning due to the COVID19 pandemic. By looking at the relationship between students and their teacher as a triadic one, we disambiguate the notion of uncertainty distinguishing between uncertainties related to expectations from those that are generative. Generative uncertainties are the expression of a genuine creative tension, as both students and their teacher attend to the very task at hand, rather than focusing on expectations.