The end of the COVID-19 pandemic is in sight, but it brought tremendous challenges and opportunities to academia. This paper analyzes the equilibrium between teaching laxity and strictness and corresponding outcomes through the lens of the approach-avoidance framework. On one side, instructors are likely to allow flexibility in course policies and procedures, given the learners' difficulties amid the pandemic. On the other hand, however, this intention could lead to a lack of control in class and eventually jeopardize academic integrity and rigor. Therefore, we explicate the motivation mechanism and the adverse effects of teaching laxity. Furthermore, a portfolio of teaching methods and mapping based on psychological distance and behavioral control theories is presented. This research contributes to a further understanding of pedagogical innovations in the Information Systems (IS) domain in the unprecedented crisis.