This article engages with the emotional flows of an online, ethnographic doctoral research project taking place in three Toronto drama classrooms during Ontario's longest COVID lockdown. Using conceptualisations of togetherness in drama education, and feminist theories of emotion in virtual and public life, the article reflects on how community in such spaces was sought, lost and reconfigured. "Affective reflexivity" (Chung 2020) is adopted as a methodology through which to attend to the emotional slippages of virtual classrooms. Ritual and hospitality emerge as productive orientations towards recomposing togetherness in the drama classroom in atomised and uncertain times.