Every student has an unappointed teacher: the feed. It decides what students see, in what order, and what comes next, and it never shows its reasoning. Most educational responses argue about devices and apps; Teaching After the Feed asks about structure instead. A one-year action research study, begun in secondary art and art history classrooms and built to scale to any lesson, it runs two matched teaching cycles: one borrows what the feed does well (bounded sequences, orientation, pattern before explanation), one is built the other way (a stable archive that students return to, arrange, and revise). The compulsive mechanics, unpredictable reward, streaks, autoplay, stay out of both. Each cycle is measured on attention, comprehension, transfer, and revision quality, and a second aim runs alongside: metadata literacy, students learning to read the sorting itself. The session shares the framework, the instruments, and the teacher moves, adaptable to any classroom, and the systems the research produced: small classroom tools, a learning management system, an AI-maintained teaching vault, each showing its pedagogical logic where the feed hides its own, all shared free. Whoever builds the system sets the pedagogy. The next platforms in education will be built by teachers, and the session shows that work already underway. Teachers do not have to wait.