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Throughout the UK, learners have been calling out the words ““six-seven” during lessons in the most recent meme-based phenomenon to spread through schools.

Whereas some teachers have opted to calmly disregard the craze, some have accepted it. Five instructors explain how they’re dealing.

‘My initial assumption was that I’d uttered something offensive’

During September, I had been talking to my year 11 class about studying for their qualification tests in June. It escapes me exactly what it was in reference to, but I said something like “ … if you’re targeting results six, seven …” and the entire group erupted in laughter. It caught me completely by surprise.

My immediate assumption was that I had created an allusion to an inappropriate topic, or that they’d heard something in my speech pattern that seemed humorous. Slightly annoyed – but truly interested and conscious that they weren’t trying to be malicious – I got them to clarify. To be honest, the description they then gave didn’t make significant clarification – I continued to have minimal understanding.

What possibly rendered it particularly humorous was the weighing-up movement I had made while speaking. I have since learned that this typically pairs with ““67”: I had intended it to help convey the action of me thinking aloud.

With the aim of end the trend I aim to mention it as often as I can. No approach deflates a trend like this more effectively than an adult striving to get involved.

‘If you give oxygen to it, then it becomes an inferno’

Being aware of it helps so that you can avoid just unintentionally stating remarks like “indeed, there were 6, 7 million jobless individuals in Germany in 1933”. If the numerical sequence is unpreventable, possessing a strong classroom conduct rules and expectations on student conduct really helps, as you can address it as you would any additional interruption, but I haven’t actually had to do that. Policies are important, but if learners embrace what the school is doing, they’ll be better concentrated by the viral phenomena (especially in class periods).

Concerning sixseven, I haven’t wasted any teaching periods, aside from an periodic eyebrow raise and saying “yes, that’s a number, well done”. Should you offer oxygen to it, it transforms into a blaze. I address it in the equivalent fashion I would handle any additional disruption.

There was the nine plus ten equals twenty-one phenomenon a few years ago, and there will no doubt be another craze after this. This is typical youth activity. When I was childhood, it was doing Kevin and Perry mimicry (truthfully out of the learning space).

Students are unforeseeable, and I think it’s the educator’s responsibility to react in a approach that redirects them in the direction of the path that will help them toward their academic objectives, which, fingers crossed, is coming out with academic achievements as opposed to a conduct report a mile long for the employment of arbitrary digits.

‘Students desire belonging to a community’

The children employ it like a connecting expression in the schoolyard: a pupil shouts it and the other children answer to indicate they’re part of the equivalent circle. It’s like a call-and-response or a football chant – an agreed language they use. In my view it has any particular significance to them; they just know it’s a thing to say. Regardless of what the newest phenomenon is, they want to feel part of it.

It’s prohibited in my classroom, though – it triggers a reminder if they call it out – similar to any other calling out is. It’s notably difficult in numeracy instruction. But my class at year 5 are children aged nine to ten, so they’re quite accepting of the regulations, while I recognize that at secondary [school] it could be a separate situation.

I’ve been a teacher for 15 years, and these phenomena persist for three or four weeks. This trend will diminish shortly – they always do, notably once their little brothers and sisters commence repeating it and it stops being fashionable. Afterward they shall be engaged with the next thing.

‘Sometimes joining the laughter is necessary’

I started noticing it in August, while instructing in English at a foreign language school. It was mostly young men repeating it. I instructed ages 12 to 18 and it was widespread within the junior students. I didn’t understand what it was at the time, but as a young adult and I understood it was merely a viral phenomenon akin to when I attended classes.

The crazes are continuously evolving. ““Skibidi” was a well-known trend back when I was at my educational institute, but it didn’t really occur as often in the classroom. Unlike ““67”, ““the skibidi trend” was not inscribed on the board in class, so pupils were less able to adopt it.

I just ignore it, or occasionally I will smile with the students if I unintentionally utter it, striving to relate to them and recognize that it’s simply contemporary trends. I believe they simply desire to experience that feeling of togetherness and companionship.

‘Lighthearted usage has diminished its occurrence’

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