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Across the UK, students have been calling out the phrase “sixseven” during classes in the latest viral trend to spread through schools.

While some teachers have opted to patiently overlook the trend, others have accepted it. Five instructors explain how they’re coping.

‘I thought I had said something rude’

Earlier in September, I had been speaking with my year 11 tutor group about preparing for their secondary school examinations in June. It escapes me exactly what it was in connection with, but I said words similar to “ … if you’re working to grades six, seven …” and the entire group erupted in laughter. It surprised me totally off guard.

My first thought was that I had created an reference to an offensive subject, or that they detected a quality in my speech pattern that appeared amusing. A bit exasperated – but truly interested and aware that they had no intention of being malicious – I asked them to elaborate. To be honest, the explanation they offered didn’t make significant clarification – I remained with no idea.

What might have made it particularly humorous was the weighing-up gesture I had executed while speaking. I later found out that this frequently goes with ““67”: I had intended it to aid in demonstrating the act of me verbalizing thoughts.

In order to eliminate it I try to reference it as often as I can. No approach reduces a trend like this more thoroughly than an teacher trying to join in.

‘Feeding the trend creates a blaze’

Understanding it helps so that you can steer clear of just accidentally making statements like “well, there were 6, 7 million jobless individuals in Germany in 1933”. If the number combination is inevitable, possessing a rock-solid school behaviour policy and expectations on learner demeanor proves beneficial, as you can address it as you would any other disturbance, but I haven’t actually needed to implement that. Guidelines are one thing, but if pupils embrace what the learning environment is doing, they will remain more focused by the online trends (especially in class periods).

Regarding 67, I haven’t sacrificed any instructional minutes, aside from an occasional eyebrow raise and commenting ““correct, those are digits, good job”. If you give focus on it, it evolves into a wildfire. I treat it in the same way I would manage any other disturbance.

Earlier occurred the mathematical meme craze a while back, and undoubtedly there will emerge another craze after this. This is typical youth activity. During my own growing up, it was imitating television personalities mimicry (truthfully outside the learning space).

Children are spontaneous, and I believe it’s the educator’s responsibility to react in a way that guides them back to the direction that will help them to their educational goals, which, hopefully, is graduating with certificates instead of a behaviour list extensive for the utilization of meaningless numerals.

‘They want to feel a part of a group’

The children employ it like a bonding chant in the schoolyard: a pupil shouts it and the others respond to indicate they’re part of the identical community. It resembles a interactive chant or a stadium slogan – an agreed language they possess. I don’t think it has any specific meaning to them; they just know it’s a thing to say. Whatever the latest craze is, they desire to feel part of it.

It’s prohibited in my teaching space, however – it triggers a reminder if they shout it out – just like any other shouting out is. It’s particularly challenging in maths lessons. But my class at year 5 are children aged nine to ten, so they’re relatively adherent to the regulations, while I appreciate that at high school it may be a separate situation.

I have served as a instructor for fifteen years, and these crazes last for a few weeks. This trend will die out soon – they always do, particularly once their little brothers and sisters commence repeating it and it ceases to be fashionable. Afterward they shall be engaged with the following phenomenon.

‘You just have to laugh with them’

I first detected it in August, while educating in English language at a language institute. It was mainly male students uttering it. I educated students from twelve to eighteen and it was prevalent within the younger pupils. I had no idea its meaning at the time, but being twenty-four and I recognized it was simply an internet trend similar to when I was a student.

The crazes are constantly changing. ““Skibidi” was a familiar phenomenon during the period when I was at my teacher preparation program, but it failed to occur as often in the learning environment. Differing from “six-seven”, “skibidi toilet” was not scribbled on the whiteboard in class, so students were less equipped to embrace it.

I typically overlook it, or periodically I will chuckle alongside them if I inadvertently mention it, striving to understand them and understand that it is just pop culture. In my opinion they simply desire to enjoy that sensation of togetherness and friendship.

‘Playfully shouting it means I rarely hear it now’

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