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Around the UK, school pupils have been exclaiming the phrase “sixseven” during instruction in the latest internet-inspired craze to take over educational institutions.

Whereas some teachers have chosen to calmly disregard the phenomenon, different educators have accepted it. Five instructors describe how they’re managing.

‘I thought I had said something rude’

Back in September, I had been talking to my eleventh grade class about studying for their secondary school examinations in June. I don’t recall specifically what it was in reference to, but I said something like “ … if you’re aiming for results six, seven …” and the complete classroom started chuckling. It took me entirely unexpectedly.

My immediate assumption was that I might have delivered an reference to something rude, or that they detected something in my speech pattern that appeared amusing. Slightly annoyed – but genuinely curious and mindful that they weren’t trying to be hurtful – I persuaded them to explain. Honestly, the description they provided didn’t make greater understanding – I remained with little comprehension.

What might have made it extra funny was the weighing-up motion I had performed during speaking. Subsequently I found out that this typically pairs with ““67”: My purpose was it to aid in demonstrating the act of me speaking my mind.

In order to eliminate it I aim to mention it as often as I can. No approach diminishes a craze like this more emphatically than an teacher striving to join in.

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

Knowing about it helps so that you can prevent just blundering into remarks like “indeed, there were 6, 7 hundred people without work in Germany in 1933”. When the digit pairing is unpreventable, having a rock-solid classroom conduct rules and standards on learner demeanor really helps, as you can deal with it as you would any different disturbance, but I rarely needed to implement that. Guidelines are important, but if learners accept what the school is implementing, they’ll be less distracted by the online trends (particularly in class periods).

Regarding sixseven, I haven’t sacrificed any instructional minutes, aside from an infrequent quizzical look and commenting ““indeed, those are numerals, excellent”. If you give focus on it, it transforms into an inferno. I handle it in the same way I would handle any other disturbance.

Previously existed the nine plus ten equals twenty-one craze a previous period, and there will no doubt be a different trend following this. This is typical youth activity. Back when I was childhood, it was doing television personalities mimicry (truthfully out of the classroom).

Young people are spontaneous, and I think it falls to the teacher to respond in a way that guides them back to the course that will get them to their educational goals, which, fingers crossed, is completing their studies with qualifications instead of a conduct report extensive for the employment of meaningless numerals.

‘Children seek inclusion in social circles’

Students employ it like a bonding chant in the playground: one says it and the remaining students reply to show they are the identical community. It’s similar to a verbal exchange or a sports cheer – an shared vocabulary they share. I don’t think it has any distinct importance to them; they just know it’s a thing to say. No matter what the latest craze is, they seek to feel part of it.

It’s banned in my teaching space, though – it results in a caution if they shout it out – similar to any other calling out is. It’s especially tricky in numeracy instruction. But my class at primary level are nine to 10-year-olds, so they’re relatively accepting of the regulations, whereas I recognize that at teen education it may be a different matter.

I have worked as a educator for a decade and a half, and these phenomena last for a few weeks. This phenomenon will diminish shortly – it invariably occurs, particularly once their little brothers and sisters commence repeating it and it’s no longer cool. Then they’ll be on to the subsequent trend.

‘Occasionally sharing the humor is essential’

I began observing it in August, while teaching English at a foreign language school. It was mostly boys repeating it. I educated teenagers and it was common with the younger pupils. I had no idea its meaning at the time, but as a young adult and I recognized it was just a meme similar to when I was a student.

Such phenomena are continuously evolving. ““Toilet meme” was a familiar phenomenon back when I was at my training school, but it failed to occur as often in the educational setting. In contrast to ““67”, “skibidi toilet” was not inscribed on the chalkboard in instruction, so learners were less prepared to adopt it.

I typically overlook it, or sometimes I will chuckle alongside them if I unintentionally utter it, attempting to relate to them and understand that it’s merely pop culture. I think they just want to feel that sense of community and companionship.

‘Playfully shouting it means I rarely hear it now’

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