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Throughout the UK, students have been calling out the phrase ““six-seven” during instruction in the most recent viral craze to spread through educational institutions.

Although some teachers have decided to patiently overlook the phenomenon, different educators have embraced it. Five educators explain how they’re managing.

‘I believed I’d made an inappropriate comment’

Back in September, I had been speaking with my secondary school tutor group about preparing for their GCSE exams in June. I can’t remember exactly what it was in connection with, but I said something like “ … if you’re aiming for grades six, seven …” and the whole class erupted in laughter. It caught me completely by surprise.

My immediate assumption was that I had created an hint at an inappropriate topic, or that they detected something in my pronunciation that sounded funny. Somewhat frustrated – but truly interested and aware that they weren’t trying to be hurtful – I persuaded them to elaborate. To be honest, the clarification they offered didn’t provide greater understanding – I still had minimal understanding.

What could have made it extra funny was the evaluating motion I had made while speaking. Subsequently I found out that this often accompanies ““sixseven”: My purpose was it to aid in demonstrating the process of me speaking my mind.

In order to kill it off I attempt to bring it up as frequently as I can. No approach diminishes 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 assists so that you can steer clear of just blundering into comments like “well, there were 6, 7 thousand jobless individuals in Germany in 1933”. In cases where the number combination is unpreventable, maintaining a rock-solid classroom conduct rules and expectations on pupil behavior really helps, as you can deal with it as you would any other interruption, but I’ve not really had to do that. Policies are necessary, but if students buy into what the educational institution is doing, they will become less distracted by the internet crazes (particularly in lesson time).

With sixseven, I haven’t lost any instructional minutes, other than for an occasional quizzical look and stating “yes, that’s a number, well done”. Should you offer oxygen to it, it transforms into a wildfire. I treat it in the equivalent fashion I would handle any additional disruption.

Previously existed the nine plus ten equals twenty-one craze a previous period, and there will no doubt be a different trend subsequently. This is typical youth activity. During my own childhood, it was imitating television personalities impersonations (admittedly outside the classroom).

Young people are spontaneous, and I think it falls to the teacher to behave in a way that redirects them toward the course that will enable them toward their academic objectives, which, with luck, is graduating with academic achievements rather than a conduct report lengthy for the utilization of meaningless numerals.

‘They want to feel a part of a group’

The children employ it like a unifying phrase in the playground: a student calls it and the others respond to demonstrate they belong to the same group. It resembles a interactive chant or a sports cheer – an common expression they use. I don’t think it has any particular meaning to them; they simply understand it’s a thing to say. Whatever the current trend is, they desire to be included in it.

It’s banned in my teaching space, nevertheless – it’s a warning if they shout it out – just like any additional verbal interruption is. It’s especially tricky in maths lessons. But my pupils at year 5 are pre-teens, so they’re relatively accepting of the rules, although I appreciate that at teen education it could be a distinct scenario.

I’ve been a educator for 15 years, and these crazes continue for a few weeks. This craze will fade away soon – it invariably occurs, especially once their little brothers and sisters begin using it and it’s no longer cool. Subsequently they will be on to the following phenomenon.

‘You just have to laugh with them’

I began observing it in August, while instructing in English at a international school. It was primarily boys uttering it. I taught students from twelve to eighteen and it was widespread among the less experienced learners. I had no idea its meaning at the time, but as a young adult and I realised it was just a meme akin to when I was a student.

These trends are constantly changing. “Skibidi toilet” was a popular meme at the time when I was at my teacher preparation program, but it didn’t really appear as frequently in the classroom. Unlike ““67”, ““the skibidi trend” was not scribbled on the whiteboard in lessons, so pupils were less equipped to pick up on it.

I typically overlook it, or sometimes I will chuckle alongside them if I inadvertently mention it, attempting to relate to them and appreciate that it’s merely youth culture. I think they just want to enjoy that sensation of belonging and camaraderie.

‘Lighthearted usage has diminished its occurrence’

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