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Around the UK, students have been exclaiming the phrase “sixseven” during classes in the newest viral trend to sweep across schools.

While some educators have chosen to stoically ignore the craze, others have incorporated it. Five teachers explain how they’re dealing.

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

Earlier in September, I had been addressing my year 11 students about preparing for their secondary school examinations in June. It escapes me specifically what it was in reference to, but I said a phrase resembling “ … if you’re working to marks six, seven …” and the whole class burst out laughing. It surprised me completely by surprise.

My initial reaction was that I might have delivered an reference to an offensive subject, or that they perceived an element of my accent that seemed humorous. Slightly exasperated – but truly interested and conscious that they weren’t malicious – I persuaded them to clarify. Honestly, the explanation they offered failed to create significant clarification – I remained with little comprehension.

What possibly caused it to be especially amusing was the evaluating movement I had performed during speaking. I have since found out that this typically pairs with “six-seven”: I meant it to assist in expressing the act of me verbalizing thoughts.

In order to kill it off I try to mention it as often as I can. Nothing deflates a phenomenon like this more emphatically than an adult attempting to participate.

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

Being aware of it aids so that you can steer clear of just blundering into comments like “for example, there existed 6, 7 thousand unemployed people in Germany in 1933”. If the numerical sequence is inevitable, having a firm school behaviour policy and expectations on student conduct really helps, as you can address it as you would any additional disruption, but I haven’t actually needed to implement that. Rules are one thing, but if learners embrace what the learning environment is practicing, they’ll be better concentrated by the internet crazes (especially in instructional hours).

Concerning six-seven, I haven’t wasted any teaching periods, except for an occasional raised eyebrow and commenting ““indeed, those are numerals, excellent”. If you give focus on it, it evolves into a blaze. I address it in the identical manner I would handle any other interruption.

Previously existed the nine plus ten equals twenty-one trend a previous period, and certainly there will appear another craze following this. That’s children’s behavior. During my own growing up, it was doing Kevin and Perry impressions (honestly out of the learning space).

Children are unpredictable, and In my opinion it’s the educator’s responsibility to react in a approach that guides them in the direction of the course that will help them to their educational goals, which, with luck, is graduating with qualifications as opposed to a conduct report a mile long for the utilization of random numbers.

‘They want to feel a part of a group’

Young learners utilize it like a connecting expression in the recreation area: one says it and the other children answer to indicate they’re part of the same group. It resembles a interactive chant or a sports cheer – an common expression they share. I don’t think it has any specific importance to them; they simply understand it’s a phenomenon to say. No matter what the latest craze is, they seek to experience belonging to it.

It’s forbidden in my teaching space, though – it results in a caution if they call it out – just like any other calling out is. It’s particularly tricky in numeracy instruction. But my class at year 5 are nine to 10-year-olds, so they’re relatively adherent to the regulations, while I appreciate that at high school it may be a distinct scenario.

I have worked as a teacher for a decade and a half, and these phenomena continue for a few weeks. This craze will diminish in the near future – they always do, especially once their junior family members commence repeating it and it’s no longer cool. Then they’ll be on to the subsequent trend.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while teaching English at a language institute. It was primarily boys uttering it. I taught ages 12 to 18 and it was prevalent within the less experienced learners. I didn’t understand its significance at the time, but I’m 24 years old and I understood it was just a meme comparable to when I was at school.

These trends are always shifting. ““Skibidi” was a well-known trend during the period when I was at my training school, but it didn’t really appear as frequently in the classroom. In contrast to ““67”, ““that particular meme” was never written on the chalkboard in lessons, so pupils were less equipped to adopt it.

I just ignore it, or occasionally I will smile with the students if I inadvertently mention it, trying to empathise with them and recognize that it’s simply contemporary trends. In my opinion they simply desire to enjoy that sensation of belonging and camaraderie.

‘Humorous repetition has reduced its frequency’

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