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Around the UK, students have been exclaiming the words “sixseven” during classes in the most recent viral craze to sweep across schools.

Although some teachers have opted to stoically ignore the trend, others have incorporated it. Five teachers explain how they’re coping.

‘I thought I had said something rude’

During September, I had been addressing my secondary school class about studying for their secondary school examinations in June. I don’t recall precisely what it was in relation to, but I said something like “ … if you’re working to marks six, seven …” and the complete classroom erupted in laughter. It surprised me completely by surprise.

My immediate assumption was that I’d made an hint at an inappropriate topic, or that they detected something in my pronunciation that seemed humorous. Somewhat exasperated – but truly interested and mindful that they weren’t malicious – I asked them to elaborate. Honestly, the description they provided failed to create significant clarification – I remained with no idea.

What might have caused it to be particularly humorous was the considering motion I had executed while speaking. Subsequently I discovered that this often accompanies ““67”: I had intended it to assist in expressing the act of me speaking my mind.

With the aim of kill it off I try to reference it as often as I can. No strategy deflates a trend like this more emphatically than an adult striving to join in.

‘Feeding the trend creates a blaze’

Understanding it helps so that you can steer clear of just accidentally making comments like “well, there were 6, 7 million unemployed people in Germany in 1933”. If the numerical sequence is inevitable, having a firm student discipline system and expectations on student conduct is advantageous, as you can sanction it as you would any other disruption, but I rarely been required to take that action. Policies are one thing, but if learners buy into what the learning environment is doing, they’ll be better concentrated by the viral phenomena (especially in lesson time).

With sixseven, I haven’t lost any teaching periods, aside from an periodic raised eyebrow and commenting “yes, that’s a number, well done”. If you give focus on it, it evolves into an inferno. I treat it in the same way I would handle any different disturbance.

Previously existed the nine plus ten equals twenty-one phenomenon a previous period, and certainly there will appear a different trend after this. It’s what kids do. During my own childhood, it was imitating comedy characters mimicry (honestly outside the classroom).

Young people are unforeseeable, and In my opinion it’s the educator’s responsibility to react in a way that guides them toward the course that will help them where they need to go, which, hopefully, is coming out with certificates instead of a behaviour list lengthy for the utilization of meaningless numerals.

‘Children seek inclusion in social circles’

Young learners use it like a connecting expression in the recreation area: a pupil shouts it and the other children answer to show they are the same group. It’s similar to a verbal exchange or a stadium slogan – an agreed language they possess. I believe it has any particular meaning to them; they just know it’s a thing to say. Whatever the current trend is, they seek to be included in it.

It’s forbidden in my learning environment, however – it triggers a reminder if they call it out – identical to any different calling out is. It’s notably tricky in mathematics classes. But my students 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 might be a distinct scenario.

I’ve been a instructor for a decade and a half, and these crazes last for a month or so. This craze will diminish in the near future – this consistently happens, notably once their little brothers and sisters begin using it and it ceases to be cool. Afterward they shall be on to the following phenomenon.

‘You just have to laugh with them’

I first detected it in August, while teaching English at a foreign language school. It was primarily young men uttering it. I educated teenagers and it was common among the younger pupils. I had no idea its meaning at the time, but as a young adult and I realised it was just a meme comparable to when I attended classes.

These trends are constantly changing. “Skibidi toilet” was a well-known trend back when I was at my educational institute, but it failed to exist as much in the learning environment. Unlike “six-seven”, ““that particular meme” was never written on the whiteboard in instruction, so pupils were less able to pick up on it.

I simply disregard it, or periodically I will chuckle alongside them if I inadvertently mention it, striving to empathise with them and understand that it is just contemporary trends. In my opinion they just want to feel that sense of community and camaraderie.

‘Lighthearted usage has diminished its occurrence’

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