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Across the UK, students have been shouting out the expression ““six-seven” during lessons in the most recent internet-inspired phenomenon to sweep across classrooms.

Whereas some teachers have chosen to stoically ignore the phenomenon, different educators have accepted it. Several educators explain how they’re coping.

‘I believed I’d made an inappropriate comment’

During September, I had been addressing my secondary school tutor group about studying for their secondary school examinations in June. I don’t recall precisely what it was in connection with, but I said something like “ … if you’re working to results six, seven …” and the entire group started chuckling. It surprised me totally off guard.

My immediate assumption was that I’d made an hint at an offensive subject, or that they perceived a quality in my speech pattern that seemed humorous. A bit exasperated – but genuinely curious and mindful that they weren’t trying to be malicious – I asked them to explain. To be honest, the explanation they then gave failed to create significant clarification – I remained with no idea.

What possibly caused it to be extra funny was the considering movement I had performed during speaking. I later discovered that this often accompanies ““67”: I meant it to aid in demonstrating the act of me thinking aloud.

In order to eliminate it I try to reference it as often as I can. No strategy reduces a phenomenon like this more effectively than an adult attempting to get involved.

‘Feeding the trend creates a blaze’

Being aware of it aids so that you can avoid just blundering into remarks like “well, there were 6, 7 million jobless individuals in Germany in 1933”. In cases where the digit pairing is unpreventable, possessing a rock-solid classroom conduct rules and requirements on student conduct is advantageous, as you can address it as you would any additional disruption, but I’ve not really been required to take that action. Policies are necessary, but if learners accept what the educational institution is doing, they’ll be less distracted by the viral phenomena (especially in instructional hours).

With sixseven, I haven’t lost any teaching periods, other than for an infrequent raised eyebrow and saying “yes, that’s a number, well done”. When you provide attention to it, it transforms into an inferno. I address it in the same way I would treat any other interruption.

Earlier occurred the 9 + 10 = 21 craze a while back, and undoubtedly there will emerge a different trend following this. It’s what kids do. During my own growing up, it was imitating television personalities mimicry (honestly away from the classroom).

Young people are unpredictable, and I think it falls to the teacher to behave in a manner that guides them in the direction of the direction that will help them where they need to go, which, fingers crossed, is completing their studies with certificates as opposed to a disciplinary record lengthy for the use of random numbers.

‘Children seek inclusion in social circles’

Young learners utilize it like a unifying phrase in the playground: a student calls it and the others respond to show they are the same group. It’s like a call-and-response or a stadium slogan – an common expression they possess. In my view it has any specific meaning to them; they merely recognize it’s a phenomenon to say. Whatever the latest craze is, they desire to be included in it.

It’s prohibited in my teaching space, nevertheless – it triggers a reminder if they exclaim it – similar to any other calling out is. It’s especially difficult in mathematics classes. But my class at year 5 are children aged nine to ten, so they’re quite compliant with the regulations, whereas I recognize that at high school it could be a separate situation.

I’ve been a instructor for a decade and a half, and these crazes last for a few weeks. This trend will fade away in the near future – it invariably occurs, particularly once their little brothers and sisters begin using it and it’s no longer trendy. Afterward they shall be focused on the following phenomenon.

‘Occasionally sharing the humor is essential’

I began observing it in August, while educating in English language at a foreign language school. It was primarily young men repeating it. I taught students from twelve to eighteen and it was common among the younger pupils. I was unaware its significance at the time, but as a young adult and I recognized it was merely a viral phenomenon similar to when I was at school.

These trends are always shifting. ““Toilet meme” was a popular meme back when I was at my educational institute, but it didn’t particularly appear as frequently in the classroom. In contrast to ““sixseven”, ““that particular meme” was not inscribed on the chalkboard in class, so students were less equipped to pick up on it.

I just ignore it, or sometimes I will chuckle alongside them if I inadvertently mention it, attempting to understand them and appreciate that it is just pop culture. I think they merely seek to enjoy that sensation of community and friendship.

‘Playfully shouting it means I rarely hear it now’

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