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Across the UK, learners have been shouting out the expression ““six-seven” during instruction in the latest internet-inspired craze to sweep across schools.

Although some instructors have opted to calmly disregard the trend, some have embraced it. A group of teachers share how they’re managing.

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

Back in September, I had been speaking with my eleventh grade class about preparing for their qualification tests in June. I can’t remember precisely what it was in connection with, but I said something like “ … if you’re targeting marks six, seven …” and the complete classroom burst out laughing. It took me completely by surprise.

My immediate assumption was that I’d made an allusion to an inappropriate topic, or that they perceived a quality in my pronunciation that sounded funny. A bit annoyed – but truly interested and aware that they weren’t trying to be mean – I asked them to explain. To be honest, the clarification they offered didn’t make much difference – I remained with minimal understanding.

What could have rendered it particularly humorous was the considering motion I had performed during speaking. I later learned that this frequently goes with ““67”: My purpose was it to aid in demonstrating the process of me speaking my mind.

In order to kill it off I try to reference it as frequently as I can. Nothing reduces a trend 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 aids so that you can avoid just unintentionally stating remarks like “indeed, there were 6, 7 thousand unemployed people in Germany in 1933”. When the number combination is unavoidable, having a strong school behaviour policy and requirements on pupil behavior proves beneficial, as you can deal with it as you would any other disruption, but I’ve not really been required to take that action. Guidelines are necessary, but if learners buy into what the school is doing, they’ll be more focused by the internet crazes (especially in lesson time).

With six-seven, I haven’t sacrificed any teaching periods, aside from an infrequent raised eyebrow and saying ““indeed, those are numerals, excellent”. Should you offer attention to it, it evolves into a blaze. I treat it in the same way I would handle any additional disruption.

There was the nine plus ten equals twenty-one trend a while back, and there will no doubt be a new phenomenon subsequently. This is typical youth activity. Back when I was growing up, it was imitating comedy characters mimicry (honestly out of the classroom).

Young people are unforeseeable, and In my opinion it’s the educator’s responsibility to behave in a way that redirects them back to the path that will enable them where they need to go, which, with luck, is coming out with academic achievements instead of a disciplinary record lengthy for the utilization of arbitrary digits.

‘They want to feel a part of a group’

Young learners utilize it like a connecting expression in the recreation area: a pupil shouts it and the other children answer to show they are the equivalent circle. It’s like a interactive chant or a sports cheer – an shared vocabulary they possess. I believe it has any specific meaning to them; they just know it’s a trend to say. No matter what the latest craze is, they seek to be included in it.

It’s prohibited in my teaching space, though – it triggers a reminder if they shout it out – just like any additional shouting out is. It’s especially difficult in mathematics classes. But my students at fifth grade are nine to 10-year-olds, so they’re fairly compliant with the rules, although I appreciate that at teen education it might be a separate situation.

I have served as a educator for fifteen years, and these phenomena persist for a few weeks. This phenomenon will die out shortly – it invariably occurs, especially once their little brothers and sisters start saying it and it ceases to be trendy. Subsequently they will be on to the next thing.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while teaching English at a foreign language school. It was primarily boys uttering it. I taught teenagers and it was prevalent with the junior students. I had no idea what it was at the time, but as a young adult and I realised it was merely a viral phenomenon akin to when I was at school.

These trends are continuously evolving. ““Skibidi” was a well-known trend at the time when I was at my training school, but it didn’t particularly appear as frequently in the learning environment. Unlike ““67”, ““the skibidi trend” was not inscribed on the chalkboard in instruction, so learners were less able to adopt it.

I just ignore it, or occasionally I will laugh with them if I inadvertently mention it, attempting to understand them and appreciate that it is just contemporary trends. I believe they just want to experience that feeling of community and camaraderie.

‘Humorous repetition has reduced its frequency’

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