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Throughout the UK, students have been exclaiming the expression ““six-seven” during classes in the most recent meme-based craze to spread through classrooms.

Whereas some instructors have decided to calmly disregard the trend, different educators have incorporated it. A group of educators share how they’re managing.

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

During September, I had been talking to my year 11 students about getting ready for their secondary school examinations in June. It escapes me exactly what it was in connection with, but I said a phrase resembling “ … if you’re targeting grades six, seven …” and the complete classroom erupted in laughter. It took me completely by surprise.

My immediate assumption was that I might have delivered an allusion to an offensive subject, or that they’d heard something in my pronunciation that appeared amusing. A bit frustrated – but honestly intrigued and conscious that they had no intention of being malicious – I asked them to explain. Frankly speaking, the description they then gave didn’t make greater understanding – I still had no idea.

What could have caused it to be extra funny was the weighing-up movement I had made while speaking. Subsequently I found out that this frequently goes with ““67”: I meant it to help convey the action of me speaking my mind.

To kill it off I aim to mention it as often as I can. No approach reduces a phenomenon like this more effectively than an teacher trying to participate.

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

Being aware of it helps so that you can steer clear of just unintentionally stating remarks like “for example, there existed 6, 7 million people without work in Germany in 1933”. When the numerical sequence is inevitable, possessing a rock-solid classroom conduct rules and expectations on pupil behavior really helps, as you can deal with it as you would any different disturbance, but I haven’t actually been required to take that action. Policies are necessary, but if students embrace what the educational institution is doing, they will become more focused by the viral phenomena (especially in class periods).

Concerning sixseven, I haven’t wasted any lesson time, aside from an periodic eyebrow raise and commenting ““correct, those are digits, good job”. When you provide oxygen to it, then it becomes an inferno. I address it in the identical manner I would handle any additional interruption.

Earlier occurred the 9 + 10 = 21 trend a while back, and certainly there will appear a different trend subsequently. It’s what kids do. Back when I was childhood, it was doing comedy characters mimicry (admittedly outside the classroom).

Young people are unpredictable, and I think it’s the educator’s responsibility to respond in a approach that steers them toward the course that will enable them where they need to go, which, with luck, is completing their studies with qualifications instead of a disciplinary record a mile long for the employment of random numbers.

‘Students desire belonging to a community’

Young learners use it like a connecting expression in the playground: a pupil shouts it and the other children answer to indicate they’re part of the equivalent circle. It’s like a interactive chant or a football chant – an shared vocabulary they possess. I don’t think it has any particular importance to them; they just know it’s a trend to say. No matter what the current trend is, they desire to experience belonging to it.

It’s prohibited in my teaching space, nevertheless – it results in a caution if they call it out – just like any other verbal interruption is. It’s particularly challenging in numeracy instruction. But my students at year 5 are pre-teens, so they’re relatively accepting of the guidelines, although I appreciate that at secondary [school] it might be a separate situation.

I’ve been a teacher for a decade and a half, and these phenomena last for three or four weeks. This phenomenon will diminish shortly – they always do, especially once their junior family members commence repeating it and it stops being cool. Then they’ll be focused on the subsequent trend.

‘You just have to laugh with them’

I started noticing it in August, while instructing in English at a foreign language school. It was mostly young men repeating it. I educated teenagers and it was widespread within the less experienced learners. I was unaware what it was at the time, but I’m 24 years old and I understood it was simply an internet trend similar to when I was at school.

The crazes are always shifting. “Skibidi toilet” was a popular meme back when I was at my teacher preparation program, but it failed to occur as often in the learning environment. Differing from ““sixseven”, ““the skibidi trend” was not scribbled on the chalkboard in class, so learners were less able to pick up on it.

I simply disregard it, or occasionally I will chuckle alongside them if I unintentionally utter it, attempting to relate to them and recognize that it’s merely youth culture. I think they merely seek to experience that feeling of togetherness and companionship.

‘Playfully shouting it means I rarely hear it now’

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