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Around the UK, learners have been exclaiming the expression ““six-seven” during classes in the latest internet-inspired phenomenon to spread through educational institutions.

Whereas some teachers have decided to stoically ignore the trend, different educators have incorporated it. A group of teachers describe how they’re dealing.

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

Back in September, I had been talking to my year 11 class about studying for their GCSE exams in June. I can’t remember precisely what it was in connection with, but I said something like “ … if you’re targeting grades six, seven …” and the whole class erupted in laughter. It caught me totally off guard.

My first thought was that I’d made an hint at an inappropriate topic, or that they detected an element of my pronunciation that seemed humorous. Somewhat frustrated – but truly interested and aware that they weren’t trying to be mean – I got them to elaborate. To be honest, the clarification they offered failed to create significant clarification – I continued to have little comprehension.

What could have caused it to be particularly humorous was the weighing-up movement I had executed while speaking. I later discovered that this typically pairs with ““sixseven”: I had intended it to help convey the act of me thinking aloud.

With the aim of end the trend I attempt to mention it as much as I can. Nothing diminishes a phenomenon like this more effectively than an grown-up striving to get involved.

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

Being aware of it helps so that you can avoid just accidentally making comments like “indeed, there were 6, 7 million people without work in Germany in 1933”. When the digit pairing is unavoidable, having a rock-solid school behaviour policy and requirements on pupil behavior is advantageous, as you can deal with it as you would any additional disruption, but I haven’t actually been required to take that action. Policies are necessary, but if pupils embrace what the school is implementing, they will remain better concentrated by the internet crazes (at least in lesson time).

Concerning six-seven, I haven’t lost any instructional minutes, aside from an occasional quizzical look and saying ““indeed, those are numerals, excellent”. If you give attention to it, it transforms into a blaze. I treat it in the identical manner I would treat any additional interruption.

Earlier occurred the mathematical meme phenomenon a few years ago, and undoubtedly there will emerge a new phenomenon following this. This is typical youth activity. When I was childhood, it was doing Kevin and Perry impersonations (admittedly away from the school environment).

Young people are unforeseeable, and I think it falls to the teacher to respond in a way that guides them in the direction of the course that will enable them where they need to go, which, hopefully, is coming out with qualifications instead of a conduct report extensive for the utilization of random numbers.

‘Children seek inclusion in social circles’

Students employ it like a connecting expression in the schoolyard: a student calls it and the other children answer to indicate they’re part of the same group. It’s similar to a interactive chant or a stadium slogan – an common expression they use. I don’t think it has any specific significance to them; they merely recognize it’s a trend to say. Regardless of what the newest phenomenon is, they seek to be included in it.

It’s forbidden in my teaching space, nevertheless – it triggers a reminder if they shout it out – identical to any different calling out is. It’s notably challenging in mathematics classes. But my pupils at primary level are nine to 10-year-olds, so they’re quite compliant with the guidelines, although I appreciate that at high school it might be a distinct scenario.

I have served as a teacher for a decade and a half, and these phenomena persist for a few weeks. This trend will fade away in the near future – it invariably occurs, particularly once their junior family members commence repeating it and it stops being fashionable. Subsequently they will be on to the following phenomenon.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while educating in English language at a foreign language school. It was mainly boys saying it. I taught ages 12 to 18 and it was prevalent with the younger pupils. I had no idea its meaning at the time, but as a young adult and I realised it was merely a viral phenomenon akin to when I attended classes.

These trends are continuously evolving. “Skibidi toilet” was a popular meme at the time when I was at my educational institute, but it failed to occur as often in the classroom. In contrast to ““67”, “skibidi toilet” was never written on the board in instruction, so learners were less equipped to pick up on it.

I typically overlook it, or occasionally I will smile with the students if I unintentionally utter it, striving to relate to them and recognize that it’s simply pop culture. In my opinion they just want to enjoy that sensation of togetherness and friendship.

‘Humorous repetition has reduced its frequency’

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