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Around the UK, students have been exclaiming the phrase “sixseven” during instruction in the most recent viral craze to sweep across classrooms.

While some instructors have decided to stoically ignore the trend, different educators have accepted it. Five educators explain how they’re managing.

‘I believed I’d made an inappropriate comment’

During September, I had been talking to my secondary school class about preparing for their secondary school examinations in June. I can’t remember exactly what it was in connection with, but I said a phrase resembling “ … if you’re aiming for results six, seven …” and the complete classroom erupted in laughter. It surprised me totally off guard.

My initial reaction was that I might have delivered an hint at an inappropriate topic, or that they’d heard something in my accent that seemed humorous. Somewhat frustrated – but honestly intrigued and mindful that they had no intention of being malicious – I persuaded them to elaborate. Honestly, the description they then gave failed to create significant clarification – I continued to have little comprehension.

What might have rendered it particularly humorous was the evaluating gesture I had performed during speaking. I have since found out that this often accompanies ““67”: My purpose was it to assist in expressing the action of me verbalizing thoughts.

In order to end the trend I try to mention it as often as I can. No strategy deflates a phenomenon like this more thoroughly than an adult trying to join in.

‘Providing attention fuels the fire’

Understanding it helps so that you can steer clear of just blundering into comments like “indeed, there were 6, 7 hundred people without work in Germany in 1933”. In cases where the digit pairing is unavoidable, having a firm classroom conduct rules and requirements on learner demeanor is advantageous, as you can deal with it as you would any other disruption, but I rarely needed to implement that. Policies are necessary, but if students accept what the learning environment is practicing, they’ll be more focused by the viral phenomena (especially in instructional hours).

Regarding 67, I haven’t lost any lesson time, except for an periodic eyebrow raise and commenting “yes, that’s a number, well done”. If you give oxygen to it, it evolves into a wildfire. I handle it in the equivalent fashion I would treat any additional disruption.

Previously existed the nine plus ten equals twenty-one trend a while back, and there will no doubt be a new phenomenon after this. This is typical youth activity. During my own youth, it was performing Kevin and Perry mimicry (truthfully away from the learning space).

Children are unforeseeable, and I believe it’s the educator’s responsibility to respond in a manner that steers them in the direction of the path that will enable them where they need to go, which, with luck, is graduating with academic achievements instead of a behaviour list a mile long for the utilization of arbitrary digits.

‘Children seek inclusion in social circles’

The children utilize it like a bonding chant in the recreation area: one says it and the other children answer to show they are the same group. It’s like a call-and-response or a football chant – an common expression they use. I don’t think it has any distinct meaning to them; they merely recognize it’s a phenomenon to say. Whatever the newest phenomenon is, they want to feel part of it.

It’s prohibited in my learning environment, however – it triggers a reminder if they exclaim it – just like any additional shouting out is. It’s particularly challenging in maths lessons. But my pupils at primary level are nine to 10-year-olds, so they’re relatively adherent to the rules, whereas I understand that at teen education it could be a different matter.

I have served as a instructor for 15 years, and such trends continue for a few weeks. This phenomenon will die out shortly – this consistently happens, especially once their younger siblings commence repeating it and it’s no longer fashionable. Subsequently they will be engaged with the next thing.

‘Occasionally sharing the humor is essential’

I first detected it in August, while instructing in English at a foreign language school. It was primarily young men uttering it. I instructed teenagers and it was widespread with the younger pupils. I didn’t understand what it was at the time, but I’m 24 years old and I recognized it was just a meme comparable to when I was at school.

The crazes are continuously evolving. “Skibidi toilet” was a familiar phenomenon during the period when I was at my teacher preparation program, but it didn’t really appear as frequently in the classroom. Unlike ““sixseven”, ““the skibidi trend” was not inscribed on the board in class, so students were less equipped to embrace it.

I typically overlook it, or occasionally I will chuckle alongside them if I inadvertently mention it, striving to understand them and recognize that it is just youth culture. I think they merely seek to feel that sense of belonging and camaraderie.

‘Humorous repetition has reduced its frequency’

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