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Throughout the UK, school pupils have been exclaiming the words ““six-seven” during classes in the latest viral craze to take over schools.

Whereas some teachers have chosen to stoically ignore the craze, some have embraced it. Several instructors share how they’re dealing.

‘I thought I had said something rude’

During September, I had been addressing my year 11 tutor group about getting ready for their qualification tests in June. It escapes me precisely what it was in relation to, but I said a phrase resembling “ … if you’re targeting results six, seven …” and the entire group erupted in laughter. It caught me completely by surprise.

My first thought was that I’d made an hint at an inappropriate topic, or that they’d heard something in my speech pattern that appeared amusing. Slightly frustrated – but truly interested and mindful that they had no intention of being malicious – I asked them to explain. To be honest, the clarification they offered failed to create greater understanding – I still had no idea.

What might have caused it to be extra funny was the evaluating gesture I had executed while speaking. I later discovered that this frequently goes with ““sixseven”: I had intended it to help convey the action of me speaking my mind.

In order to kill it off I try to bring it up as often as I can. Nothing reduces a trend like this more emphatically than an grown-up trying to get involved.

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

Understanding it assists so that you can prevent just accidentally making comments like “well, there were 6, 7 hundred unemployed people in Germany in 1933”. When the numerical sequence is inevitable, possessing a strong school behaviour policy and expectations on student conduct proves beneficial, as you can sanction it as you would any other interruption, but I haven’t actually been required to take that action. Guidelines are important, but if students embrace what the school is implementing, they’ll be less distracted by the viral phenomena (particularly in class periods).

Concerning 67, I haven’t wasted any instructional minutes, aside from an infrequent eyebrow raise and commenting ““correct, those are digits, good job”. If you give oxygen to it, it transforms into an inferno. I handle it in the equivalent fashion I would manage any different disruption.

Earlier occurred the mathematical meme phenomenon a few years ago, and there will no doubt be a new phenomenon following this. It’s what kids do. During my own growing up, it was doing television personalities impressions (honestly out of the learning space).

Students are spontaneous, and I think it’s the educator’s responsibility to react in a approach that guides them toward the course that will help them toward their academic objectives, which, with luck, is graduating with academic achievements instead of a behaviour list lengthy for the use of meaningless numerals.

‘They want to feel a part of a group’

Students employ it like a connecting expression in the playground: a student calls it and the others respond to show they are the same group. It resembles a call-and-response or a sports cheer – an shared vocabulary they share. In my view it has any particular importance to them; they merely recognize it’s a phenomenon to say. No matter what the current trend is, they want to be included in it.

It’s banned in my teaching space, nevertheless – it triggers a reminder if they shout it out – similar to any other shouting out is. It’s especially challenging in mathematics classes. But my pupils at year 5 are children aged nine to ten, so they’re relatively compliant with the guidelines, whereas I understand that at secondary [school] it could be a distinct scenario.

I have worked as a teacher for a decade and a half, and these phenomena continue for three or four weeks. This trend will fade away soon – it invariably occurs, notably once their junior family members begin using it and it stops being trendy. Subsequently they will be engaged with the subsequent trend.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while educating in English language at a language institute. It was mostly male students repeating it. I taught students from twelve to eighteen and it was common among the younger pupils. I had no idea its significance at the time, but being twenty-four and I recognized it was merely a viral phenomenon akin to when I was a student.

Such phenomena are constantly changing. ““Toilet meme” was a familiar phenomenon at the time when I was at my teacher preparation program, but it didn’t particularly occur as often in the educational setting. In contrast to ““67”, ““the skibidi trend” was not scribbled on the whiteboard in class, so pupils were less equipped to pick up on it.

I just ignore it, or occasionally I will chuckle alongside them if I inadvertently mention it, trying to understand them and recognize that it’s merely youth culture. In my opinion they merely seek to experience that feeling of community and friendship.

‘Playfully shouting it means I rarely hear it now’

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