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Across the UK, learners have been shouting out the words ““six-seven” during lessons in the newest internet-inspired trend to sweep across educational institutions.

Although some teachers have opted to patiently overlook the trend, others have accepted it. Five teachers share how they’re dealing.

‘I believed I’d made an inappropriate comment’

During September, I had been speaking with my year 11 tutor group about getting ready for their GCSE exams in June. I can’t remember exactly what it was in relation to, but I said something like “ … if you’re working to marks six, seven …” and the complete classroom erupted in laughter. It took me completely by surprise.

My initial reaction was that I might have delivered an reference to an offensive subject, or that they’d heard something in my pronunciation that appeared amusing. Somewhat exasperated – but truly interested and conscious that they weren’t trying to be hurtful – I got them to explain. Frankly speaking, the clarification they provided didn’t provide much difference – I remained with minimal understanding.

What possibly made it particularly humorous was the evaluating gesture I had performed during speaking. Subsequently I learned that this often accompanies ““67”: I meant it to assist in expressing the act of me verbalizing thoughts.

In order to kill it off I attempt to reference it as much as I can. Nothing deflates a phenomenon like this more effectively than an grown-up attempting to get involved.

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

Understanding it aids so that you can prevent just blundering into statements like “well, there were 6, 7 thousand people without work in Germany in 1933”. When the number combination is unavoidable, having a rock-solid classroom conduct rules and standards on pupil behavior proves beneficial, as you can address it as you would any additional disturbance, but I haven’t actually needed to implement that. Rules are important, but if pupils buy into what the learning environment is practicing, they will become better concentrated by the viral phenomena (especially in lesson time).

Regarding 67, I haven’t wasted any instructional minutes, other than for an periodic eyebrow raise and stating “yes, that’s a number, well done”. If you give oxygen to it, it evolves into an inferno. I treat it in the same way I would manage any additional disruption.

Previously existed the 9 + 10 = 21 craze a few years ago, and undoubtedly there will emerge a different trend after this. This is typical youth activity. When I was youth, it was performing Kevin and Perry impressions (honestly outside the school environment).

Young people are spontaneous, and In my opinion it’s the educator’s responsibility to respond in a way that redirects them back to the direction that will get them toward their academic objectives, which, fingers crossed, is coming out with qualifications as opposed to a conduct report a mile long for the utilization of arbitrary digits.

‘They want to feel a part of a group’

Young learners use it like a unifying phrase in the recreation area: one says it and the others respond to demonstrate they belong to the identical community. It’s similar to a call-and-response or a sports cheer – an common expression they possess. In my view it has any particular significance to them; they simply understand it’s a thing to say. No matter what the newest phenomenon is, they want to be included in it.

It’s prohibited in my learning environment, however – it triggers a reminder if they shout it out – similar to any different verbal interruption is. It’s particularly difficult in numeracy instruction. But my class at year 5 are children aged nine to ten, so they’re quite accepting of the guidelines, although I appreciate that at secondary [school] it could be a separate situation.

I’ve been a teacher for 15 years, and these crazes persist for three or four weeks. This craze will die out soon – it invariably occurs, particularly once their junior family members commence repeating it and it ceases to be trendy. Then they’ll be focused on the subsequent trend.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while teaching English at a international school. It was mostly young men repeating it. I educated teenagers and it was common within the younger pupils. I had no idea what it was at the time, but as a young adult and I recognized it was merely a viral phenomenon similar to when I was at school.

Such phenomena are continuously evolving. “Skibidi toilet” was a well-known trend at the time when I was at my teacher preparation program, but it didn’t really occur as often in the learning environment. Unlike ““67”, ““that particular meme” was not inscribed on the chalkboard in instruction, so students were less prepared to embrace it.

I simply disregard it, or periodically I will laugh with them if I unintentionally utter it, trying to relate to them and recognize that it’s merely pop culture. I think they merely seek to feel that sense of belonging and camaraderie.

‘Humorous repetition has reduced its frequency’

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