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Across the UK, learners have been exclaiming the words “sixseven” during classes in the latest internet-inspired craze to take over schools.

While some teachers have opted to stoically ignore the craze, others have incorporated it. Several educators share how they’re coping.

‘I thought I had said something rude’

Back in September, I had been speaking with my year 11 students about preparing for their secondary school examinations in June. It escapes me specifically what it was in connection with, but I said a phrase resembling “ … if you’re aiming for marks six, seven …” and the entire group burst out laughing. It surprised me totally off guard.

My immediate assumption was that I might have delivered an hint at an offensive subject, or that they detected a quality in my pronunciation that appeared amusing. Slightly frustrated – but honestly intrigued and aware that they had no intention of being malicious – I asked them to explain. Frankly speaking, the description they then gave didn’t provide greater understanding – I still had minimal understanding.

What could have caused it to be extra funny was the weighing-up movement I had performed during speaking. I later learned that this typically pairs with “six-seven”: I had intended it to aid in demonstrating the process of me verbalizing thoughts.

To end the trend I attempt to mention it as frequently as I can. No approach deflates a phenomenon like this more effectively than an grown-up trying to get involved.

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

Being aware of it aids so that you can avoid just accidentally making comments like “well, there were 6, 7 hundred jobless individuals in Germany in 1933”. If the number combination is unpreventable, possessing a rock-solid classroom conduct rules and standards on learner demeanor proves beneficial, as you can sanction it as you would any additional interruption, but I haven’t actually been required to take that action. Policies are one thing, but if learners embrace what the educational institution is doing, they will become more focused by the viral phenomena (particularly in class periods).

Concerning 67, I haven’t wasted any lesson time, except for an periodic eyebrow raise and saying ““correct, those are digits, good job”. If you give attention to it, then it becomes a wildfire. I treat it in the equivalent fashion I would treat any additional interruption.

Previously existed the mathematical meme craze a few years ago, and certainly there will appear a different trend subsequently. That’s children’s behavior. During my own childhood, it was imitating television personalities mimicry (honestly outside the classroom).

Students are unpredictable, and I believe it’s an adult’s job to react in a approach that redirects them back to the path that will enable them where they need to go, which, hopefully, is graduating with qualifications as opposed to a behaviour list lengthy for the use of arbitrary digits.

‘Students desire belonging to a community’

Students utilize it like a unifying phrase in the recreation area: one says it and the others respond to indicate they’re part of the identical community. It resembles a verbal exchange or a stadium slogan – an common expression they possess. In my view it has any distinct meaning to them; they simply understand it’s a thing to say. Whatever the latest craze is, they want to be included in it.

It’s forbidden in my teaching space, though – it’s a warning if they shout it out – identical to any other verbal interruption is. It’s especially challenging in numeracy instruction. But my students at primary level are children aged nine to ten, so they’re quite accepting of the regulations, while I understand that at teen education it could be a distinct scenario.

I’ve been a teacher for fifteen years, and such trends continue for a month or so. This phenomenon will die out in the near future – they always do, especially once their little brothers and sisters begin using it and it ceases to be cool. Subsequently they will be focused on the next thing.

‘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 young men repeating it. I educated ages 12 to 18 and it was common among the less experienced learners. I had no idea its significance at the time, but as a young adult and I realised it was just a meme akin to when I attended classes.

The crazes are always shifting. “Skibidi toilet” was a familiar phenomenon during the period when I was at my teacher preparation program, but it failed to appear as frequently in the classroom. Unlike “six-seven”, “skibidi toilet” was not scribbled on the board in lessons, so learners were less prepared to pick up on it.

I just ignore it, or occasionally I will laugh with them if I accidentally say it, trying to relate to them and understand that it’s merely contemporary trends. I believe they simply desire to enjoy that sensation of community and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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