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Across the UK, learners have been exclaiming the phrase “sixseven” during lessons in the most recent viral phenomenon to sweep across schools.

Although some teachers have opted to calmly disregard the trend, others have incorporated it. Five educators share how they’re coping.

‘I thought I had said something rude’

Back in September, I had been addressing my secondary school students about studying for their GCSE exams in June. I don’t recall precisely what it was in reference to, but I said words similar to “ … if you’re targeting grades six, seven …” and the complete classroom started chuckling. It caught me completely by surprise.

My immediate assumption was that I’d made an reference to an inappropriate topic, or that they perceived an element of my accent that sounded funny. Slightly exasperated – but genuinely curious and mindful that they weren’t trying to be hurtful – I got them to clarify. To be honest, the clarification they then gave didn’t provide significant clarification – I continued to have minimal understanding.

What possibly rendered it especially amusing was the evaluating movement I had performed during speaking. I have since discovered that this frequently goes with ““67”: My purpose was it to aid in demonstrating the process of me verbalizing thoughts.

With the aim of kill it off I try to mention it as often as I can. No approach reduces a craze like this more emphatically than an teacher attempting to participate.

‘Providing attention fuels the fire’

Being aware of it aids so that you can steer clear of just unintentionally stating remarks like “well, there were 6, 7 thousand people without work in Germany in 1933”. When the digit pairing is inevitable, maintaining a firm classroom conduct rules and requirements on learner demeanor is advantageous, as you can deal with it as you would any different disturbance, but I’ve not really been required to take that action. Guidelines are important, but if pupils embrace what the learning environment is doing, they will remain better concentrated by the internet crazes (especially in class periods).

With six-seven, I haven’t wasted any lesson time, except for an occasional quizzical look and stating ““correct, those are digits, good job”. When you provide oxygen to it, it evolves into a wildfire. I treat it in the identical manner I would treat any additional disturbance.

Earlier occurred the 9 + 10 = 21 trend a few years ago, and undoubtedly there will emerge another craze after this. It’s what kids do. During my own childhood, it was doing Kevin and Perry impersonations (honestly out of the classroom).

Children are unpredictable, and I think it’s an adult’s job to behave in a way that steers them in the direction of the course that will get them toward their academic objectives, which, hopefully, is graduating with qualifications instead of a behaviour list extensive for the employment of random numbers.

‘Children seek inclusion in social circles’

The children use it like a unifying phrase in the schoolyard: a student calls it and the remaining students reply to demonstrate they belong to the equivalent circle. It’s similar to a verbal exchange or a football chant – an common expression they possess. I believe it has any distinct significance to them; they merely recognize it’s a trend to say. Whatever the current trend is, they want to be included in it.

It’s prohibited in my teaching space, though – it’s a warning if they exclaim it – similar to any other verbal interruption is. It’s particularly tricky in numeracy instruction. But my pupils at primary level are children aged nine to ten, so they’re quite accepting of the rules, while I understand that at high school it might be a different matter.

I’ve been a educator for a decade and a half, and these crazes continue for a few weeks. This trend will fade away soon – they always do, especially once their little brothers and sisters begin using it and it ceases to be fashionable. Subsequently they will be focused on the following phenomenon.

‘Occasionally sharing the humor is essential’

I first detected it in August, while instructing in English at a language institute. It was mostly boys uttering it. I instructed ages 12 to 18 and it was widespread with the junior students. I didn’t understand its meaning at the time, but as a young adult and I realised it was just a meme comparable to when I attended classes.

These trends are always shifting. ““Skibidi” was a well-known trend during the period when I was at my teacher preparation program, but it didn’t really exist as much in the learning environment. Differing from “six-seven”, “skibidi toilet” was not inscribed on the whiteboard in class, so students were less prepared to embrace it.

I just ignore it, or periodically I will chuckle alongside them if I unintentionally utter it, trying to understand them and appreciate that it is just youth culture. I believe they just want to enjoy that sensation of togetherness and friendship.

‘Lighthearted usage has diminished its occurrence’

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