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Throughout the UK, school pupils have been exclaiming the words ““six-seven” during classes in the most recent viral craze to sweep across educational institutions.

Although some instructors have chosen to stoically ignore the phenomenon, different educators have incorporated it. Five instructors share how they’re dealing.

‘I believed I’d made an inappropriate comment’

Earlier in September, I had been talking to my secondary school students about getting ready for their GCSE exams in June. It escapes me precisely what it was in connection with, but I said words similar to “ … if you’re working to grades six, seven …” and the entire group erupted in laughter. It caught me completely by surprise.

My first thought was that I had created an hint at an inappropriate topic, or that they detected an element of my accent that sounded funny. A bit frustrated – but truly interested and mindful that they weren’t mean – I got them to clarify. Frankly speaking, the clarification they offered failed to create much difference – I remained with little comprehension.

What might have made it particularly humorous was the considering gesture I had performed during speaking. Subsequently I found out that this typically pairs with ““67”: I meant it to assist in expressing the act of me thinking aloud.

In order to eliminate it I try to reference it as often as I can. No approach reduces a trend like this more emphatically than an grown-up striving to get involved.

‘Feeding the trend creates a blaze’

Being aware of it helps so that you can prevent just accidentally making remarks like “for example, there existed 6, 7 million unemployed people in Germany in 1933”. In cases where the numerical sequence is inevitable, having a firm student discipline system and requirements on learner demeanor proves beneficial, as you can deal with it as you would any other disruption, but I rarely had to do that. Guidelines are necessary, but if students embrace what the educational institution is doing, they will become less distracted by the internet crazes (particularly in lesson time).

Regarding sixseven, I haven’t sacrificed any instructional minutes, other than for an occasional quizzical look and saying ““indeed, those are numerals, excellent”. If you give oxygen to it, it transforms into an inferno. I handle it in the equivalent fashion I would manage any additional disturbance.

There was the mathematical meme phenomenon a previous period, and certainly there will appear a new phenomenon after this. This is typical youth activity. Back when I was youth, it was imitating Kevin and Perry impressions (honestly away from the learning space).

Children are unpredictable, and I believe it’s the educator’s responsibility to respond in a way that redirects them back to the direction that will get them to their educational goals, which, fingers crossed, is completing their studies with qualifications as opposed to a disciplinary record extensive for the use of meaningless numerals.

‘Students desire belonging to a community’

Young learners utilize it like a connecting expression in the recreation area: a student calls it and the others respond to indicate they’re part of the equivalent circle. It’s similar to a interactive chant or a sports cheer – an shared vocabulary they use. I don’t think it has any specific significance to them; they just know it’s a trend to say. No matter what the current trend is, they want to feel part of it.

It’s banned in my learning environment, though – it results in a caution if they call it out – similar to any other shouting out is. It’s particularly challenging in numeracy instruction. But my students at year 5 are children aged nine to ten, so they’re fairly adherent to the rules, while I understand that at teen education it might be a separate situation.

I have served as a educator for fifteen years, and these phenomena continue for three or four weeks. This trend will diminish in the near future – this consistently happens, especially once their junior family members start saying it and it’s no longer cool. Afterward they shall be engaged with the subsequent trend.

‘You just have to laugh with them’

I first detected it in August, while teaching English at a language institute. It was mainly boys repeating it. I taught students from twelve to eighteen and it was common within the less experienced learners. I didn’t understand its meaning at the time, but being twenty-four and I realised it was just a meme akin to when I attended classes.

The crazes are always shifting. ““Toilet meme” was a familiar phenomenon at the time when I was at my educational institute, but it didn’t particularly exist as much in the classroom. Unlike ““sixseven”, “skibidi toilet” was never written on the board in instruction, so learners were less equipped to pick up on it.

I simply disregard it, or occasionally I will laugh with them if I inadvertently mention it, striving to understand them and appreciate that it’s simply youth culture. In my opinion they simply desire to feel that sense of community and camaraderie.

‘Humorous repetition has reduced its frequency’

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