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Across the UK, school pupils have been exclaiming the words ““six-seven” during lessons in the newest internet-inspired trend to sweep across schools.

Whereas some instructors have opted to calmly disregard the phenomenon, different educators have accepted it. A group of teachers share how they’re dealing.

‘I believed I’d made an inappropriate comment’

Earlier in September, I had been speaking with my year 11 class about studying for their secondary school examinations in June. It escapes me exactly what it was in connection with, but I said something like “ … if you’re working to grades six, seven …” and the entire group started chuckling. It surprised me entirely unexpectedly.

My immediate assumption was that I might have delivered an allusion to an inappropriate topic, or that they perceived a quality in my accent that appeared amusing. Slightly frustrated – but honestly intrigued and mindful that they had no intention of being hurtful – I asked them to clarify. Frankly speaking, the clarification they provided failed to create significant clarification – I still had no idea.

What might have caused it to be particularly humorous was the considering motion I had made while speaking. I later learned that this often accompanies “six-seven”: I had intended it to aid in demonstrating the process of me verbalizing thoughts.

To kill it off I aim to mention it as often as I can. Nothing diminishes a craze like this more emphatically than an grown-up trying to join in.

‘Providing attention fuels the fire’

Understanding it assists so that you can steer clear of just unintentionally stating comments like “indeed, there were 6, 7 thousand people without work in Germany in 1933”. When the numerical sequence is inevitable, maintaining a firm school behaviour policy and standards on pupil behavior really helps, as you can sanction it as you would any additional disruption, but I rarely been required to take that action. Policies are one thing, but if learners accept what the learning environment is implementing, they will remain better concentrated by the viral phenomena (at least in lesson time).

Regarding 67, I haven’t lost any instructional minutes, aside from an infrequent eyebrow raise and commenting “yes, that’s a number, well done”. If you give oxygen to it, it evolves into an inferno. I address it in the same way I would handle any different disturbance.

Earlier occurred the mathematical meme trend a few years ago, and there will no doubt be a new phenomenon following this. This is typical youth activity. When I was growing up, it was doing Kevin and Perry impressions (admittedly away from the school environment).

Children are unforeseeable, and In my opinion it’s the educator’s responsibility to behave in a approach that steers them back to the direction that will help them where they need to go, which, hopefully, is graduating with certificates as opposed to a disciplinary record extensive for the use of random numbers.

‘They want to feel a part of a group’

Young learners employ it like a bonding chant in the recreation area: a student calls it and the other children answer to show they are the equivalent circle. It’s similar to a call-and-response or a football chant – an common expression they possess. I don’t think it has any specific importance to them; they simply understand it’s a thing to say. No matter what the latest craze is, they desire to be included in it.

It’s banned in my classroom, though – it’s a warning if they call it out – similar to any other calling out is. It’s especially tricky in maths lessons. But my class at fifth grade are children aged nine to ten, so they’re fairly compliant with the guidelines, whereas I understand that at secondary [school] it may be a distinct scenario.

I’ve been a educator for fifteen years, and these crazes persist for a few weeks. This trend will diminish shortly – they always do, especially once their younger siblings begin using it and it ceases to be fashionable. Then they’ll be engaged with the next thing.

‘Occasionally sharing the humor is essential’

I first detected it in August, while teaching English at a international school. It was mainly male students saying it. I instructed teenagers and it was widespread within the younger pupils. I was unaware its significance at the time, but as a young adult and I realised it was merely a viral phenomenon akin to when I was a student.

These trends are constantly changing. ““Skibidi” was a well-known trend during the period when I was at my teacher preparation program, but it failed to occur as often in the educational setting. In contrast to ““67”, “skibidi toilet” was not scribbled on the whiteboard in instruction, so learners were less able to embrace it.

I typically overlook it, or occasionally I will smile with the students if I unintentionally utter it, attempting to empathise with them and understand that it’s simply pop culture. I think they simply desire to enjoy that sensation of belonging and companionship.

‘Humorous repetition has reduced its frequency’

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