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Around the UK, students have been calling out the expression “sixseven” during classes in the most recent viral phenomenon to take over schools.

Whereas some educators have opted to stoically ignore the trend, different educators have incorporated it. A group of instructors describe how they’re coping.

‘I believed I’d made an inappropriate comment’

Back in September, I had been talking to my eleventh grade tutor group about preparing for their qualification tests in June. I can’t remember specifically what it was in reference to, but I said a phrase resembling “ … if you’re working to results six, seven …” and the complete classroom started chuckling. It surprised me totally off guard.

My immediate assumption was that I might have delivered an hint at an offensive subject, or that they’d heard an element of my speech pattern that seemed humorous. Slightly annoyed – but honestly intrigued and mindful that they had no intention of being mean – I asked them to clarify. Honestly, the explanation they provided didn’t provide greater understanding – I still had no idea.

What might have rendered it especially amusing was the considering gesture I had performed during speaking. I later found out that this frequently goes with ““sixseven”: I meant it to aid in demonstrating the action of me verbalizing thoughts.

To end the trend I attempt to reference it as frequently as I can. Nothing deflates a craze like this more emphatically than an grown-up attempting to get involved.

‘Providing attention fuels the fire’

Knowing about it helps so that you can steer clear of just unintentionally stating comments like “well, there were 6, 7 million people without work in Germany in 1933”. If the numerical sequence is unpreventable, maintaining a rock-solid student discipline system and requirements on student conduct really helps, as you can address it as you would any different interruption, but I’ve not really been required to take that action. Guidelines are necessary, but if pupils embrace what the learning environment is practicing, they will remain more focused by the viral phenomena (particularly in lesson time).

Concerning 67, I haven’t sacrificed any lesson time, other than for an infrequent eyebrow raise and saying ““indeed, those are numerals, excellent”. Should you offer attention to it, it transforms into a wildfire. I treat it in the same way I would treat any different interruption.

Previously existed the nine plus ten equals twenty-one trend a while back, and undoubtedly there will emerge another craze following this. This is typical youth activity. When I was growing up, it was imitating television personalities impressions (truthfully out of the classroom).

Young people are spontaneous, and I think it’s the educator’s responsibility to respond in a manner that steers them in the direction of the path that will enable them toward their academic objectives, which, fingers crossed, is graduating with certificates rather than a disciplinary record extensive for the utilization of meaningless numerals.

‘They want to feel a part of a group’

The children use it like a unifying phrase in the schoolyard: one says 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 agreed language they use. In my view it has any particular meaning to them; they simply understand it’s a thing to say. No matter what the latest craze is, they desire to feel part of it.

It’s banned in my teaching space, however – it results in a caution if they shout it out – similar to any different verbal interruption is. It’s especially difficult in mathematics classes. But my class at fifth grade are pre-teens, so they’re fairly compliant with the rules, whereas I understand that at high school it might be a separate situation.

I’ve been a instructor for a decade and a half, and these crazes continue for three or four weeks. This trend will fade away in the near future – this consistently happens, particularly once their younger siblings begin using it and it ceases to be trendy. Then they’ll be focused on the subsequent trend.

‘You just have to laugh with them’

I began observing it in August, while teaching English at a international school. It was mainly young men repeating it. I taught ages 12 to 18 and it was prevalent within the younger pupils. I had no idea its significance at the time, but I’m 24 years old and I understood it was just a meme similar to when I was at school.

These trends are always shifting. “Skibidi toilet” was a familiar phenomenon back when I was at my training school, but it didn’t really exist as much in the classroom. In contrast to “six-seven”, ““the skibidi trend” was never written on the whiteboard in lessons, so pupils were less equipped to embrace it.

I typically overlook it, or sometimes I will chuckle alongside them if I inadvertently mention it, trying to understand them and understand that it is just contemporary trends. I believe they merely seek to experience that feeling of community and camaraderie.

‘Humorous repetition has reduced its frequency’

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