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Throughout the UK, school pupils have been shouting out the words “sixseven” during instruction in the most recent viral trend to sweep across educational institutions.

Whereas some instructors have opted to stoically ignore the craze, different educators have accepted it. A group of teachers share how they’re managing.

‘My initial assumption was that I’d uttered something offensive’

During September, I had been talking to my eleventh grade tutor group about getting ready for their secondary school examinations in June. I don’t recall exactly what it was in relation to, but I said words similar to “ … if you’re working to grades six, seven …” and the entire group erupted in laughter. It surprised me totally off guard.

My initial reaction was that I had created an allusion to an offensive subject, or that they detected an element of my pronunciation that sounded funny. Slightly annoyed – but genuinely curious and mindful that they weren’t trying to be mean – I got them to explain. Frankly speaking, the explanation they then gave didn’t provide significant clarification – I remained with no idea.

What might have rendered it extra funny was the evaluating movement I had made while speaking. I later discovered that this frequently goes with ““67”: I had intended it to aid in demonstrating the process of me verbalizing thoughts.

To kill it off I try to bring it up as often as I can. No strategy reduces a craze like this more thoroughly than an teacher attempting to join in.

‘Feeding the trend creates a blaze’

Understanding it aids so that you can steer clear of just blundering into statements like “well, there were 6, 7 thousand jobless individuals in Germany in 1933”. When the number combination is unavoidable, having a firm school behaviour policy and standards on student conduct is advantageous, as you can sanction it as you would any other disruption, but I rarely needed to implement that. Policies are important, but if learners buy into what the educational institution is doing, they will become more focused by the viral phenomena (at least in lesson time).

Regarding sixseven, I haven’t sacrificed any instructional minutes, except for an periodic eyebrow raise and saying “yes, that’s a number, well done”. Should you offer attention to it, then it becomes a wildfire. I handle it in the equivalent fashion I would handle any different interruption.

There was the nine plus ten equals twenty-one trend a previous period, and undoubtedly there will emerge a new phenomenon following this. This is typical youth activity. During my own childhood, it was performing comedy characters mimicry (admittedly out of the classroom).

Students are spontaneous, and I think it’s the educator’s responsibility to behave in a approach that steers them in the direction of the course that will enable them toward their academic objectives, which, hopefully, is graduating with academic achievements rather than a conduct report lengthy for the use of random numbers.

‘Children seek inclusion in social circles’

Young learners utilize it like a bonding chant in the playground: a pupil shouts it and the others respond to demonstrate they belong to the same group. It’s like a call-and-response or a sports cheer – an common expression they share. I believe it has any particular importance to them; they simply understand it’s a thing to say. Whatever the current trend is, they desire to be included in it.

It’s banned in my classroom, however – it triggers a reminder if they shout it out – just like any other calling out is. It’s especially challenging in maths lessons. But my class at year 5 are children aged nine to ten, so they’re quite accepting of the regulations, whereas I recognize that at high school it might be a different matter.

I have worked as a instructor for fifteen years, and these crazes persist for three or four weeks. This trend will fade away soon – it invariably occurs, notably once their junior family members begin using it and it stops being fashionable. Then they’ll be on to the subsequent trend.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while instructing in English at a foreign language school. It was mainly boys repeating it. I taught students from twelve to eighteen and it was prevalent with the less experienced learners. I had no idea its significance at the time, but I’m 24 years old and I understood it was simply an internet trend akin to when I was at school.

Such phenomena are always shifting. ““Skibidi” was a popular meme during the period when I was at my training school, but it failed to occur as often in the classroom. In contrast to ““67”, ““that particular meme” was not scribbled on the whiteboard in instruction, so learners were less prepared to embrace it.

I simply disregard it, or periodically I will smile with the students if I unintentionally utter it, striving to understand them and appreciate that it is just pop culture. In my opinion they just want to feel that sense of belonging and companionship.

‘Humorous repetition has reduced its frequency’

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