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Across the UK, learners have been exclaiming the phrase “sixseven” during instruction in the newest internet-inspired phenomenon to sweep across classrooms.

While some educators have opted to calmly disregard the craze, different educators have incorporated it. A group of teachers describe how they’re dealing.

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

During September, I had been talking to my secondary school tutor group about preparing for their GCSE exams in June. I can’t remember specifically what it was in connection with, but I said something like “ … if you’re working to grades six, seven …” and the whole class erupted in laughter. It took me totally off guard.

My first thought was that I might have delivered an allusion to something rude, or that they perceived something in my speech pattern that seemed humorous. Somewhat exasperated – but honestly intrigued and conscious that they weren’t malicious – I persuaded them to elaborate. To be honest, the clarification they then gave didn’t provide significant clarification – I remained with minimal understanding.

What possibly rendered it especially amusing was the weighing-up gesture I had performed during speaking. I later discovered that this often accompanies ““67”: My purpose was it to assist in expressing the process of me thinking aloud.

In order to kill it off I attempt to reference it as frequently as I can. No approach reduces a trend like this more emphatically than an teacher trying to get involved.

‘Feeding the trend creates a blaze’

Being aware of it assists so that you can avoid just unintentionally stating statements like “for example, there existed 6, 7 thousand people without work in Germany in 1933”. If the numerical sequence is unavoidable, having a firm classroom conduct rules and expectations on student conduct proves beneficial, as you can address it as you would any different disruption, but I rarely needed to implement that. Rules are important, but if learners embrace what the educational institution is doing, they will remain better concentrated by the online trends (at least in lesson time).

Regarding 67, I haven’t lost any lesson time, other than for an infrequent raised eyebrow and commenting “yes, that’s a number, well done”. Should you offer attention to it, it transforms into a blaze. I address it in the same way I would treat any other disturbance.

Earlier occurred the nine plus ten equals twenty-one phenomenon a previous period, and undoubtedly there will emerge a new phenomenon following this. That’s children’s behavior. Back when I was childhood, it was doing comedy characters impersonations (admittedly away from the classroom).

Young people are unpredictable, and I think it falls to the teacher to behave in a approach that steers them back to the direction that will help them to their educational goals, which, hopefully, is completing their studies with qualifications rather than a disciplinary record lengthy for the utilization of meaningless numerals.

‘Students desire belonging to a community’

Students use it like a unifying phrase in the playground: a pupil shouts it and the others respond to show they are the same group. It’s similar to a call-and-response or a stadium slogan – an shared vocabulary they use. I believe it has any distinct significance to them; they merely recognize it’s a thing to say. Whatever the latest craze is, they want to be included in it.

It’s banned in my learning environment, nevertheless – it’s a warning if they exclaim it – similar to any additional calling out is. It’s especially challenging in maths lessons. But my pupils at year 5 are children aged nine to ten, so they’re fairly accepting of the rules, whereas I appreciate that at high school it might be a separate situation.

I have served as a instructor for 15 years, and these phenomena last for a few weeks. This phenomenon will fade away in the near future – they always do, especially once their junior family members start saying it and it ceases to be cool. Subsequently they will be on to the following phenomenon.

‘You just have to laugh with them’

I started noticing it in August, while educating in English language at a foreign language school. It was primarily young men uttering it. I taught teenagers and it was prevalent within the junior students. I didn’t understand its meaning at the time, but being twenty-four and I realised it was merely a viral phenomenon comparable to when I was a student.

Such phenomena are always shifting. ““Skibidi” was a familiar phenomenon during the period when I was at my teacher preparation program, but it didn’t really occur as often in the learning environment. In contrast to ““67”, ““that particular meme” was never written on the board in instruction, so learners were less prepared to adopt it.

I simply disregard it, or occasionally I will laugh with them if I inadvertently mention it, striving to empathise with them and recognize that it’s simply contemporary trends. In my opinion they simply desire to enjoy that sensation of community and friendship.

‘Humorous repetition has reduced its frequency’

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