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Throughout the UK, learners have been shouting out the phrase ““six-seven” during lessons in the latest viral trend to take over educational institutions.

Whereas some teachers have chosen to stoically ignore the phenomenon, others have accepted it. Five instructors describe how they’re coping.

‘I believed I’d made an inappropriate comment’

During September, I had been speaking with my year 11 students about studying for their GCSE exams in June. I don’t recall exactly what it was in reference to, but I said words similar to “ … if you’re aiming for results six, seven …” and the whole class erupted in laughter. It surprised me completely by surprise.

My first thought was that I might have delivered an hint at an inappropriate topic, or that they perceived an element of my speech pattern that appeared amusing. A bit frustrated – but honestly intrigued and mindful that they weren’t mean – I asked them to clarify. Frankly speaking, the explanation they offered failed to create significant clarification – I continued to have little comprehension.

What could have made it especially amusing was the weighing-up gesture I had performed during speaking. I later discovered that this typically pairs with ““67”: My purpose was it to assist in expressing the action of me verbalizing thoughts.

To end the trend I try to reference it as frequently as I can. Nothing diminishes a craze like this more thoroughly than an grown-up attempting to participate.

‘If you give oxygen to it, then it becomes an inferno’

Being aware of it aids so that you can prevent just accidentally making statements like “for example, there existed 6, 7 million unemployed people in Germany in 1933”. If the number combination is unavoidable, possessing a rock-solid classroom conduct rules and requirements on learner demeanor really helps, as you can sanction it as you would any additional interruption, but I’ve not really had to do that. Rules are necessary, but if learners embrace what the learning environment is doing, they will become less distracted by the internet crazes (at least in instructional hours).

Concerning 67, I haven’t wasted any instructional minutes, except for an periodic quizzical look and saying ““indeed, those are numerals, excellent”. Should you offer focus on it, it transforms into a blaze. I handle it in the equivalent fashion I would treat any additional disruption.

Earlier occurred the nine plus ten equals twenty-one phenomenon a few years ago, and certainly there will appear another craze after this. That’s children’s behavior. During my own growing up, it was imitating comedy characters mimicry (admittedly away from the classroom).

Young people are unforeseeable, and I think it’s an adult’s job to behave in a manner that guides them toward the path that will enable them where they need to go, which, with luck, is coming out with qualifications as opposed to a behaviour list extensive for the use of meaningless numerals.

‘Students desire belonging to a community’

Students use it like a bonding chant in the playground: a student calls it and the remaining students reply to show they are the identical community. It resembles a interactive chant or a football chant – an shared vocabulary they share. I believe it has any specific importance to them; they simply understand it’s a trend to say. Whatever the current trend is, they want to experience belonging to it.

It’s banned in my classroom, though – it results in a caution if they shout it out – similar to any different shouting out is. It’s particularly tricky in mathematics classes. But my students at primary level are children aged nine to ten, so they’re quite accepting of the regulations, whereas I understand that at teen education it might be a separate situation.

I have worked as a teacher for a decade and a half, and these phenomena last for a few weeks. This phenomenon will die out in the near future – they always do, especially once their younger siblings commence repeating it and it’s no longer trendy. Subsequently they will be engaged with the following phenomenon.

‘Occasionally sharing the humor is essential’

I first detected it in August, while educating in English language at a foreign language school. It was mostly male students saying it. I taught ages 12 to 18 and it was common within the junior students. I didn’t understand its meaning at the time, but being twenty-four and I realised it was simply an internet trend akin to when I was at school.

The crazes are always shifting. ““Skibidi” was a well-known trend back when I was at my educational institute, but it didn’t really exist as much in the learning environment. In contrast to “six-seven”, “skibidi toilet” was not scribbled on the board in instruction, so students were less prepared to embrace it.

I simply disregard it, or periodically I will laugh with them if I accidentally say it, trying to empathise with them and appreciate that it’s simply youth culture. I believe they simply desire to feel that sense of belonging and camaraderie.

‘Humorous repetition has reduced its frequency’

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