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Throughout the UK, students have been calling out the expression ““six-seven” during lessons in the most recent internet-inspired phenomenon to spread through schools.

While some teachers have decided to patiently overlook the trend, some have embraced it. A group of educators explain how they’re dealing.

‘I believed I’d made an inappropriate comment’

Back in September, I had been addressing my eleventh grade class about preparing for their secondary school examinations in June. I can’t remember specifically what it was in connection with, but I said something like “ … if you’re aiming for results six, seven …” and the whole class erupted in laughter. It caught me completely by surprise.

My first thought was that I’d made an reference to an offensive subject, or that they’d heard a quality in my speech pattern that sounded funny. Somewhat annoyed – but truly interested and conscious that they weren’t malicious – I got them to explain. To be honest, the explanation they provided didn’t make significant clarification – I still had little comprehension.

What might have made it particularly humorous was the evaluating gesture I had executed while speaking. I have since learned that this typically pairs with “six-seven”: I had intended it to help convey the act of me thinking aloud.

To eliminate it I aim to mention it as often as I can. No strategy reduces a trend like this more thoroughly than an adult trying to get involved.

‘Providing attention fuels the fire’

Knowing about it helps so that you can steer clear of just accidentally making comments like “indeed, there were 6, 7 thousand unemployed people in Germany in 1933”. If the number combination is inevitable, maintaining a rock-solid school behaviour policy and expectations on student conduct is advantageous, as you can address it as you would any other disturbance, but I haven’t actually had to do that. Guidelines are necessary, but if learners buy into what the educational institution is implementing, they will become more focused by the internet crazes (at least in class periods).

With six-seven, I haven’t sacrificed any instructional minutes, except for an periodic raised eyebrow and commenting ““indeed, those are numerals, excellent”. If you give focus on it, then it becomes a wildfire. I address it in the same way 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. It’s what kids do. Back when I was youth, it was doing television personalities impressions (admittedly away from the learning space).

Children are unpredictable, and In my opinion it’s the educator’s responsibility to respond in a approach that steers them back to the course that will enable them toward their academic objectives, which, with luck, is coming out with academic achievements instead of a conduct report extensive for the use of random numbers.

‘Students desire belonging to a community’

Young learners use it like a connecting expression in the recreation area: a pupil shouts it and the other children answer to indicate they’re part of the same group. It’s similar to a call-and-response or a stadium slogan – an shared vocabulary they use. I don’t think it has any specific meaning to them; they simply understand it’s a phenomenon to say. Whatever the latest craze is, they want to feel part of it.

It’s forbidden in my learning environment, though – it results in a caution if they exclaim it – identical to any different shouting out is. It’s especially difficult in numeracy instruction. But my pupils at fifth grade are pre-teens, so they’re fairly accepting of the regulations, although I recognize that at teen education it might be a different matter.

I have served as a instructor for fifteen years, and these phenomena last for three or four weeks. This phenomenon will die out soon – they always do, notably once their junior family members begin using it and it’s no longer trendy. Afterward they shall be engaged with the following phenomenon.

‘You just have to laugh with them’

I first detected it in August, while teaching English at a foreign language school. It was mostly boys uttering it. I taught teenagers and it was prevalent with the younger pupils. I didn’t understand its significance at the time, but as a young adult and I realised it was just a meme similar to when I was at school.

These trends are always shifting. “Skibidi toilet” was a popular meme during the period when I was at my teacher preparation program, but it failed to exist as much in the educational setting. In contrast to ““67”, “skibidi toilet” was not inscribed on the chalkboard in class, so pupils were less prepared to pick up on it.

I simply disregard it, or occasionally I will laugh with them if I unintentionally utter it, attempting to understand them and understand that it’s simply youth culture. I believe they simply desire to experience that feeling of community and camaraderie.

‘Humorous repetition has reduced its frequency’

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