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Around the UK, learners have been calling out the words ““67” during lessons in the latest viral phenomenon to take over educational institutions.

Whereas some educators have decided to calmly disregard the trend, different educators have embraced it. Five teachers explain how they’re managing.

‘I thought I had said something rude’

Earlier in September, I had been addressing my year 11 students about preparing for their GCSE exams in June. I don’t recall precisely what it was in reference to, but I said words similar to “ … if you’re aiming for results six, seven …” and the complete classroom burst out laughing. It caught me completely by surprise.

My initial reaction was that I might have delivered an reference to an offensive subject, or that they detected something in my accent that appeared amusing. A bit frustrated – but honestly intrigued and aware that they weren’t malicious – I persuaded them to clarify. To be honest, the explanation they offered failed to create greater understanding – I remained with no idea.

What could have rendered it particularly humorous was the evaluating gesture I had performed during speaking. I later found out that this typically pairs with “six-seven”: I meant it to aid in demonstrating the process of me verbalizing thoughts.

To end the trend I try to bring it up as much as I can. No strategy deflates a trend like this more emphatically than an teacher striving to get involved.

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

Understanding it helps so that you can steer clear of just unintentionally stating statements like “indeed, there were 6, 7 hundred unemployed people in Germany in 1933”. When the number combination is unavoidable, possessing a strong school behaviour policy and expectations on learner demeanor is advantageous, as you can deal with it as you would any different disturbance, but I haven’t actually been required to take that action. Policies are necessary, but if pupils embrace what the school is practicing, they will remain better concentrated by the viral phenomena (especially in class periods).

Regarding six-seven, I haven’t wasted any lesson time, aside from an infrequent raised eyebrow and saying “yes, that’s a number, well done”. When you provide oxygen to it, it evolves into a blaze. I handle it in the equivalent fashion I would handle any additional interruption.

There was the 9 + 10 = 21 trend a while back, and there will no doubt be a different trend after this. It’s what kids do. When I was youth, it was imitating comedy characters impressions (honestly outside the learning space).

Young people are unforeseeable, and I think it falls to the teacher to respond in a approach that redirects them in the direction of the path that will enable them to their educational goals, which, hopefully, is coming out with certificates rather than a disciplinary record extensive for the use of meaningless numerals.

‘Children seek inclusion in social circles’

Young learners employ it like a unifying phrase in the schoolyard: a pupil shouts it and the remaining students reply to show they are the identical community. It’s similar to a verbal exchange or a football chant – an common expression they share. I don’t think it has any specific meaning to them; they just know it’s a trend to say. Whatever the newest phenomenon is, they want to be included in it.

It’s prohibited in my classroom, nevertheless – it triggers a reminder if they exclaim it – similar to any additional calling out is. It’s notably difficult in numeracy instruction. But my class at fifth grade are children aged nine to ten, so they’re quite accepting of the guidelines, although I understand that at secondary [school] it could be a separate situation.

I have worked as a educator for 15 years, and these phenomena continue for a few weeks. This craze will fade away shortly – they always do, especially once their little brothers and sisters commence repeating it and it’s no longer trendy. Subsequently they will be on to the next thing.

‘Occasionally sharing the humor is essential’

I first detected it in August, while instructing in English at a foreign language school. It was mainly male students uttering it. I taught teenagers and it was common with the less experienced learners. I didn’t understand what it was at the time, but as a young adult and I recognized it was simply an internet trend comparable to when I was at school.

These trends are continuously evolving. ““Toilet meme” was a familiar phenomenon back when I was at my training school, but it didn’t particularly occur as often in the learning environment. Unlike ““sixseven”, “skibidi toilet” was not scribbled on the chalkboard in lessons, so pupils were less prepared to embrace it.

I simply disregard it, or periodically I will smile with the students if I inadvertently mention it, striving to relate to them and appreciate that it’s merely contemporary trends. I believe they just want to feel that sense of belonging and companionship.

‘Playfully shouting it means I rarely hear it now’

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