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Throughout the UK, students have been shouting out the words ““six-seven” during classes in the latest viral craze to take over educational institutions.

Although some instructors have chosen to stoically ignore the phenomenon, some have incorporated it. Five teachers share how they’re coping.

‘I thought I had said something rude’

Back in September, I had been talking to my secondary school class about preparing for their qualification tests in June. I don’t recall precisely what it was in relation to, but I said something like “ … if you’re aiming for marks six, seven …” and the complete classroom burst out laughing. It caught me completely by surprise.

My initial reaction was that I’d made an allusion to something rude, or that they detected a quality in my accent that seemed humorous. Somewhat frustrated – but genuinely curious and mindful that they had no intention of being malicious – I persuaded them to explain. Honestly, the explanation they then gave didn’t provide greater understanding – I continued to have little comprehension.

What might have rendered it particularly humorous was the considering gesture I had made while speaking. I later discovered that this often accompanies ““67”: My purpose was it to assist in expressing the process of me verbalizing thoughts.

In order to kill it off I aim to mention it as often as I can. No strategy diminishes a craze like this more emphatically than an teacher attempting to participate.

‘Feeding the trend creates a blaze’

Knowing about it aids so that you can avoid just blundering into statements like “indeed, there were 6, 7 million unemployed people in Germany in 1933”. When the digit pairing is unavoidable, possessing a firm classroom conduct rules and expectations on pupil behavior is advantageous, as you can sanction it as you would any additional interruption, but I haven’t actually needed to implement that. Rules are important, but if learners accept what the school is doing, they’ll be better concentrated by the internet crazes (at least in lesson time).

With six-seven, I haven’t wasted any teaching periods, other than for an periodic quizzical look and commenting ““indeed, those are numerals, excellent”. When you provide focus on it, it evolves into a wildfire. I handle it in the same way I would treat any different interruption.

There was the nine plus ten equals twenty-one phenomenon a while back, and there will no doubt be a different trend subsequently. It’s what kids do. During my own growing up, it was performing television personalities impressions (honestly outside the learning space).

Young people are unforeseeable, and In my opinion it’s the educator’s responsibility to react in a approach that redirects them back to the direction that will get them to their educational goals, which, with luck, is coming out with qualifications instead of a disciplinary record lengthy for the use of meaningless numerals.

‘They want to feel a part of a group’

Students employ it like a bonding chant in the recreation area: a pupil shouts it and the other children answer to demonstrate they belong to the equivalent circle. It resembles a interactive chant or a stadium slogan – an common expression they share. In my view it has any specific significance to them; they just know it’s a trend to say. Regardless of what the latest craze is, they seek to feel part of it.

It’s prohibited in my teaching space, though – it triggers a reminder if they shout it out – just like any different calling out is. It’s especially difficult in maths lessons. But my students at primary level are nine to 10-year-olds, so they’re relatively compliant with the rules, while I appreciate that at secondary [school] it might be a distinct scenario.

I have served as a educator for a decade and a half, and these crazes last for a month or so. This phenomenon will die out soon – this consistently happens, notably once their little brothers and sisters begin using it and it ceases to be fashionable. Then they’ll be engaged with the subsequent trend.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while educating in English language at a international school. It was mainly male students repeating it. I taught teenagers and it was prevalent within the junior students. I was unaware its meaning at the time, but as a young adult and I recognized it was just a meme akin to when I was a student.

These trends are always shifting. “Skibidi toilet” was a familiar phenomenon back when I was at my training school, but it didn’t really appear as frequently in the learning environment. Unlike “six-seven”, “skibidi toilet” was not inscribed on the whiteboard in instruction, so students were less equipped to adopt it.

I simply disregard it, or sometimes I will laugh with them if I inadvertently mention it, striving to understand them and understand that it’s merely youth culture. I believe they simply desire to experience that feeling of community and friendship.

‘Humorous repetition has reduced its frequency’

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