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Across the UK, students have been shouting out the phrase ““six-seven” during instruction in the most recent internet-inspired craze to spread through educational institutions.

While some educators have chosen to stoically ignore the trend, different educators have incorporated it. Several instructors describe how they’re managing.

‘I thought I had said something rude’

Earlier in September, I had been addressing my eleventh grade tutor group about preparing for their secondary school examinations in June. I can’t remember precisely what it was in reference to, but I said words similar to “ … if you’re working to marks six, seven …” and the complete classroom erupted in laughter. It surprised me entirely unexpectedly.

My immediate assumption was that I had created an hint at something rude, or that they detected a quality in my pronunciation that sounded funny. Somewhat frustrated – but genuinely curious and conscious that they weren’t trying to be malicious – I got them to clarify. To be honest, the clarification they provided failed to create greater understanding – I remained with no idea.

What could have made it especially amusing was the evaluating gesture I had made while speaking. Subsequently I discovered that this frequently goes with ““67”: My purpose was it to help convey the action of me speaking my mind.

With the aim of kill it off I attempt to mention it as much as I can. Nothing deflates a trend like this more effectively than an teacher trying to participate.

‘Providing attention fuels the fire’

Understanding it helps so that you can prevent just blundering into statements like “for example, there existed 6, 7 million unemployed people in Germany in 1933”. In cases where the digit pairing is unavoidable, having a rock-solid school behaviour policy and expectations on student conduct proves beneficial, as you can sanction it as you would any different disturbance, but I rarely needed to implement that. Rules are one thing, but if learners accept what the school is doing, they’ll be less distracted by the internet crazes (particularly in instructional hours).

Regarding sixseven, I haven’t wasted any lesson time, aside from an occasional quizzical look and stating ““correct, those are digits, good job”. When you provide oxygen to it, it evolves into a blaze. I address it in the same way I would manage any additional disturbance.

There was the nine plus ten equals twenty-one phenomenon a previous period, and certainly there will appear a different trend following this. It’s what kids do. When I was youth, it was performing Kevin and Perry impersonations (admittedly away from the school environment).

Young people are spontaneous, and I think it’s the educator’s responsibility to react in a approach that guides them toward the course that will enable them toward their academic objectives, which, fingers crossed, is completing their studies with qualifications as opposed to a behaviour list a mile long for the employment of meaningless numerals.

‘Students desire belonging to a community’

Students use it like a unifying phrase in the schoolyard: a pupil shouts it and the others respond to indicate they’re part of the same group. It’s like a call-and-response or a sports cheer – an agreed language they possess. In my view it has any particular importance to them; they just know it’s a trend to say. Regardless of what the newest phenomenon is, they seek to be included in it.

It’s forbidden in my learning environment, nevertheless – it results in a caution if they call it out – similar to any different calling out is. It’s notably tricky in maths lessons. But my class at primary level are children aged nine to ten, so they’re quite accepting of the rules, although I understand that at secondary [school] it may be a separate situation.

I have worked as a educator for 15 years, and these phenomena continue for a few weeks. This trend will die out soon – it invariably occurs, especially once their junior family members commence repeating it and it ceases to be fashionable. Afterward they shall be engaged with the subsequent trend.

‘Occasionally sharing the humor is essential’

I first detected it in August, while teaching English at a language institute. It was mainly male students saying it. I taught ages 12 to 18 and it was widespread with the less experienced learners. I had no idea its significance at the time, but as a young adult and I understood it was merely a viral phenomenon similar to when I was at school.

Such phenomena are continuously evolving. “Skibidi toilet” was a well-known trend at the time when I was at my educational institute, but it didn’t particularly exist as much in the classroom. Differing from ““67”, ““the skibidi trend” was not inscribed on the whiteboard in instruction, so learners were less prepared to pick up on it.

I typically overlook it, or periodically I will chuckle alongside them if I unintentionally utter it, striving to understand them and understand that it’s simply youth culture. I think they simply desire to feel that sense of community and friendship.

‘Lighthearted usage has diminished its occurrence’

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