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Around the UK, school pupils have been shouting out the expression “sixseven” during lessons in the most recent viral craze to take over schools.

While some teachers have chosen to stoically ignore the craze, others have embraced it. A group of educators share how they’re dealing.

‘My initial assumption was that I’d uttered something offensive’

Earlier in September, I had been speaking with my year 11 class about preparing for their GCSE exams 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 whole class erupted in laughter. It took me totally off guard.

My first thought was that I had created an allusion to something rude, or that they detected a quality in my speech pattern that appeared amusing. A bit exasperated – but honestly intrigued and mindful that they weren’t hurtful – I persuaded them to elaborate. To be honest, the clarification they provided didn’t make much difference – I still had minimal understanding.

What could have made it particularly humorous was the considering motion I had executed while speaking. I have since found out that this typically pairs with ““67”: I meant it to assist in expressing the process of me verbalizing thoughts.

With the aim of end the trend I aim to mention it as frequently as I can. Nothing reduces a phenomenon like this more emphatically than an adult striving to join in.

‘Providing attention fuels the fire’

Understanding it assists so that you can prevent just unintentionally stating remarks like “well, there were 6, 7 hundred jobless individuals in Germany in 1933”. When the digit pairing is inevitable, possessing a firm classroom conduct rules and requirements on student conduct proves beneficial, as you can sanction it as you would any additional interruption, but I haven’t actually been required to take that action. Rules are necessary, but if pupils accept what the learning environment is doing, they’ll be better concentrated by the internet crazes (at least in instructional hours).

With sixseven, I haven’t lost any lesson time, except for an occasional eyebrow raise and saying “yes, that’s a number, well done”. Should you offer focus on it, then it becomes a blaze. I address it in the identical manner I would manage any other disturbance.

There was the 9 + 10 = 21 trend a previous period, and certainly there will appear another craze after this. This is typical youth activity. Back when I was youth, it was imitating comedy characters impressions (admittedly away from the school environment).

Students are spontaneous, and In my opinion it’s the educator’s responsibility to respond in a manner that steers them in the direction of the course that will get them toward their academic objectives, which, fingers crossed, is graduating with certificates rather than a conduct report a mile long for the use of random numbers.

‘Children seek inclusion in social circles’

The children use it like a connecting expression in the recreation area: a student calls it and the remaining students reply to indicate they’re part of the same group. It’s similar to a verbal exchange or a football chant – an common expression they share. I don’t think it has any specific significance to them; they simply understand it’s a trend to say. Whatever the latest craze is, they seek to experience belonging to it.

It’s banned in my learning environment, though – it results in a caution if they call it out – just like any additional shouting out is. It’s notably challenging in mathematics classes. But my students at primary level are nine to 10-year-olds, so they’re quite adherent to the guidelines, whereas I understand that at high school it could be a distinct scenario.

I’ve been a instructor for 15 years, and such trends last for a month or so. This craze will die out soon – it invariably occurs, especially once their little brothers and sisters start saying it and it ceases to be fashionable. Then they’ll be focused on the next thing.

‘You just have to laugh with them’

I first detected it in August, while instructing in English at a international school. It was mostly young men repeating it. I instructed ages 12 to 18 and it was prevalent within the younger pupils. I had no idea its meaning at the time, but I’m 24 years old and I understood it was just a meme akin to when I was at school.

Such phenomena are constantly changing. ““Toilet meme” was a well-known trend during the period when I was at my educational institute, but it didn’t particularly appear as frequently in the classroom. In contrast to ““sixseven”, ““that particular meme” was not scribbled on the chalkboard in instruction, so learners were less prepared to pick up on it.

I simply disregard it, or periodically I will chuckle alongside them if I inadvertently mention it, trying to empathise with them and appreciate that it’s merely pop culture. In my opinion they just want to enjoy that sensation of community and camaraderie.

‘Humorous repetition has reduced its frequency’

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