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Across the UK, school pupils have been shouting out the expression “sixseven” during classes in the latest viral craze to sweep across schools.

While some teachers have chosen to calmly disregard the craze, different educators have incorporated it. A group of teachers explain how they’re coping.

‘I thought I had said something rude’

Back in September, I had been talking to my year 11 students about studying for their qualification tests in June. I don’t recall specifically what it was in reference to, but I said words similar to “ … if you’re targeting results six, seven …” and the whole class started chuckling. It caught me completely by surprise.

My initial reaction was that I might have delivered an allusion to an offensive subject, or that they perceived a quality in my pronunciation that sounded funny. Somewhat exasperated – but genuinely curious and aware that they had no intention of being hurtful – I asked them to elaborate. Frankly speaking, the description they provided didn’t make greater understanding – I continued to have minimal understanding.

What could have caused it to be especially amusing was the weighing-up motion I had performed during speaking. Subsequently I discovered that this often accompanies ““sixseven”: I had intended it to aid in demonstrating the action of me verbalizing thoughts.

To eliminate it I attempt to reference it as frequently as I can. No strategy reduces a craze like this more emphatically than an teacher striving to join in.

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

Knowing about it aids so that you can steer clear of just blundering into remarks like “for example, there existed 6, 7 million unemployed people in Germany in 1933”. In cases where the numerical sequence is unpreventable, maintaining a rock-solid student discipline system and standards on pupil behavior proves beneficial, as you can deal with it as you would any other disturbance, but I’ve not really been required to take that action. Rules are necessary, but if pupils buy into what the learning environment is practicing, they’ll be more focused by the internet crazes (at least in instructional hours).

With six-seven, I haven’t sacrificed any lesson time, other than for an periodic raised eyebrow and commenting ““correct, those are digits, good job”. When you provide focus on it, it transforms into an inferno. I handle it in the same way I would handle any additional disturbance.

Previously existed the nine plus ten equals twenty-one trend a few years ago, and undoubtedly there will emerge a different trend subsequently. It’s what kids do. When I was growing up, it was performing Kevin and Perry mimicry (admittedly out of the learning space).

Young people are unpredictable, and I believe it falls to the teacher to behave in a approach that guides them in the direction of the direction that will get them toward their academic objectives, which, hopefully, is coming out with qualifications rather than a behaviour list extensive for the utilization of random numbers.

‘They want to feel a part of a group’

Young learners use it like a bonding chant in the schoolyard: a student calls it and the remaining students reply to demonstrate they belong to the equivalent circle. It’s like a verbal exchange or a sports cheer – an common expression they use. In my view it has any specific importance to them; they just know it’s a phenomenon to say. Whatever the newest phenomenon is, they want to be included in it.

It’s prohibited in my learning environment, though – it triggers a reminder if they exclaim it – identical to any additional shouting out is. It’s particularly difficult in maths lessons. But my pupils at year 5 are pre-teens, so they’re relatively compliant with the rules, although I recognize that at high school it may be a separate situation.

I have served as a instructor for a decade and a half, and these crazes continue for three or four weeks. This trend will diminish shortly – it invariably occurs, especially once their younger siblings start saying it and it’s no longer cool. Then they’ll be on to the subsequent trend.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while educating in English language at a international school. It was mostly boys saying it. I taught ages 12 to 18 and it was prevalent with the junior students. I didn’t understand its meaning at the time, but I’m 24 years old and I realised it was merely a viral phenomenon similar to when I was at school.

The crazes are continuously evolving. ““Skibidi” was a popular meme during the period when I was at my training school, but it didn’t particularly appear as frequently in the educational setting. In contrast to ““67”, “skibidi toilet” was not inscribed on the board in class, so pupils were less prepared to adopt it.

I just ignore it, or sometimes I will laugh with them if I unintentionally utter it, attempting to understand them and recognize that it’s merely contemporary trends. I think they simply desire to enjoy that sensation of belonging and friendship.

‘Playfully shouting it means I rarely hear it now’

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