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Across the UK, students have been exclaiming the expression ““six-seven” during lessons in the most recent internet-inspired craze to sweep across educational institutions.

While some instructors have decided to stoically ignore the trend, some 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 addressing my year 11 students about preparing for their GCSE exams in June. I don’t recall exactly what it was in connection with, but I said something like “ … if you’re targeting marks six, seven …” and the entire group started chuckling. It took me entirely unexpectedly.

My first thought was that I might have delivered an allusion to something rude, or that they perceived something in my accent that appeared amusing. Slightly frustrated – but genuinely curious and aware that they weren’t hurtful – I got them to elaborate. Frankly speaking, the description they then gave failed to create significant clarification – I remained with minimal understanding.

What might have caused it to be especially amusing was the weighing-up gesture I had made while speaking. I have since discovered that this often accompanies ““67”: I had intended it to help convey the process of me verbalizing thoughts.

With the aim of eliminate it I aim to reference it as often as I can. No approach reduces a craze like this more thoroughly than an grown-up striving to participate.

‘Providing attention fuels the fire’

Understanding it aids so that you can prevent just unintentionally stating statements like “well, there were 6, 7 million unemployed people in Germany in 1933”. If the numerical sequence is unpreventable, having a strong school behaviour policy and requirements on pupil behavior proves beneficial, as you can sanction it as you would any different disturbance, but I’ve not really been required to take that action. Policies are one thing, but if learners embrace what the school is practicing, they will remain better concentrated by the online trends (at least in lesson time).

Concerning 67, I haven’t lost any lesson time, except for an infrequent quizzical look and stating ““indeed, those are numerals, excellent”. When you provide oxygen to it, then it becomes a blaze. I treat it in the same way I would manage any other disturbance.

Earlier occurred the 9 + 10 = 21 phenomenon a while back, and undoubtedly there will emerge a new phenomenon following this. That’s children’s behavior. During my own growing up, it was doing Kevin and Perry impersonations (truthfully out of the school environment).

Children are spontaneous, and I believe it falls to the teacher to behave in a approach that redirects them in the direction of the course that will help them toward their academic objectives, which, fingers crossed, is graduating with academic achievements instead of a disciplinary record extensive for the use of arbitrary digits.

‘They want to feel a part of a group’

Young learners utilize it like a connecting expression in the playground: one says it and the others respond to show they are the identical community. It’s like a verbal exchange or a sports cheer – an agreed language they use. In my view it has any distinct importance to them; they just know it’s a phenomenon to say. No matter what the latest craze is, they desire to feel part of it.

It’s forbidden in my learning environment, though – it’s a warning if they call it out – similar to any different shouting out is. It’s especially tricky in maths lessons. But my class at year 5 are children aged nine to ten, so they’re relatively compliant with the guidelines, while I understand that at high school it may be a different matter.

I have served as a instructor for fifteen years, and such trends continue for a month or so. This phenomenon will die out soon – this consistently happens, especially once their little brothers and sisters start saying it and it ceases to be trendy. Afterward they shall be engaged with the following phenomenon.

‘Sometimes joining the laughter is necessary’

I started noticing it in August, while instructing in English at a international school. It was primarily male students repeating it. I instructed 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 similar to when I was at school.

These trends are constantly changing. ““Toilet meme” was a popular meme at the time when I was at my training school, but it didn’t particularly occur as often in the classroom. Unlike “six-seven”, “skibidi toilet” was not inscribed on the board in instruction, so students were less able to adopt it.

I simply disregard it, or occasionally I will chuckle alongside them if I inadvertently mention it, trying to relate to them and recognize that it’s simply pop culture. In my opinion they merely seek to experience that feeling of community and friendship.

‘Lighthearted usage has diminished its occurrence’

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