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Around the UK, learners have been calling out the phrase “sixseven” during instruction in the latest viral craze to sweep across educational institutions.

Whereas some educators have opted to stoically ignore the trend, some have incorporated it. A group of educators explain how they’re coping.

‘I thought I had said something rude’

During September, I had been speaking with my year 11 tutor group about getting ready for their GCSE exams in June. I don’t recall precisely what it was in reference to, but I said a phrase resembling “ … if you’re working to grades six, seven …” and the complete classroom started chuckling. It surprised me totally off guard.

My first thought was that I’d made an reference to an inappropriate topic, or that they detected something in my pronunciation that seemed humorous. A bit exasperated – but truly interested and mindful that they weren’t mean – I got them to explain. Honestly, the explanation they then gave didn’t make much difference – I continued to have little comprehension.

What might have made it particularly humorous was the evaluating gesture I had performed during speaking. I later learned that this often accompanies ““sixseven”: I meant it to help convey the act of me thinking aloud.

To end the trend I try to bring it up as much as I can. Nothing diminishes a trend like this more thoroughly than an adult trying to get involved.

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

Being aware of it helps so that you can avoid just blundering into comments like “well, there were 6, 7 thousand jobless individuals in Germany in 1933”. When the number combination is unavoidable, maintaining a firm school behaviour policy and expectations on learner demeanor really helps, as you can deal with it as you would any different disruption, but I rarely been required to take that action. Policies are necessary, but if pupils accept what the school is doing, they will remain better concentrated by the viral phenomena (especially in class periods).

Regarding six-seven, I haven’t sacrificed any teaching periods, aside from an periodic raised eyebrow and commenting “yes, that’s a number, well done”. If you give focus on it, it transforms into a blaze. I treat it in the identical manner I would handle any different interruption.

There was the nine plus ten equals twenty-one trend a few years ago, and undoubtedly there will emerge another craze subsequently. That’s children’s behavior. When I was growing up, it was performing Kevin and Perry impressions (admittedly outside the school environment).

Children are unforeseeable, and In my opinion it’s the educator’s responsibility to behave in a approach that guides them back to the direction that will enable them to their educational goals, which, fingers crossed, is completing their studies with academic achievements instead of a conduct report lengthy for the employment of random numbers.

‘They want to feel a part of a group’

Young learners utilize it like a bonding chant in the playground: one says it and the remaining students reply to demonstrate they belong to the same group. It resembles a interactive chant or a sports cheer – an common expression they share. I don’t think it has any specific significance to them; they merely recognize it’s a thing to say. No matter what the latest craze is, they desire to feel part of it.

It’s forbidden in my teaching space, however – it triggers a reminder if they exclaim it – just like any different shouting out is. It’s notably challenging in numeracy instruction. But my class at primary level are children aged nine to ten, so they’re fairly compliant with the regulations, whereas I recognize that at secondary [school] it could be a separate situation.

I have served as a educator for 15 years, and these phenomena last for a few weeks. This trend will diminish in the near future – they always do, especially once their junior family members commence repeating it and it stops being cool. Subsequently they will be on to 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 mainly male students uttering it. I educated students from twelve to eighteen and it was prevalent among the junior students. I had no idea what it was at the time, but I’m 24 years old and I realised it was merely a viral phenomenon comparable to when I attended classes.

The crazes are constantly changing. ““Skibidi” was a well-known trend back when I was at my teacher preparation program, but it didn’t really occur as often in the educational setting. Unlike ““67”, ““that particular meme” was not scribbled on the chalkboard in lessons, so students were less prepared to adopt it.

I typically overlook it, or periodically I will laugh with them if I unintentionally utter it, attempting to relate to them and understand that it’s merely pop culture. I believe they merely seek to feel that sense of community and friendship.

‘Lighthearted usage has diminished its occurrence’

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