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Across the UK, learners have been shouting out the expression ““six-seven” during lessons in the most recent meme-based craze to spread through educational institutions.

Although some instructors have opted to stoically ignore the phenomenon, others have incorporated it. A group of instructors share how they’re coping.

‘I thought I had said something rude’

Earlier in September, I had been addressing my secondary school class about studying for their GCSE exams in June. I can’t remember precisely what it was in relation to, but I said a phrase resembling “ … if you’re targeting marks six, seven …” and the complete classroom burst out laughing. It caught me completely by surprise.

My initial reaction was that I had created an reference to something rude, or that they’d heard something in my accent that sounded funny. A bit exasperated – but genuinely curious and mindful that they had no intention of being malicious – I persuaded them to elaborate. Frankly speaking, the explanation they then gave didn’t provide greater understanding – I continued to have no idea.

What might have made it extra funny was the considering motion I had executed while speaking. I later discovered that this often accompanies ““sixseven”: I meant it to assist in expressing the action of me thinking aloud.

In order to end the trend I try to reference it as often as I can. No approach reduces a phenomenon like this more thoroughly than an grown-up trying to join in.

‘Feeding the trend creates a blaze’

Knowing about it aids so that you can steer clear of just unintentionally stating statements like “for example, there existed 6, 7 million people without work in Germany in 1933”. When the digit pairing is unpreventable, maintaining a rock-solid student discipline system and requirements on pupil behavior really helps, as you can address it as you would any different interruption, but I’ve not really had to do that. Guidelines are important, but if students accept what the school is practicing, they will become less distracted by the online trends (especially in lesson time).

With six-seven, I haven’t lost any teaching periods, other than for an occasional eyebrow raise and stating “yes, that’s a number, well done”. If you give focus on it, then it becomes a blaze. I handle it in the identical manner I would handle any additional disruption.

Previously existed the 9 + 10 = 21 trend a few years ago, and undoubtedly there will emerge a different trend after this. That’s children’s behavior. Back when I was growing up, it was doing Kevin and Perry mimicry (admittedly out of the learning space).

Students are spontaneous, and I believe it falls to the teacher to behave in a way that redirects them back to the course that will help them to their educational goals, which, with luck, is completing their studies with academic achievements rather than a behaviour list a mile long for the employment of arbitrary digits.

‘They want to feel a part of a group’

The children use it like a bonding chant in the schoolyard: one says it and the other children answer to demonstrate they belong to the same group. It’s similar to a interactive chant or a sports cheer – an agreed language they share. I believe it has any specific importance to them; they merely recognize it’s a thing to say. Regardless of what the latest craze is, they desire to feel part of it.

It’s forbidden in my learning environment, nevertheless – it’s a warning if they call it out – similar to any different calling out is. It’s notably tricky in maths lessons. But my students at year 5 are nine to 10-year-olds, so they’re quite accepting of the regulations, while I recognize that at teen education it might be a separate situation.

I’ve been a teacher for fifteen years, and such trends continue for a few weeks. This phenomenon will die out soon – they always do, particularly once their younger siblings commence repeating it and it stops being fashionable. Afterward they shall be engaged with the subsequent trend.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while instructing in English at a language institute. It was mainly boys uttering it. I taught students from twelve to eighteen and it was common with the junior students. I had no idea its meaning at the time, but as a young adult and I realised it was merely a viral phenomenon similar to when I was at school.

Such phenomena are constantly changing. ““Toilet meme” was a familiar phenomenon at the time when I was at my training school, but it didn’t really appear as frequently in the educational setting. In contrast to ““67”, “skibidi toilet” was not inscribed on the chalkboard in instruction, so pupils were less prepared to embrace it.

I simply disregard it, or occasionally I will chuckle alongside them if I unintentionally utter it, striving to relate to them and appreciate that it is just pop culture. I think they just want to feel that sense of togetherness and friendship.

‘Lighthearted usage has diminished its occurrence’

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