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Across the UK, students have been calling out the expression ““six-seven” during lessons in the newest viral phenomenon to take over schools.

Although some teachers have decided to calmly disregard the phenomenon, others have embraced it. Five instructors explain how they’re coping.

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

During September, I had been talking to my year 11 class about preparing for their secondary school examinations in June. I can’t remember specifically what it was in reference to, but I said something like “ … if you’re working to marks six, seven …” and the whole class burst out laughing. It took me entirely unexpectedly.

My immediate assumption was that I might have delivered an hint at something rude, or that they detected an element of my speech pattern that appeared amusing. Somewhat annoyed – but truly interested and conscious that they had no intention of being mean – I persuaded them to clarify. To be honest, the description they offered didn’t make much difference – I continued to have no idea.

What might have rendered it particularly humorous was the weighing-up gesture I had executed while speaking. I have since learned that this typically pairs with ““67”: I meant it to help convey the process of me speaking my mind.

With the aim of end the trend I try to mention it as much as I can. No strategy diminishes a craze like this more emphatically than an grown-up attempting to join in.

‘Feeding the trend creates a blaze’

Being aware of it helps so that you can prevent just blundering into comments like “well, there were 6, 7 hundred people without work in Germany in 1933”. If the number combination is unavoidable, having a firm classroom conduct rules and requirements on learner demeanor proves beneficial, as you can address it as you would any other interruption, but I haven’t actually had to do that. Rules are one thing, but if pupils accept what the school is practicing, they will remain more focused by the online trends (especially in instructional hours).

With six-seven, I haven’t wasted any teaching periods, except for an periodic eyebrow raise and saying ““indeed, those are numerals, excellent”. If you give focus on it, then it becomes an inferno. I address it in the equivalent fashion I would manage any additional disturbance.

Previously existed the 9 + 10 = 21 craze a few years ago, and there will no doubt be another craze after this. That’s children’s behavior. During my own youth, it was doing comedy characters impersonations (truthfully out of the learning space).

Young people are unforeseeable, and I think it’s an adult’s job to respond in a approach that redirects them in the direction of the direction that will get them where they need to go, which, fingers crossed, is coming out with qualifications as opposed to a behaviour list a mile long for the utilization of random numbers.

‘Students desire belonging to a community’

Young learners employ it like a unifying phrase in the playground: one says it and the others respond to show they are the identical community. It resembles a interactive chant or a sports cheer – an agreed language they use. I don’t think it has any distinct meaning to them; they just know it’s a phenomenon to say. No matter what the latest craze is, they desire to experience belonging to it.

It’s banned in my learning environment, nevertheless – it’s a warning if they exclaim it – identical to any different calling out is. It’s particularly tricky in maths lessons. But my pupils at year 5 are pre-teens, so they’re fairly adherent to the regulations, whereas I appreciate that at secondary [school] it could be a distinct scenario.

I have worked as a educator for a decade and a half, and these crazes last for a month or so. This trend will fade away shortly – it invariably occurs, notably once their junior family members start saying it and it’s no longer cool. Then they’ll be focused on the next thing.

‘You just have to laugh with them’

I started noticing it in August, while teaching English at a language institute. It was primarily boys uttering it. I educated teenagers and it was widespread among the junior students. I didn’t understand its meaning at the time, but as a young adult and I realised it was simply an internet trend akin to when I was a student.

The crazes are constantly changing. ““Toilet meme” was a popular meme back when I was at my educational institute, but it didn’t really occur as often in the learning environment. Unlike ““sixseven”, ““the skibidi trend” was not inscribed on the whiteboard in class, so pupils were less equipped to adopt it.

I simply disregard it, or periodically I will smile with the students if I inadvertently mention it, striving to empathise with them and understand that it’s merely pop culture. I believe they just want to experience that feeling of togetherness and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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