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

Although some educators have opted to stoically ignore the craze, some have accepted it. A group of instructors share how they’re managing.

‘I believed I’d made an inappropriate comment’

During September, I had been talking to my year 11 class about getting ready for their qualification tests in June. It escapes me exactly what it was in relation to, but I said words similar to “ … if you’re targeting grades six, seven …” and the whole class erupted in laughter. It caught me totally off guard.

My immediate assumption was that I’d made an hint at an offensive subject, or that they’d heard an element of my pronunciation that appeared amusing. A bit annoyed – but genuinely curious and conscious that they had no intention of being hurtful – I persuaded them to clarify. To be honest, the explanation they provided didn’t make greater understanding – I remained with no idea.

What could have made it especially amusing was the considering movement I had performed during speaking. Subsequently I learned that this often accompanies ““67”: I meant it to help convey the action of me verbalizing thoughts.

To kill it off I aim to mention it as frequently as I can. No strategy reduces a trend like this more thoroughly than an adult trying to join in.

‘Providing attention fuels the fire’

Knowing about it helps so that you can steer clear of just unintentionally stating comments like “indeed, there were 6, 7 million unemployed people in Germany in 1933”. In cases where the digit pairing is unpreventable, possessing a firm classroom conduct rules and expectations on student conduct really helps, as you can address it as you would any different interruption, but I haven’t actually needed to implement that. Rules are important, but if students buy into what the learning environment is doing, they will become better concentrated by the internet crazes (at least in class periods).

With sixseven, I haven’t sacrificed any lesson time, other than for an infrequent eyebrow raise and saying ““indeed, those are numerals, excellent”. If you give attention to it, then it becomes a wildfire. I handle it in the identical manner I would treat any different disruption.

Previously existed the nine plus ten equals twenty-one phenomenon a previous period, and there will no doubt be a different trend after this. It’s what kids do. During my own growing up, it was imitating television personalities impersonations (admittedly away from the learning space).

Young people are spontaneous, and I believe it’s the educator’s responsibility to behave in a way that redirects them in the direction of the course that will get them toward their academic objectives, which, hopefully, is graduating with qualifications instead of a conduct report extensive for the use of arbitrary digits.

‘Children seek inclusion in social circles’

Students utilize it like a bonding chant in the schoolyard: a student calls it and the remaining students reply to show they are the equivalent circle. It resembles a interactive chant or a sports cheer – an shared vocabulary they share. I believe it has any particular meaning to them; they simply understand it’s a thing to say. Whatever the latest craze is, they seek to be included in it.

It’s prohibited in my learning environment, though – it results in a caution if they call it out – just like any other calling out is. It’s particularly tricky in numeracy instruction. But my class at primary level are pre-teens, so they’re fairly adherent to the regulations, while I recognize that at high school it could be a separate situation.

I’ve been a teacher for a decade and a half, and these phenomena last for a month or so. This trend will diminish shortly – they always do, especially once their younger siblings begin using it and it’s no longer cool. Then they’ll be on to the next thing.

‘Occasionally sharing the humor is essential’

I began observing it in August, while instructing in English at a language institute. It was mostly boys uttering it. I instructed ages 12 to 18 and it was prevalent among the younger pupils. I didn’t understand its meaning at the time, but as a young adult and I understood it was merely a viral phenomenon akin to when I attended classes.

These trends are always shifting. “Skibidi toilet” was a popular meme at the time when I was at my training school, but it didn’t really occur as often in the learning environment. In contrast to ““67”, ““that particular meme” was never written on the board in lessons, so learners were less equipped to adopt it.

I simply disregard it, or periodically I will chuckle alongside them if I accidentally say it, attempting to empathise with them and appreciate that it’s merely youth culture. In my opinion they merely seek to enjoy that sensation of belonging and companionship.

‘Humorous repetition has reduced its frequency’

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