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Throughout the UK, learners have been exclaiming the expression “sixseven” during instruction in the latest internet-inspired craze to take over educational institutions.

Whereas some teachers have decided to stoically ignore the craze, others have accepted it. Five teachers share how they’re coping.

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

Back in September, I had been addressing my secondary school tutor group about studying for their secondary school examinations in June. I don’t recall exactly what it was in connection with, but I said a phrase resembling “ … if you’re aiming for results six, seven …” and the complete classroom started chuckling. It took me totally off guard.

My immediate assumption was that I had created an reference to an offensive subject, or that they’d heard a quality in my speech pattern that appeared amusing. Somewhat frustrated – but genuinely curious and conscious that they had no intention of being hurtful – I got them to clarify. Honestly, the explanation they offered failed to create significant clarification – I still had no idea.

What could have made it extra funny was the weighing-up gesture I had made while speaking. I later discovered that this frequently goes with ““sixseven”: My purpose was it to aid in demonstrating the act of me thinking aloud.

With the aim of kill it off I try to bring it up as much as I can. Nothing reduces a trend like this more emphatically than an teacher striving to join in.

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

Understanding it assists so that you can prevent just blundering into comments like “well, there were 6, 7 hundred jobless individuals in Germany in 1933”. In cases where the numerical sequence is unavoidable, possessing a strong student discipline system and standards on learner demeanor really helps, as you can sanction it as you would any other disturbance, but I’ve not really been required to take that action. Rules are necessary, but if learners embrace what the school is doing, they’ll be better concentrated by the internet crazes (especially in instructional hours).

Regarding sixseven, I haven’t sacrificed any instructional minutes, aside from an periodic raised eyebrow and stating ““correct, those are digits, good job”. Should you offer attention to it, it evolves into a wildfire. I treat it in the equivalent fashion I would manage any additional disturbance.

Previously existed the 9 + 10 = 21 craze a while back, and undoubtedly there will emerge another craze following this. It’s what kids do. Back when I was growing up, it was doing comedy characters impersonations (truthfully outside the school environment).

Children are spontaneous, and I think it’s an adult’s job to react in a manner that redirects them back to the path that will enable them to their educational goals, which, with luck, is completing their studies with certificates instead of a disciplinary record extensive for the utilization of meaningless numerals.

‘They want to feel a part of a group’

Young learners use it like a unifying phrase in the playground: a student calls it and the others respond to show they are the equivalent circle. It’s like a call-and-response or a sports cheer – an agreed language they share. I don’t think it has any distinct importance to them; they just know it’s a thing to say. Whatever the current trend is, they want to experience belonging to it.

It’s prohibited in my classroom, though – it triggers a reminder if they exclaim it – identical to any additional calling out is. It’s especially difficult in maths lessons. But my class at fifth grade are children aged nine to ten, so they’re relatively compliant with the regulations, although I appreciate that at secondary [school] it could be a separate situation.

I’ve been a educator for 15 years, and such trends continue for three or four weeks. This craze will diminish shortly – this consistently happens, particularly once their little brothers and sisters start saying it and it ceases to be cool. Afterward they shall be focused on the next thing.

‘You just have to laugh with them’

I began observing it in August, while teaching English at a international school. It was mainly male students repeating it. I instructed ages 12 to 18 and it was common among the less experienced learners. I was unaware its significance at the time, but being twenty-four and I understood it was just a meme similar to when I attended classes.

The crazes are continuously evolving. ““Toilet meme” was a well-known trend at the time when I was at my teacher preparation program, but it didn’t really occur as often in the educational setting. Unlike ““67”, “skibidi toilet” was not inscribed on the board in class, so students were less equipped to pick up on it.

I simply disregard it, or periodically I will laugh with them if I unintentionally utter it, attempting to empathise with them and recognize that it’s merely pop culture. In my opinion they simply desire to experience that feeling of community and companionship.

‘Playfully shouting it means I rarely hear it now’

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