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Throughout the UK, school pupils have been calling out the phrase ““six-seven” during instruction in the newest internet-inspired trend to spread through schools.

While some teachers have decided to patiently overlook the trend, different educators have incorporated it. A group of teachers explain how they’re managing.

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

Back in September, I had been speaking with my year 11 tutor group about getting ready for their qualification tests in June. I don’t recall precisely what it was in connection with, but I said something like “ … if you’re working to results six, seven …” and the complete classroom started chuckling. It surprised me entirely unexpectedly.

My immediate assumption was that I’d made an hint at an inappropriate topic, or that they’d heard something in my accent that sounded funny. Somewhat annoyed – but honestly intrigued and mindful that they had no intention of being hurtful – I got them to clarify. Honestly, the clarification they provided didn’t make greater understanding – I still had minimal understanding.

What could have rendered it particularly humorous was the evaluating gesture I had executed while speaking. I have since discovered that this frequently goes with ““67”: I meant it to assist in expressing the act of me thinking aloud.

To end the trend I try to mention it as much as I can. No strategy deflates a phenomenon like this more effectively than an teacher attempting to get involved.

‘Providing attention fuels the fire’

Understanding it aids so that you can steer clear of just accidentally making remarks like “for example, there existed 6, 7 million jobless individuals in Germany in 1933”. In cases where the numerical sequence is unavoidable, possessing a firm classroom conduct rules and expectations on pupil behavior really helps, as you can sanction it as you would any other disturbance, but I’ve not really been required to take that action. Policies are important, but if students embrace what the learning environment is practicing, they will remain more focused by the internet crazes (especially in class periods).

Regarding six-seven, I haven’t sacrificed any instructional minutes, other than for an occasional quizzical look and commenting ““indeed, those are numerals, excellent”. When you provide focus on it, it evolves into an inferno. I address it in the identical manner I would manage any additional disturbance.

There was the 9 + 10 = 21 trend a while back, and certainly there will appear a new phenomenon after this. That’s children’s behavior. During my own growing up, it was performing comedy characters mimicry (honestly away from the school environment).

Children are unforeseeable, and I believe it’s an adult’s job to respond in a manner that guides them toward the course that will enable them toward their academic objectives, which, hopefully, is graduating with certificates as opposed to a conduct report extensive for the use of meaningless numerals.

‘Students desire belonging to a community’

Young learners utilize it like a bonding chant in the playground: one says it and the others respond to show they are the equivalent circle. It’s similar to a verbal exchange or a stadium slogan – an common expression they possess. I believe it has any specific significance to them; they simply understand it’s a trend to say. Regardless of what the current trend is, they desire to be included in it.

It’s banned in my classroom, though – it triggers a reminder if they shout it out – similar to any other calling out is. It’s especially tricky in maths lessons. But my pupils at fifth grade are children aged nine to ten, so they’re quite compliant with the guidelines, whereas I recognize that at high school it might be a separate situation.

I have worked as a instructor for a decade and a half, and these phenomena continue for three or four weeks. This craze will fade away shortly – this consistently happens, notably once their junior family members start saying it and it ceases to be trendy. Subsequently they will be focused on the subsequent trend.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while instructing in English at a foreign language school. It was mainly male students saying it. I taught ages 12 to 18 and it was widespread with the junior students. I had no idea its meaning at the time, but as a young adult and I understood it was merely a viral phenomenon similar to when I was at school.

Such phenomena are constantly changing. ““Skibidi” was a familiar phenomenon at the time when I was at my teacher preparation program, but it didn’t particularly exist as much in the learning environment. In contrast to “six-seven”, ““the skibidi trend” was not scribbled on the board in class, so students were less able to pick up on it.

I simply disregard it, or periodically I will chuckle alongside them if I unintentionally utter it, trying to understand them and appreciate that it’s merely pop culture. I believe they just want to enjoy that sensation of belonging and companionship.

‘Humorous repetition has reduced its frequency’

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