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Throughout the UK, students have been calling out the words “sixseven” during lessons in the newest internet-inspired trend to sweep across classrooms.

Whereas some educators have opted to calmly disregard the trend, others have incorporated it. A group of teachers describe how they’re dealing.

‘I believed I’d made an inappropriate comment’

Back in September, I had been addressing my year 11 students about preparing for their qualification tests in June. It escapes me specifically what it was in reference to, but I said something like “ … if you’re targeting grades six, seven …” and the whole class started chuckling. It caught me completely by surprise.

My first thought was that I had created an reference to something rude, or that they detected a quality in my accent that seemed humorous. Slightly annoyed – but genuinely curious and conscious that they weren’t trying to be mean – I asked them to clarify. To be honest, the explanation they then gave didn’t provide greater understanding – I still had little comprehension.

What might have caused it to be particularly humorous was the evaluating motion I had executed while speaking. I have since found out that this often accompanies ““67”: I meant it to assist in expressing the action of me thinking aloud.

In order to kill it off I attempt to mention it as frequently as I can. No approach diminishes a craze like this more effectively than an adult trying to get involved.

‘Providing attention fuels the fire’

Understanding it helps so that you can steer clear of just unintentionally stating remarks like “well, there were 6, 7 hundred people without work in Germany in 1933”. In cases where the number combination is inevitable, maintaining a strong student discipline system and standards on student conduct really helps, as you can address it as you would any different interruption, but I haven’t actually been required to take that action. Guidelines are necessary, but if students embrace what the learning environment is practicing, they will remain less distracted by the viral phenomena (particularly in class periods).

Concerning sixseven, I haven’t wasted any instructional minutes, aside from an periodic quizzical look and commenting ““indeed, those are numerals, excellent”. If you give focus on it, it evolves into a wildfire. I address it in the equivalent fashion I would treat any different disruption.

There was the 9 + 10 = 21 trend a few years ago, and undoubtedly there will emerge a different trend following this. This is typical youth activity. Back when I was childhood, it was doing television personalities mimicry (truthfully outside the classroom).

Young people are unpredictable, and In my opinion it’s an adult’s job to respond in a way that steers them toward the direction that will enable them where they need to go, which, with luck, is graduating with academic achievements as opposed to a disciplinary record a mile long for the utilization of arbitrary digits.

‘Students desire belonging to a community’

Young learners use it like a bonding chant in the schoolyard: a student calls it and the other children answer to demonstrate they belong to the equivalent circle. It’s similar to a call-and-response or a sports cheer – an common expression they use. I don’t think it has any particular importance to them; they simply understand it’s a trend to say. Whatever the newest phenomenon is, they seek to experience belonging to it.

It’s forbidden in my teaching space, though – it triggers a reminder if they call it out – just like any other calling out is. It’s particularly tricky in maths lessons. But my students at fifth grade are nine to 10-year-olds, so they’re fairly adherent to the guidelines, while I recognize that at secondary [school] it could be a distinct scenario.

I have worked as a instructor for 15 years, and these phenomena persist for a month or so. This craze will die out shortly – this consistently happens, notably once their junior family members begin using it and it ceases to be cool. Then they’ll be focused on the next thing.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while teaching English at a international school. It was mostly young men saying it. I instructed teenagers and it was widespread within the junior students. I was unaware its meaning at the time, but as a young adult and I realised it was just a meme similar to when I was a student.

These trends are constantly changing. ““Skibidi” was a popular meme back when I was at my teacher preparation program, but it didn’t really occur as often in the educational setting. Differing from “six-seven”, ““that particular meme” was never written on the chalkboard in lessons, so students were less prepared to adopt it.

I simply disregard it, or occasionally I will chuckle alongside them if I unintentionally utter it, attempting to relate to them and recognize that it’s simply youth culture. I believe they merely seek to enjoy that sensation of togetherness and camaraderie.

‘Humorous repetition has reduced its frequency’

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