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Around the UK, school pupils have been shouting out the phrase ““six-seven” during instruction in the most recent meme-based phenomenon to take over classrooms.

Although some educators have opted to patiently overlook the phenomenon, some have incorporated it. Several educators share how they’re coping.

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

During September, I had been speaking with my secondary school class about studying for their secondary school examinations in June. I can’t remember precisely what it was in reference to, but I said a phrase resembling “ … if you’re targeting grades six, seven …” and the entire group burst out laughing. It took me totally off guard.

My immediate assumption was that I’d made an hint at something rude, or that they perceived an element of my speech pattern that sounded funny. Slightly exasperated – but honestly intrigued and conscious that they weren’t trying to be mean – I got them to elaborate. Honestly, the clarification they provided didn’t make much difference – I continued to have little comprehension.

What might have made it extra funny was the weighing-up gesture I had executed while speaking. I later found out that this frequently goes with ““67”: I had intended it to aid in demonstrating the act of me verbalizing thoughts.

In order to end the trend I attempt to reference it as much as I can. Nothing reduces a trend like this more effectively than an adult striving to join in.

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

Knowing about it helps so that you can avoid just unintentionally stating comments like “well, there were 6, 7 thousand people without work in Germany in 1933”. If the number combination is unpreventable, having a firm classroom conduct rules and requirements on learner demeanor is advantageous, as you can sanction it as you would any other disturbance, but I haven’t actually been required to take that action. Rules are important, but if students accept what the school is doing, they’ll be better concentrated by the internet crazes (particularly in instructional hours).

With sixseven, I haven’t wasted any teaching periods, except for an occasional quizzical look and saying “yes, that’s a number, well done”. When you provide oxygen to it, it evolves into an inferno. I address it in the same way I would handle any different disturbance.

There was the nine plus ten equals twenty-one trend a previous period, and certainly there will appear a different trend subsequently. That’s children’s behavior. Back when I was growing up, it was performing comedy characters impersonations (honestly outside the learning space).

Children are unpredictable, and I believe it’s an adult’s job to respond in a way that steers them back to the course that will get them toward their academic objectives, which, with luck, is completing their studies with certificates instead of a disciplinary record a mile long for the employment of meaningless numerals.

‘They want to feel a part of a group’

The children utilize it like a unifying phrase in the schoolyard: a student calls it and the remaining students reply to show they are the same group. It resembles a verbal exchange or a football chant – an common expression they use. In my view it has any distinct importance to them; they merely recognize it’s a phenomenon to say. Whatever the current trend is, they desire to feel part of it.

It’s forbidden in my learning environment, though – it triggers a reminder if they call it out – similar to any other verbal interruption is. It’s particularly difficult in numeracy instruction. But my students at year 5 are nine to 10-year-olds, so they’re relatively adherent to the rules, whereas I appreciate that at teen education it may be a different matter.

I have served as a educator for a decade and a half, and such trends last for a few weeks. This craze will diminish in the near future – this consistently happens, notably once their younger siblings start saying it and it ceases to be fashionable. Subsequently they will be on to the subsequent trend.

‘You just have to laugh with them’

I began observing it in August, while instructing in English at a language institute. It was mostly male students uttering it. I taught ages 12 to 18 and it was common with the less experienced learners. I didn’t understand its significance at the time, but I’m 24 years old and I realised it was simply an internet trend comparable to when I was a student.

These trends are always shifting. ““Toilet meme” was a familiar phenomenon back when I was at my educational institute, but it failed to appear as frequently in the educational setting. Unlike ““67”, ““that particular meme” was not scribbled on the chalkboard in class, so learners were less able to pick up on it.

I just ignore it, or occasionally I will laugh with them if I unintentionally utter it, attempting to understand them and recognize that it’s merely youth culture. I believe they simply desire to feel that sense of belonging and friendship.

‘Lighthearted usage has diminished its occurrence’

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