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Across the UK, learners have been calling out the expression ““six-seven” during lessons in the latest viral phenomenon to spread through schools.

While some instructors have opted to patiently overlook the phenomenon, different educators have incorporated it. A group of instructors explain how they’re dealing.

‘I thought I had said something rude’

Earlier in September, I had been talking to my year 11 class about preparing for their qualification tests in June. I don’t recall precisely what it was in relation to, but I said a phrase resembling “ … if you’re working to marks six, seven …” and the whole class burst out laughing. It surprised me completely by surprise.

My immediate assumption was that I had created an allusion to an inappropriate topic, or that they’d heard an element of my pronunciation that appeared amusing. A bit exasperated – but genuinely curious and conscious that they weren’t malicious – I persuaded them to explain. Honestly, the explanation they provided didn’t provide much difference – I continued to have minimal understanding.

What might have caused it to be especially amusing was the weighing-up motion I had made while speaking. I have since learned that this frequently goes with ““67”: My purpose was it to aid in demonstrating the process of me speaking my mind.

To kill it off I aim to mention it as often as I can. Nothing diminishes a trend like this more emphatically than an teacher striving to get involved.

‘Providing attention fuels the fire’

Understanding it aids so that you can prevent just accidentally making statements like “well, there were 6, 7 million people without work in Germany in 1933”. If the numerical sequence is unpreventable, maintaining a firm classroom conduct rules and expectations on student conduct proves beneficial, as you can address it as you would any other interruption, but I haven’t actually needed to implement that. Rules are necessary, but if learners buy into what the school is implementing, they’ll be less distracted by the online trends (at least in class periods).

With sixseven, I haven’t sacrificed any teaching periods, other than for an occasional eyebrow raise and saying “yes, that’s a number, well done”. When you provide focus on it, it evolves into a wildfire. I treat it in the equivalent fashion I would handle any other interruption.

Earlier occurred the 9 + 10 = 21 craze a few years ago, and there will no doubt be another craze after this. It’s what kids do. When I was youth, it was imitating comedy characters impressions (honestly outside the classroom).

Young people are spontaneous, and I believe it’s an adult’s job to react in a approach that steers them back to the course that will enable them to their educational goals, which, hopefully, is coming out with certificates rather than a conduct report lengthy for the employment of meaningless numerals.

‘Children seek inclusion in social circles’

Young learners use it like a bonding chant in the playground: a student calls it and the others respond to demonstrate they belong to the identical community. It’s similar to a call-and-response or a sports cheer – an shared vocabulary they share. In my view it has any particular meaning to them; they merely recognize it’s a phenomenon to say. Whatever the current trend is, they desire to be included in it.

It’s banned in my teaching space, however – it results in a caution if they call it out – similar to any additional shouting out is. It’s notably tricky in maths lessons. But my pupils at fifth grade are children aged nine to ten, so they’re fairly compliant with the regulations, while I understand that at high school it might be a different matter.

I’ve been a teacher for a decade and a half, and such trends persist for a few weeks. This trend will fade away in the near future – they always do, especially once their junior family members commence repeating it and it ceases to be cool. Then they’ll be on to the subsequent trend.

‘Occasionally sharing the humor is essential’

I began observing it in August, while teaching English at a international school. It was mostly boys uttering it. I educated students from twelve to eighteen and it was widespread with the less experienced learners. I had no idea its meaning at the time, but I’m 24 years old and I recognized it was just a meme similar to when I was at school.

These trends are continuously evolving. “Skibidi toilet” was a familiar phenomenon back when I was at my teacher preparation program, but it didn’t particularly occur as often in the educational setting. Differing from “six-seven”, ““the skibidi trend” was not scribbled on the board in class, so pupils were less prepared to pick up on it.

I typically overlook it, or occasionally I will chuckle alongside them if I accidentally say it, attempting to relate to them and appreciate that it’s simply pop culture. I think they merely seek to enjoy that sensation of togetherness and companionship.

‘Lighthearted usage has diminished its occurrence’

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