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Throughout the UK, students have been exclaiming the expression ““six-seven” during classes in the most recent viral craze to sweep across schools.

Although some instructors have chosen to stoically ignore the phenomenon, others have incorporated it. Five instructors describe how they’re coping.

‘I believed I’d made an inappropriate comment’

Earlier in September, I had been speaking with my eleventh grade class about studying for their qualification tests in June. I don’t recall exactly what it was in connection with, but I said words similar to “ … if you’re aiming for marks six, seven …” and the whole class burst out laughing. It surprised me completely by surprise.

My initial reaction was that I’d made an hint at an offensive subject, or that they perceived an element of my pronunciation that appeared amusing. Slightly annoyed – but truly interested and aware that they weren’t trying to be hurtful – I asked them to explain. To be honest, the explanation they provided didn’t provide greater understanding – I continued to have little comprehension.

What might have made it particularly humorous was the evaluating motion I had made while speaking. I have since discovered that this often accompanies ““67”: I meant it to help convey the action of me speaking my mind.

With the aim of kill it off I try to mention it as much as I can. Nothing diminishes a phenomenon like this more emphatically than an adult striving to participate.

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

Being aware of it assists so that you can steer clear of just unintentionally stating statements like “well, there were 6, 7 hundred unemployed people in Germany in 1933”. When the number combination is unavoidable, possessing a firm school behaviour policy and expectations on student conduct is advantageous, as you can deal with it as you would any different disruption, but I rarely been required to take that action. Policies are necessary, but if pupils accept what the educational institution is implementing, they’ll be less distracted by the viral phenomena (at least in lesson time).

Regarding six-seven, I haven’t sacrificed any instructional minutes, except for an periodic eyebrow raise and stating ““indeed, those are numerals, excellent”. If you give oxygen to it, then it becomes an inferno. I treat it in the same way I would manage any other interruption.

Previously existed the mathematical meme craze a previous period, and certainly there will appear a different trend subsequently. This is typical youth activity. During my own youth, it was imitating television personalities impersonations (admittedly out of the classroom).

Young people are unforeseeable, and I think it’s an adult’s job to react in a approach that guides them toward the course that will enable them to their educational goals, which, with luck, is coming out with academic achievements as opposed to a disciplinary record extensive for the employment of meaningless numerals.

‘Students desire belonging to a community’

Young learners utilize it like a bonding chant in the schoolyard: a pupil shouts it and the remaining students reply to demonstrate they belong to the same group. It’s similar to a interactive chant or a sports cheer – an agreed language they use. I don’t think it has any distinct meaning to them; they simply understand it’s a trend to say. Regardless of what the current trend is, they want to be included in it.

It’s prohibited in my learning environment, though – it’s a warning if they exclaim it – just like any different calling out is. It’s especially challenging in numeracy instruction. But my class at fifth grade are pre-teens, so they’re quite adherent to the regulations, although I appreciate that at secondary [school] it could be a separate situation.

I have served as a instructor for a decade and a half, and such trends persist for a few weeks. This phenomenon will die out soon – it invariably occurs, notably once their junior family members start saying it and it ceases to be cool. Afterward they shall be engaged with the following phenomenon.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while educating in English language at a foreign language school. It was mainly boys uttering it. I instructed students from twelve to eighteen and it was prevalent with the junior students. I had no idea its significance at the time, but I’m 24 years old and I realised it was merely a viral phenomenon akin to when I was at school.

These trends are always shifting. “Skibidi toilet” was a familiar phenomenon during the period when I was at my educational institute, but it failed to appear as frequently in the educational setting. Differing from ““sixseven”, “skibidi toilet” was not scribbled on the chalkboard in lessons, so pupils were less prepared to pick up on it.

I just ignore it, or periodically I will laugh with them if I accidentally say it, striving to empathise with them and recognize that it is just contemporary trends. I think they simply desire to experience that feeling of community and friendship.

‘Humorous repetition has reduced its frequency’

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