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Around the UK, learners have been shouting out the expression ““six-seven” during classes in the latest meme-based craze to spread through educational institutions.

Although some educators have decided to patiently overlook the craze, others have accepted it. A group of teachers explain how they’re managing.

‘I thought I had said something rude’

Earlier in September, I had been talking to my secondary school students about getting ready for their secondary school examinations in June. I can’t remember exactly what it was in reference to, but I said something like “ … if you’re targeting results six, seven …” and the entire group burst out laughing. It took me entirely unexpectedly.

My immediate assumption was that I might have delivered an allusion to something rude, or that they’d heard an element of my pronunciation that appeared amusing. Slightly exasperated – but genuinely curious and mindful that they had no intention of being mean – I asked them to elaborate. Honestly, the description they then gave didn’t provide greater understanding – I remained with no idea.

What could have rendered it particularly humorous was the considering gesture I had made while speaking. I have since learned that this often accompanies “six-seven”: My purpose was it to help convey the action of me thinking aloud.

With the aim of end the trend I try to bring it up as much as I can. No strategy diminishes a trend like this more effectively than an grown-up striving to join in.

‘Feeding the trend creates a blaze’

Being aware of it helps so that you can prevent just accidentally making comments like “for example, there existed 6, 7 million people without work in Germany in 1933”. In cases where the number combination is inevitable, possessing a strong classroom conduct rules and standards on student conduct proves beneficial, as you can deal with it as you would any other disturbance, but I’ve not really had to do that. Policies are important, but if students accept what the educational institution is implementing, they will remain better concentrated by the internet crazes (especially in instructional hours).

Regarding six-seven, I haven’t wasted any lesson time, other than for an occasional eyebrow raise and commenting “yes, that’s a number, well done”. When you provide focus on it, then it becomes a blaze. I handle it in the equivalent fashion I would handle any different disturbance.

Earlier occurred the nine plus ten equals twenty-one craze a while back, and there will no doubt be a different trend after this. It’s what kids do. Back when I was growing up, it was performing comedy characters mimicry (admittedly outside the classroom).

Young people are unforeseeable, and I believe it’s an adult’s job to behave in a manner that redirects them back to the path that will get them where they need to go, which, hopefully, is completing their studies with certificates instead of a disciplinary record a mile long for the utilization of arbitrary digits.

‘Children seek inclusion in social circles’

The children use it like a connecting expression in the recreation area: a pupil shouts it and the others respond to show they are the identical community. It’s like a verbal exchange or a stadium slogan – an common expression they use. I believe it has any specific importance to them; they simply understand it’s a phenomenon to say. No matter what the newest phenomenon is, they desire to experience belonging to it.

It’s prohibited in my learning environment, however – it results in a caution if they call it out – just like any other calling out is. It’s particularly difficult in numeracy instruction. But my pupils at year 5 are pre-teens, so they’re relatively accepting of the rules, while I recognize that at teen education it might be a separate situation.

I have served as a educator for a decade and a half, and these crazes continue for a month or so. This craze will die out shortly – they always do, notably once their little brothers and sisters start saying it and it ceases to be trendy. Afterward they shall be focused on the subsequent trend.

‘You just have to laugh with them’

I started noticing it in August, while teaching English at a international school. It was mainly young men repeating it. I educated teenagers and it was prevalent among the less experienced learners. I had no idea what it was at the time, but as a young adult and I realised it was just a meme similar to when I was at school.

Such phenomena are constantly changing. ““Skibidi” was a popular meme during the period when I was at my educational institute, but it failed to occur as often in the classroom. In contrast to ““67”, ““the skibidi trend” was not inscribed on the whiteboard in instruction, so pupils were less prepared to adopt it.

I simply disregard it, or periodically I will chuckle alongside them if I inadvertently mention it, attempting to relate to them and understand that it’s simply pop culture. I believe they simply desire to feel that sense of community and friendship.

‘Lighthearted usage has diminished its occurrence’

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