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Throughout the UK, learners have been exclaiming the phrase “sixseven” during instruction in the newest viral craze to take over classrooms.

While some teachers have opted to calmly disregard the craze, others have embraced it. A group of instructors explain how they’re coping.

‘I thought I had said something rude’

During September, I had been addressing my secondary school tutor group about studying for their secondary school examinations in June. I can’t remember precisely what it was in connection with, but I said words similar to “ … if you’re targeting results six, seven …” and the complete classroom burst out laughing. It took me entirely unexpectedly.

My immediate assumption was that I’d made an reference to an inappropriate topic, or that they perceived a quality in my accent that seemed humorous. A bit frustrated – but truly interested and conscious that they had no intention of being mean – I got them to explain. Frankly speaking, the clarification they then gave didn’t make greater understanding – I remained with minimal understanding.

What might have made it extra funny was the considering movement I had performed during speaking. I have since learned that this frequently goes with ““67”: My purpose was it to help convey the process of me verbalizing thoughts.

In order to end the trend I aim to mention it as often as I can. Nothing deflates a trend like this more thoroughly than an adult striving to participate.

‘Feeding the trend creates a blaze’

Knowing about it aids so that you can avoid just accidentally making statements like “for example, there existed 6, 7 thousand people without work in Germany in 1933”. If the number combination is inevitable, maintaining a rock-solid school behaviour policy and standards on learner demeanor is advantageous, as you can sanction it as you would any different interruption, but I rarely needed to implement that. Guidelines are one thing, but if pupils buy into what the school is doing, they’ll be less distracted by the online trends (particularly in class periods).

Regarding 67, I haven’t lost any teaching periods, except for an periodic quizzical look and saying “yes, that’s a number, well done”. Should you offer focus on it, it transforms into a blaze. I handle it in the equivalent fashion I would treat any different disturbance.

Earlier occurred the mathematical meme craze a few years ago, and certainly there will appear a different trend subsequently. It’s what kids do. During my own childhood, it was imitating television personalities impersonations (truthfully outside the learning space).

Young people are unforeseeable, and I think it’s the educator’s responsibility to respond in a manner that guides them in the direction of the path that will enable them to their educational goals, which, fingers crossed, is completing their studies with academic achievements instead of a behaviour list a mile long for the utilization of random numbers.

‘They want to feel a part of a group’

The children use it like a bonding chant in the playground: a student calls it and the remaining students reply to indicate they’re part of the same group. It resembles a verbal exchange or a sports cheer – an common expression they share. I don’t think it has any distinct meaning to them; they simply understand it’s a trend to say. Whatever the latest craze is, they seek to feel part of it.

It’s banned in my classroom, though – it results in a caution if they call it out – just like any other shouting out is. It’s especially challenging in numeracy instruction. But my pupils at primary level are nine to 10-year-olds, so they’re fairly adherent to the rules, although I appreciate that at teen education it could be a different matter.

I’ve been a educator for 15 years, and such trends last for three or four weeks. This craze will fade away soon – it invariably occurs, notably once their little brothers and sisters commence repeating it and it’s no longer fashionable. Subsequently they will be engaged with the subsequent trend.

‘Occasionally sharing the humor is essential’

I first detected it in August, while educating in English language at a language institute. It was mainly male students saying it. I taught students from twelve to eighteen and it was common within the younger pupils. I had no idea its significance at the time, but as a young adult and I recognized it was just a meme akin to when I was at school.

These trends are always shifting. “Skibidi toilet” was a popular meme at the time when I was at my teacher preparation program, but it didn’t particularly appear as frequently in the educational setting. In contrast to ““67”, ““that particular meme” was not scribbled on the chalkboard in instruction, so learners were less equipped to pick up on it.

I simply disregard it, or sometimes I will smile with the students if I accidentally say it, attempting to empathise with them and recognize that it’s simply contemporary trends. I think they simply desire to experience that feeling of togetherness and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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