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Across the UK, school pupils have been calling out the words ““six-seven” during lessons in the latest meme-based trend to take over classrooms.

Although some teachers have opted to calmly disregard the phenomenon, some have accepted it. Five educators explain how they’re coping.

‘I believed I’d made an inappropriate comment’

During September, I had been talking to my secondary school tutor group about studying for their qualification tests in June. I don’t recall exactly what it was in relation to, but I said something like “ … if you’re working to grades six, seven …” and the whole class erupted in laughter. It took me entirely unexpectedly.

My immediate assumption was that I had created an allusion to an offensive subject, or that they perceived a quality in my accent that sounded funny. A bit exasperated – but honestly intrigued and conscious that they weren’t trying to be mean – I asked them to elaborate. Honestly, the explanation they then gave failed to create significant clarification – I remained with little comprehension.

What could have caused it to be extra funny was the evaluating movement I had performed during speaking. I later learned that this typically pairs with ““67”: My purpose was it to help convey the process of me speaking my mind.

To eliminate it I aim to bring it up as often as I can. No strategy reduces a craze like this more emphatically than an grown-up attempting to get involved.

‘Feeding the trend creates a blaze’

Knowing about it aids so that you can steer clear of just accidentally making remarks like “well, there were 6, 7 hundred jobless individuals in Germany in 1933”. When the number combination is unpreventable, maintaining a rock-solid classroom conduct rules and expectations on student conduct is advantageous, as you can address it as you would any different disruption, but I rarely needed to implement that. Guidelines are important, but if learners buy into what the educational institution is practicing, they will become more focused by the viral phenomena (at least in class periods).

Regarding 67, I haven’t lost any lesson time, except for an infrequent raised eyebrow and saying ““correct, those are digits, good job”. Should you offer focus on it, then it becomes a wildfire. I address it in the same way I would treat any other disruption.

Earlier occurred the 9 + 10 = 21 phenomenon a few years ago, and there will no doubt be a different trend after this. That’s children’s behavior. During my own youth, it was imitating Kevin and Perry mimicry (honestly outside the school environment).

Students are unpredictable, and I believe it’s an adult’s job to react in a approach that redirects them toward the direction that will enable them to their educational goals, which, hopefully, is graduating with qualifications rather than a behaviour list extensive for the use of meaningless numerals.

‘Children seek inclusion in social circles’

The children utilize it like a unifying phrase in the recreation area: a student calls it and the other children answer to demonstrate they belong to the identical community. It resembles a verbal exchange or a sports cheer – an shared vocabulary they share. I don’t think it has any distinct significance to them; they just know it’s a thing to say. No matter what the latest craze is, they want to experience belonging to it.

It’s forbidden in my teaching space, however – it results in a caution if they call it out – similar to any other shouting out is. It’s particularly difficult in maths lessons. But my class at year 5 are nine to 10-year-olds, so they’re quite adherent to the guidelines, whereas I understand that at teen education it could be a separate situation.

I’ve been a educator for fifteen years, and these crazes last for a month or so. This phenomenon will die out shortly – it invariably occurs, notably once their little brothers and sisters begin using it and it stops being trendy. Subsequently they will be engaged with the following phenomenon.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while educating in English language at a foreign language school. It was mainly boys repeating it. I instructed ages 12 to 18 and it was common with the junior students. I had no idea its significance at the time, but I’m 24 years old and I understood it was simply an internet trend akin to when I attended classes.

Such phenomena are continuously evolving. ““Skibidi” was a popular meme during the period when I was at my teacher preparation program, but it didn’t particularly occur as often in the classroom. Differing from ““67”, ““that particular meme” was not scribbled on the whiteboard in instruction, so students were less equipped to adopt it.

I just ignore it, or sometimes I will smile with the students if I unintentionally utter it, trying to empathise with them and appreciate that it’s simply contemporary trends. I believe they merely seek to enjoy that sensation of community and friendship.

‘Lighthearted usage has diminished its occurrence’

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