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Around the UK, learners have been exclaiming the words “sixseven” during instruction in the latest meme-based craze to take over educational institutions.

Whereas some educators have decided to stoically ignore the craze, some have incorporated it. Five instructors describe how they’re dealing.

‘I believed I’d made an inappropriate comment’

Back in September, I had been speaking with my secondary school students about preparing for their secondary school examinations in June. I can’t remember specifically what it was in relation to, but I said something like “ … if you’re aiming for results six, seven …” and the entire group erupted in laughter. It surprised me entirely unexpectedly.

My initial reaction was that I had created an reference to an inappropriate topic, or that they’d heard something in my pronunciation that sounded funny. A bit annoyed – but genuinely curious and conscious that they weren’t mean – I persuaded them to explain. To be honest, the clarification they then gave didn’t make significant clarification – I remained with minimal understanding.

What could have made it extra funny was the weighing-up gesture I had performed during speaking. I have since discovered that this often accompanies “six-seven”: I meant it to assist in expressing the process of me speaking my mind.

In order to end the trend I aim to mention it as much as I can. No strategy reduces a trend like this more emphatically than an grown-up attempting to join in.

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

Understanding it assists so that you can avoid just accidentally making comments like “for example, there existed 6, 7 thousand unemployed people in Germany in 1933”. When the numerical sequence is unpreventable, maintaining a strong school behaviour policy and standards on learner demeanor really helps, as you can address it as you would any other disturbance, but I rarely been required to take that action. Rules are one thing, but if pupils accept what the learning environment is doing, they will become less distracted by the viral phenomena (especially in class periods).

Regarding sixseven, I haven’t lost any teaching periods, aside from an infrequent raised eyebrow and commenting ““indeed, those are numerals, excellent”. When you provide oxygen to it, it transforms into an inferno. I treat it in the identical manner I would treat any different interruption.

Previously existed the nine plus ten equals twenty-one craze a while back, and there will no doubt be a new phenomenon after this. This is typical youth activity. Back when I was growing up, it was performing television personalities impersonations (honestly away from the learning space).

Young people are spontaneous, and In my opinion it falls to the teacher to respond in a approach that redirects them back to the path that will help them where they need to go, which, with luck, is coming out with qualifications rather than a disciplinary record extensive for the use of random numbers.

‘Children seek inclusion in social circles’

Students utilize it like a bonding chant in the recreation area: one says it and the remaining students reply to indicate they’re part of the equivalent circle. It’s similar to a call-and-response or a sports cheer – an shared vocabulary they share. I don’t think it has any particular meaning to them; they merely recognize it’s a trend to say. Whatever the current trend is, they desire to be included in it.

It’s forbidden in my classroom, however – it’s a warning if they call it out – just like any additional calling out is. It’s notably difficult in maths lessons. But my pupils at fifth grade are children aged nine to ten, so they’re quite compliant with the rules, although I appreciate that at teen education it might be a separate situation.

I have served as a teacher for a decade and a half, and these phenomena last for three or four weeks. This phenomenon will fade away in the near future – this consistently happens, notably once their younger siblings commence repeating it and it ceases to be trendy. Then they’ll be on to the next thing.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while instructing in English at a foreign language school. It was mostly boys repeating it. I instructed students from twelve to eighteen and it was widespread within the less experienced learners. I had no idea its significance at the time, but as a young adult and I recognized it was merely a viral phenomenon similar to when I was at school.

These trends are constantly changing. ““Skibidi” was a popular meme at the time when I was at my teacher preparation program, but it didn’t particularly exist as much in the educational setting. Unlike ““sixseven”, “skibidi toilet” was never written on the board in class, so learners were less prepared to pick up on it.

I typically overlook it, or occasionally I will laugh with them if I inadvertently mention it, trying to relate to them and understand that it is just contemporary trends. I believe they just want to feel that sense of community and friendship.

‘Humorous repetition has reduced its frequency’

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