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Throughout the UK, school pupils have been calling out the expression “sixseven” during instruction in the latest meme-based trend to spread through classrooms.

Although some instructors have opted to stoically ignore the phenomenon, different educators have incorporated it. A group of instructors explain how they’re coping.

‘I thought I had said something rude’

Back in September, I had been talking to my year 11 class about getting ready for their secondary school examinations in June. I don’t recall precisely what it was in reference to, but I said something like “ … if you’re aiming for results six, seven …” and the complete classroom burst out laughing. It surprised me completely by surprise.

My first thought was that I had created an hint at an inappropriate topic, or that they’d heard a quality in my accent that appeared amusing. A bit frustrated – but honestly intrigued and aware that they weren’t malicious – I asked them to elaborate. Frankly speaking, the explanation they offered didn’t provide greater understanding – I remained with minimal understanding.

What might have rendered it especially amusing was the evaluating motion I had made while speaking. I later discovered that this typically pairs with ““67”: My purpose was it to assist in expressing the act of me speaking my mind.

To eliminate it I try to mention it as frequently as I can. No approach deflates a phenomenon like this more thoroughly than an teacher striving to participate.

‘Feeding the trend creates a blaze’

Being aware of it helps so that you can prevent just accidentally making remarks like “indeed, there were 6, 7 million unemployed people in Germany in 1933”. In cases where the digit pairing is unavoidable, possessing a strong student discipline system and expectations on student conduct proves beneficial, as you can sanction it as you would any additional disruption, but I haven’t actually been required to take that action. Rules are one thing, but if students accept what the school is practicing, they will remain more focused by the viral phenomena (especially in class periods).

Regarding sixseven, I haven’t wasted any lesson time, aside from an occasional quizzical look and stating “yes, that’s a number, well done”. Should you offer focus on it, then it becomes a wildfire. I handle it in the same way I would treat any other disturbance.

Earlier occurred the nine plus ten equals twenty-one craze a previous period, and undoubtedly there will emerge a new phenomenon subsequently. This is typical youth activity. When I was youth, it was performing television personalities mimicry (admittedly out of the school environment).

Children are unpredictable, and I think it’s an adult’s job to respond in a way that redirects them in the direction of the direction that will help them where they need to go, which, with luck, is completing their studies with qualifications rather than a behaviour list a mile long for the employment of random numbers.

‘They want to feel a part of a group’

Young learners use it like a bonding chant in the recreation area: a student calls it and the others respond to indicate they’re part of the equivalent circle. It’s like a call-and-response or a stadium slogan – an agreed language they use. In my view it has any specific importance to them; they just know it’s a trend to say. No matter what the current trend is, they desire to feel part of it.

It’s prohibited in my classroom, however – it’s a warning if they shout it out – just like any additional shouting out is. It’s particularly tricky in mathematics classes. But my students at primary level are pre-teens, so they’re relatively compliant with the regulations, whereas I understand that at secondary [school] it might be a separate situation.

I have worked as a instructor for a decade and a half, and such trends last for three or four weeks. This phenomenon will diminish soon – it invariably occurs, notably once their junior family members begin using it and it’s no longer fashionable. Then they’ll be engaged with the next thing.

‘Occasionally sharing the humor is essential’

I first detected it in August, while instructing in English at a language institute. It was mostly boys saying it. I educated teenagers and it was common within the junior students. I was unaware its meaning at the time, but being twenty-four and I realised it was simply an internet trend similar to when I was a student.

The crazes are always shifting. “Skibidi toilet” was a well-known trend during the period when I was at my training school, but it failed to appear as frequently in the classroom. Unlike “six-seven”, ““the skibidi trend” was not scribbled on the chalkboard in class, so learners were less prepared to embrace it.

I simply disregard it, or occasionally I will laugh with them if I accidentally say it, trying to understand them and appreciate that it’s merely youth culture. I believe they just want to feel that sense of community and companionship.

‘Humorous repetition has reduced its frequency’

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