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Around the UK, school pupils have been exclaiming the phrase ““67” during instruction in the newest viral craze to sweep across educational institutions.

Whereas some educators have decided to patiently overlook the craze, different educators have accepted it. Five teachers describe how they’re dealing.

‘My initial assumption was that I’d uttered something offensive’

Earlier in September, I had been speaking with my year 11 tutor group about preparing for their GCSE exams in June. I can’t remember precisely what it was in reference to, but I said something like “ … if you’re targeting results six, seven …” and the whole class erupted in laughter. It surprised me totally off guard.

My immediate assumption was that I had created an allusion to an inappropriate topic, or that they’d heard an element of my pronunciation that sounded funny. Slightly exasperated – but genuinely curious and aware that they weren’t malicious – I persuaded them to elaborate. Honestly, the explanation they provided didn’t provide significant clarification – I remained with no idea.

What possibly rendered it extra funny was the considering gesture I had performed during speaking. Subsequently I found out that this frequently goes with ““sixseven”: My purpose was it to assist in expressing the act of me thinking aloud.

In order to end the trend I try to bring it up as much as I can. Nothing deflates a phenomenon like this more emphatically than an teacher trying to participate.

‘Feeding the trend creates a blaze’

Knowing about it aids so that you can steer clear of just unintentionally stating remarks like “well, there were 6, 7 million unemployed people in Germany in 1933”. In cases where the numerical sequence is inevitable, having a rock-solid classroom conduct rules and requirements on learner demeanor is advantageous, as you can sanction it as you would any different disruption, but I’ve not really needed to implement that. Policies are important, but if students embrace what the educational institution is implementing, they will remain more focused by the online trends (at least in lesson time).

Regarding 67, I haven’t lost any lesson time, other than for an occasional raised eyebrow and stating “yes, that’s a number, well done”. Should you offer oxygen to it, then it becomes a wildfire. I handle it in the equivalent fashion I would treat any different disruption.

There was the mathematical meme trend a while back, and there will no doubt be a new phenomenon subsequently. This is typical youth activity. During my own growing up, it was imitating comedy characters mimicry (truthfully away from the classroom).

Students are spontaneous, and I believe it falls to the teacher to react in a approach that redirects them toward the path that will help them toward their academic objectives, which, fingers crossed, is completing their studies with academic achievements rather than a behaviour list extensive for the employment of meaningless numerals.

‘Children seek inclusion in social circles’

Young learners utilize it like a unifying phrase in the schoolyard: one says it and the other children answer to indicate they’re part of the same group. It resembles a verbal exchange or a stadium slogan – an common expression they share. I believe it has any specific importance to them; they simply understand it’s a phenomenon to say. Whatever the latest craze is, they desire to feel part of it.

It’s prohibited in my teaching space, nevertheless – it results in a caution if they call it out – similar to any other calling out is. It’s especially challenging in numeracy instruction. But my students at primary level are children aged nine to ten, so they’re quite accepting of the rules, while I understand that at secondary [school] it could be a different matter.

I have worked as a instructor for 15 years, and these phenomena continue for three or four weeks. This phenomenon will diminish in the near future – they always do, especially once their little brothers and sisters begin using it and it ceases to be fashionable. Then they’ll be engaged with the following phenomenon.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while teaching English at a language institute. It was primarily boys repeating it. I instructed ages 12 to 18 and it was prevalent within the younger pupils. I was unaware what it was at the time, but as a young adult and I understood it was merely a viral phenomenon similar to when I attended classes.

These trends are continuously evolving. ““Toilet meme” was a familiar phenomenon at the time when I was at my educational institute, but it failed to occur as often in the learning environment. Unlike “six-seven”, ““the skibidi trend” was not inscribed on the board in class, so pupils were less able to pick up on it.

I typically overlook it, or occasionally I will chuckle alongside them if I inadvertently mention it, attempting to empathise with them and recognize that it is just contemporary trends. In my opinion they just want to experience that feeling of togetherness and companionship.

‘Humorous repetition has reduced its frequency’

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