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Around the UK, students have been shouting out the words ““six-seven” during classes in the newest viral phenomenon to take over classrooms.

While some instructors have decided to stoically ignore the trend, others have incorporated it. A group of instructors explain how they’re dealing.

‘I thought I had said something rude’

During September, I had been addressing my year 11 tutor group about studying for their secondary school examinations in June. I can’t remember exactly what it was in relation to, but I said words similar to “ … if you’re working to marks six, seven …” and the entire group erupted in laughter. It took me completely by surprise.

My first thought was that I had created an allusion to an inappropriate topic, or that they perceived an element of my accent that sounded funny. Somewhat frustrated – but genuinely curious and aware that they weren’t trying to be mean – I got them to elaborate. Frankly speaking, the description they offered didn’t provide significant clarification – I continued to have little comprehension.

What could have made it extra funny was the considering gesture I had made while speaking. I later learned that this often accompanies “six-seven”: I meant it to help convey the act of me verbalizing thoughts.

In order to kill it off I try to bring it up as often as I can. Nothing reduces a trend like this more effectively than an teacher striving to join in.

‘Providing attention fuels the fire’

Being aware of it assists so that you can steer clear of just unintentionally stating comments like “indeed, there were 6, 7 hundred unemployed people in Germany in 1933”. In cases where the numerical sequence is inevitable, having a firm student discipline system and standards on pupil behavior is advantageous, as you can deal with it as you would any different disturbance, but I’ve not really needed to implement that. Guidelines are necessary, but if students embrace what the school is implementing, they will become more focused by the viral phenomena (particularly in lesson time).

With 67, I haven’t lost any teaching periods, aside from an infrequent quizzical look and commenting “yes, that’s a number, well done”. If you give focus on it, it evolves into a blaze. I treat it in the equivalent fashion I would manage any additional disruption.

Earlier occurred the 9 + 10 = 21 trend a previous period, and there will no doubt be a different trend subsequently. This is typical youth activity. During my own childhood, it was doing television personalities impersonations (honestly away from the classroom).

Young people are spontaneous, and I believe it falls to the teacher to behave in a way that guides them in the direction of the path that will help them where they need to go, which, hopefully, is coming out with academic achievements instead of a conduct report extensive for the employment of arbitrary digits.

‘Students desire belonging to a community’

Students utilize it like a bonding chant in the recreation area: a student calls it and the other children answer to demonstrate they belong to the same group. It’s like a verbal exchange or a sports cheer – an shared vocabulary they use. In my view it has any distinct importance to them; they simply understand it’s a thing to say. Whatever the newest phenomenon is, they want to feel part of it.

It’s banned in my teaching space, however – it’s a warning if they shout it out – just like any different shouting out is. It’s particularly tricky in maths lessons. But my class at fifth grade are pre-teens, so they’re fairly compliant with the rules, whereas I understand that at high school it may be a distinct scenario.

I have worked as a instructor for a decade and a half, and these crazes persist for a few weeks. This trend will fade away shortly – it invariably occurs, notably once their younger siblings begin using it and it’s no longer cool. Afterward they shall be on to the next thing.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while educating in English language at a international school. It was mostly boys uttering it. I educated teenagers and it was prevalent with the junior students. I didn’t understand its significance at the time, but I’m 24 years old and I realised it was merely a viral phenomenon comparable to when I was at school.

These trends are always shifting. ““Skibidi” was a popular meme at the time when I was at my training school, but it didn’t particularly appear as frequently in the educational setting. Unlike ““sixseven”, ““that particular meme” was not scribbled on the board in class, so learners were less able to embrace it.

I simply disregard it, or sometimes I will smile with the students if I accidentally say it, trying to relate to them and understand that it’s simply pop culture. In my opinion they just want to enjoy that sensation of belonging and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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