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Around the UK, school pupils have been calling out the expression ““six-seven” during classes in the most recent internet-inspired phenomenon to take over schools.

While some educators have opted to patiently overlook the trend, different educators have embraced it. A group of teachers describe how they’re coping.

‘I thought I had said something rude’

Earlier in September, I had been speaking with my secondary school students about preparing for their qualification tests in June. I can’t remember exactly what it was in reference to, but I said a phrase resembling “ … if you’re working to marks six, seven …” and the entire group erupted in laughter. It caught me entirely unexpectedly.

My first thought was that I had created an hint at something rude, or that they perceived a quality in my pronunciation that seemed humorous. Slightly annoyed – but honestly intrigued and conscious that they had no intention of being hurtful – I got them to explain. Honestly, the clarification they then gave didn’t make greater understanding – I still had minimal understanding.

What could have made it extra funny was the evaluating gesture I had executed while speaking. I have since discovered that this frequently goes with “six-seven”: My purpose was it to help convey the process of me verbalizing thoughts.

In order to eliminate it I attempt to bring it up as often as I can. Nothing reduces a phenomenon like this more thoroughly than an adult attempting to participate.

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

Knowing about it helps so that you can prevent just accidentally making statements like “for example, there existed 6, 7 million jobless individuals in Germany in 1933”. When the number combination is inevitable, maintaining a firm student discipline system and expectations on pupil behavior proves beneficial, as you can sanction it as you would any other disturbance, but I haven’t actually been required to take that action. Guidelines are important, but if pupils buy into what the educational institution is implementing, they’ll be less distracted by the viral phenomena (especially in instructional hours).

With 67, I haven’t lost any instructional minutes, aside from an infrequent eyebrow raise and commenting “yes, that’s a number, well done”. When you provide oxygen to it, then it becomes a wildfire. I address it in the same way I would treat any additional interruption.

Earlier occurred the nine plus ten equals twenty-one craze a while back, and certainly there will appear a different trend after this. This is typical youth activity. Back when I was growing up, it was performing television personalities mimicry (truthfully away from the classroom).

Children are unpredictable, and I believe it’s the educator’s responsibility to behave in a approach that steers them back to the path that will get them to their educational goals, which, fingers crossed, is coming out with qualifications instead of a behaviour list extensive for the use of arbitrary digits.

‘They want to feel a part of a group’

Students utilize it like a connecting expression in the playground: one says it and the others respond to demonstrate they belong to the equivalent circle. It’s like a verbal exchange or a football chant – an agreed language they possess. I believe it has any distinct significance to them; they simply understand it’s a thing to say. Whatever the latest craze is, they want to feel part of it.

It’s forbidden in my teaching space, however – it’s a warning if they exclaim it – just like any different calling out is. It’s notably tricky in numeracy instruction. But my students at year 5 are children aged nine to ten, so they’re quite accepting of the guidelines, whereas I appreciate that at secondary [school] it may be a different matter.

I’ve been a instructor for 15 years, and these crazes continue for a month or so. This phenomenon will diminish in the near future – this consistently happens, notably once their junior family members commence repeating it and it’s no longer fashionable. Then they’ll be focused on the next thing.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while educating in English language at a international school. It was mostly young men uttering it. I instructed teenagers and it was common within the junior students. I didn’t understand its significance at the time, but being twenty-four and I recognized it was merely a viral phenomenon akin to when I was at school.

These trends are constantly changing. “Skibidi toilet” was a well-known trend during the period when I was at my teacher preparation program, but it failed to appear as frequently in the educational setting. Unlike ““sixseven”, ““that particular meme” was never written on the chalkboard in class, so learners were less equipped to embrace it.

I typically overlook it, or occasionally I will smile with the students if I inadvertently mention it, attempting to understand them and recognize that it’s merely youth culture. I believe they just want to enjoy that sensation of belonging and friendship.

‘Playfully shouting it means I rarely hear it now’

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