🔗 Share this article

Around the UK, students have been exclaiming the phrase “sixseven” during instruction in the most recent internet-inspired phenomenon to spread through schools.

While some teachers have opted to stoically ignore the trend, different educators have accepted it. Several teachers describe how they’re managing.

‘I thought I had said something rude’

During September, I had been speaking with my year 11 tutor group about getting ready for their qualification tests in June. I don’t recall specifically what it was in reference to, but I said words similar to “ … if you’re aiming for results six, seven …” and the whole class erupted in laughter. It surprised me completely by surprise.

My first thought was that I had created an allusion to something rude, or that they detected something in my speech pattern that appeared amusing. Somewhat annoyed – but honestly intrigued and mindful that they weren’t trying to be hurtful – I got them to clarify. Honestly, the explanation they then gave didn’t provide greater understanding – I still had minimal understanding.

What might have rendered it particularly humorous was the weighing-up motion I had executed while speaking. I later learned that this often accompanies ““sixseven”: I had intended it to assist in expressing the process of me verbalizing thoughts.

In order to kill it off I try to bring it up as much as I can. Nothing diminishes a phenomenon like this more emphatically than an adult trying to get involved.

‘Feeding the trend creates a blaze’

Being aware of it aids so that you can steer clear of just accidentally making remarks like “indeed, there were 6, 7 hundred unemployed people in Germany in 1933”. If the number combination is unavoidable, having a firm student discipline system and standards on pupil behavior proves beneficial, as you can sanction it as you would any different disturbance, but I haven’t actually had to do that. Rules are one thing, but if learners embrace what the learning environment is practicing, they will become more focused by the viral phenomena (particularly in instructional hours).

Regarding 67, I haven’t lost any lesson time, aside from an infrequent eyebrow raise and saying “yes, that’s a number, well done”. When you provide oxygen to it, then it becomes an inferno. I treat it in the same way I would handle any additional disruption.

There was the nine plus ten equals twenty-one craze a few years ago, and there will no doubt be another craze following this. It’s what kids do. During my own growing up, it was imitating comedy characters impersonations (truthfully away from the school environment).

Students are spontaneous, and In my opinion it falls to the teacher to react in a manner that steers them back to the direction that will help them to their educational goals, which, hopefully, is coming out with qualifications as opposed to a conduct report a mile long for the utilization of meaningless numerals.

‘Students desire belonging to a community’

Students utilize it like a connecting expression in the schoolyard: one says it and the other children answer to demonstrate they belong to the same group. It’s similar to a verbal exchange or a stadium slogan – an shared vocabulary they use. I believe it has any distinct significance to them; they simply understand it’s a phenomenon to say. Regardless of what the current trend is, they seek to experience belonging to it.

It’s forbidden in my learning environment, though – it results in a caution if they shout it out – similar to any other verbal interruption is. It’s notably challenging in maths lessons. But my pupils at fifth grade are children aged nine to ten, so they’re fairly compliant with the rules, although I understand that at teen education it might be a different matter.

I’ve been a instructor for 15 years, and these phenomena continue for three or four weeks. This craze will fade away shortly – they always do, notably once their little brothers and sisters begin using it and it ceases to be cool. Then they’ll be focused on the next thing.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while instructing in English at a language institute. It was mainly young men saying it. I educated teenagers and it was widespread among the less experienced learners. I was unaware its meaning at the time, but I’m 24 years old and I realised it was merely a viral phenomenon akin to when I was at school.

The crazes are continuously evolving. ““Toilet meme” was a familiar phenomenon during the period when I was at my teacher preparation program, but it didn’t particularly occur as often in the classroom. Unlike “six-seven”, ““the skibidi trend” was not scribbled on the chalkboard in instruction, so pupils were less equipped to embrace it.

I typically overlook it, or sometimes I will laugh with them if I accidentally say it, striving to understand them and recognize that it’s merely youth culture. I think they merely seek to feel that sense of community and camaraderie.

‘Playfully shouting it means I rarely hear it now’

I have performed the {job|profession