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Across the UK, school pupils have been exclaiming the expression ““six-seven” during instruction in the most recent viral phenomenon to take over educational institutions.

Whereas some teachers have decided to stoically ignore the craze, others have incorporated it. Several instructors describe how they’re managing.

‘I thought I had said something rude’

During September, I had been talking to my year 11 students about preparing for their GCSE exams in June. It escapes me specifically what it was in connection with, but I said something like “ … if you’re aiming for grades six, seven …” and the entire group started chuckling. It surprised me completely by surprise.

My first thought was that I might have delivered an allusion to an offensive subject, or that they perceived a quality in my accent that sounded funny. Slightly annoyed – but truly interested and conscious that they weren’t trying to be malicious – I asked them to elaborate. To be honest, the clarification they provided didn’t make significant clarification – I continued to have minimal understanding.

What might have made it extra funny was the evaluating motion I had executed while speaking. Subsequently I discovered that this often accompanies ““67”: My purpose was it to assist in expressing the action of me verbalizing thoughts.

To kill it off I try to mention it as frequently as I can. Nothing reduces a craze like this more effectively than an teacher attempting to join in.

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

Being aware of it aids so that you can avoid just blundering into comments like “for example, there existed 6, 7 million people without work in Germany in 1933”. In cases where the number combination is inevitable, having a firm school behaviour policy and expectations on student conduct proves beneficial, as you can deal with it as you would any different disturbance, but I haven’t actually been required to take that action. Policies are one thing, but if students buy into what the learning environment is implementing, they will become less distracted by the online trends (especially in lesson time).

Regarding six-seven, I haven’t sacrificed any instructional minutes, except for an periodic eyebrow raise and saying “yes, that’s a number, well done”. If you give attention to it, it transforms into a wildfire. I handle it in the equivalent fashion I would handle any other disruption.

Previously existed the 9 + 10 = 21 phenomenon a while back, and there will no doubt be a different trend subsequently. This is typical youth activity. Back when I was youth, it was performing Kevin and Perry impressions (truthfully out of the learning space).

Students are unforeseeable, and I believe it falls to the teacher to react in a manner that guides them in the direction of the direction that will help them where they need to go, which, hopefully, is coming out with academic achievements as opposed to a disciplinary record extensive for the employment of arbitrary digits.

‘They want to feel a part of a group’

The children use it like a connecting expression in the playground: one says it and the others respond to show they are the identical community. It’s like a verbal exchange or a football chant – an shared vocabulary they use. I don’t think it has any specific meaning to them; they merely recognize it’s a thing to say. No matter what the latest craze is, they want to feel part of it.

It’s forbidden in my teaching space, nevertheless – it’s a warning if they exclaim it – similar to any different verbal interruption is. It’s particularly challenging in numeracy instruction. But my pupils at primary level are nine to 10-year-olds, so they’re fairly compliant with the regulations, although I understand that at high school it may be a different matter.

I have worked as a instructor for fifteen years, and such trends persist for three or four weeks. This phenomenon will die out in the near future – this consistently happens, especially once their younger siblings begin using it and it ceases to be fashionable. Subsequently they will be focused on the subsequent trend.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while instructing in English at a language institute. It was primarily boys uttering it. I educated ages 12 to 18 and it was prevalent among the younger pupils. I had no idea its meaning at the time, but I’m 24 years old and I recognized it was just a meme similar to when I was at school.

These trends are constantly changing. ““Skibidi” was a popular meme at the time when I was at my training school, but it didn’t particularly exist as much in the classroom. Unlike “six-seven”, ““that particular meme” was not scribbled on the board in class, so learners were less able to pick up on it.

I simply disregard it, or sometimes I will chuckle alongside them if I unintentionally utter it, trying to understand them and understand that it is just youth culture. In my opinion they simply desire to experience that feeling of belonging and companionship.

‘Humorous repetition has reduced its frequency’

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