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Throughout the UK, school pupils have been exclaiming the expression ““67” during classes in the newest viral phenomenon to spread through educational institutions.

While some teachers have decided to stoically ignore the craze, different educators have embraced it. A group of instructors explain how they’re dealing.

‘I thought I had said something rude’

Back in September, I had been addressing my eleventh grade students about preparing for their GCSE exams in June. I can’t remember exactly what it was in connection with, but I said a phrase resembling “ … if you’re working to results six, seven …” and the entire group started chuckling. It surprised me completely by surprise.

My immediate assumption was that I’d made an hint at an inappropriate topic, or that they’d heard an element of my accent that sounded funny. Slightly annoyed – but honestly intrigued and aware that they had no intention of being mean – I persuaded them to clarify. To be honest, the explanation they then gave didn’t provide much difference – I remained with minimal understanding.

What possibly caused it to be especially amusing was the evaluating motion I had made while speaking. I have since found out that this typically pairs with ““sixseven”: My purpose was it to aid in demonstrating the action of me speaking my mind.

To end the trend I attempt to mention it as much as I can. Nothing reduces a craze like this more effectively than an grown-up striving to join in.

‘Providing attention fuels the fire’

Knowing about it aids so that you can steer clear of just unintentionally stating comments like “well, there were 6, 7 hundred jobless individuals in Germany in 1933”. If the digit pairing is unavoidable, possessing a firm student discipline system and expectations on learner demeanor is advantageous, as you can sanction it as you would any additional disturbance, but I’ve not really been required to take that action. Rules are necessary, but if students accept what the school is doing, they will remain better concentrated by the online trends (particularly in instructional hours).

With 67, I haven’t wasted any lesson time, except for an occasional quizzical look and stating “yes, that’s a number, well done”. Should you offer focus on it, it transforms into a blaze. I handle it in the equivalent fashion I would treat any other disturbance.

There was the nine plus ten equals twenty-one phenomenon a few years ago, and certainly there will appear a new phenomenon following this. That’s children’s behavior. When I was youth, it was performing television personalities impersonations (admittedly out of the learning space).

Students are unforeseeable, and I believe it’s the educator’s responsibility to behave in a way that steers them in the direction of the direction that will get them toward their academic objectives, which, with luck, is coming out with certificates instead of a behaviour list extensive for the use of meaningless numerals.

‘Students desire belonging to a community’

Young learners employ it like a connecting expression in the schoolyard: a student calls it and the others respond to show they are the same group. It resembles a call-and-response or a stadium slogan – an agreed language they possess. In my view it has any distinct meaning to them; they merely recognize it’s a thing to say. Whatever the latest craze is, they want to experience belonging to it.

It’s prohibited in my teaching space, however – it’s a warning if they exclaim it – similar to any other shouting out is. It’s notably difficult in maths lessons. But my pupils at primary level are pre-teens, so they’re quite accepting of the guidelines, while I understand that at secondary [school] it could be a different matter.

I’ve been a teacher for a decade and a half, and such trends persist for a month or so. This phenomenon will fade away shortly – this consistently happens, notably once their younger siblings commence repeating it and it’s no longer fashionable. Subsequently they will be engaged with the subsequent trend.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while teaching English at a international school. It was mainly boys uttering it. I instructed students from twelve to eighteen and it was widespread with the younger pupils. I had no idea its significance at the time, but as a young adult and I realised it was simply an internet trend akin to when I was a student.

These trends are constantly changing. ““Toilet meme” was a well-known trend back when I was at my educational institute, but it didn’t particularly exist as much in the educational setting. In contrast to ““sixseven”, ““the skibidi trend” was never written on the board in class, so students were less able to pick up on it.

I simply disregard it, or occasionally I will chuckle alongside them if I accidentally say it, trying to relate to them and recognize that it’s simply contemporary trends. I believe they merely seek to experience that feeling of community and camaraderie.

‘Lighthearted usage has diminished its occurrence’

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