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Around the UK, learners have been exclaiming the phrase ““six-seven” during classes in the newest internet-inspired phenomenon to spread through classrooms.

Although some educators have chosen to patiently overlook the craze, different educators have incorporated it. A group of teachers share how they’re coping.

‘I thought I had said something rude’

Back in September, I had been talking to my eleventh grade students about getting ready for their GCSE exams in June. It escapes me precisely what it was in reference to, but I said words similar to “ … if you’re working to grades six, seven …” and the complete classroom burst out laughing. It surprised me entirely unexpectedly.

My immediate assumption was that I’d made an reference to something rude, or that they’d heard an element of my pronunciation that sounded funny. A bit frustrated – but honestly intrigued and mindful that they weren’t trying to be mean – I asked them to elaborate. Frankly speaking, the clarification they then gave didn’t provide greater understanding – I continued to have minimal understanding.

What possibly caused it to be extra funny was the evaluating movement I had made while speaking. Subsequently I learned that this frequently goes with ““sixseven”: My purpose was it to aid in demonstrating the act of me verbalizing thoughts.

To eliminate it I try to mention it as frequently as I can. No approach diminishes a trend like this more thoroughly than an teacher attempting to join in.

‘Providing attention fuels the fire’

Knowing about it aids so that you can avoid just accidentally making comments like “indeed, there were 6, 7 thousand people without work in Germany in 1933”. When the number combination is inevitable, possessing a rock-solid classroom conduct rules and expectations on student conduct is advantageous, as you can deal with it as you would any additional disruption, but I haven’t actually needed to implement that. Rules are one thing, but if students accept what the learning environment is practicing, they will remain better concentrated by the online trends (especially in class periods).

With sixseven, I haven’t wasted any instructional minutes, aside from an infrequent raised eyebrow and commenting ““indeed, those are numerals, excellent”. If you give oxygen to it, it transforms into a blaze. I address it in the equivalent fashion I would manage any other interruption.

Earlier occurred the nine plus ten equals twenty-one craze a while back, and undoubtedly there will emerge a new phenomenon following this. It’s what kids do. When I was growing up, it was performing television personalities impersonations (truthfully outside the learning space).

Students are unpredictable, and In my opinion it’s the educator’s responsibility to behave in a way that redirects them toward the path that will enable them toward their academic objectives, which, fingers crossed, is graduating with academic achievements instead of a behaviour list extensive for the use of meaningless numerals.

‘Students desire belonging to a community’

The children use it like a connecting expression in the playground: a student calls it and the remaining students reply to show they are the identical community. It’s similar to a verbal exchange or a football chant – an shared vocabulary they use. I don’t think it has any specific significance to them; they merely recognize it’s a trend to say. Whatever the newest phenomenon is, they seek to be included in it.

It’s forbidden in my learning environment, though – it triggers a reminder if they shout it out – similar to any other shouting out is. It’s particularly challenging in maths lessons. But my pupils at primary level are pre-teens, so they’re quite accepting of the regulations, while I understand that at high school it might be a distinct scenario.

I have served as a teacher for fifteen years, and these crazes last for three or four weeks. This trend will diminish soon – they always do, particularly once their younger siblings begin using it and it stops being fashionable. Afterward they shall be on to the subsequent trend.

‘Sometimes joining the laughter is necessary’

I started noticing it in August, while instructing in English at a foreign language school. It was mostly young men uttering it. I educated ages 12 to 18 and it was prevalent with the younger pupils. I didn’t understand what it was at the time, but as a young adult and I realised it was just a meme akin to when I was a student.

Such phenomena are always shifting. ““Toilet meme” was a well-known trend during the period when I was at my teacher preparation program, but it didn’t particularly exist as much in the classroom. Unlike ““67”, ““that particular meme” was not scribbled on the whiteboard in instruction, so students were less prepared to embrace it.

I typically overlook it, or occasionally I will laugh with them if I unintentionally utter it, trying to understand them and appreciate that it is just contemporary trends. I think they simply desire to enjoy that sensation of belonging and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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