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Throughout the UK, students have been calling out the expression ““six-seven” during instruction in the most recent viral craze to spread through educational institutions.

While some educators have chosen to stoically ignore the trend, different educators have incorporated it. Five educators share how they’re managing.

‘I thought I had said something rude’

Back in September, I had been speaking with my eleventh grade class about studying for their qualification tests in June. I don’t recall specifically what it was in relation to, but I said something like “ … if you’re aiming for marks six, seven …” and the entire group burst out laughing. It surprised me completely by surprise.

My initial reaction was that I’d made an allusion to something rude, or that they detected an element of my speech pattern that sounded funny. Somewhat exasperated – but truly interested and mindful that they weren’t trying to be hurtful – I got them to explain. Frankly speaking, the explanation they offered didn’t make significant clarification – I still had little comprehension.

What could have made it particularly humorous was the weighing-up gesture I had executed while speaking. Subsequently I found out that this often accompanies “six-seven”: My purpose was it to help convey the action of me speaking my mind.

In order to kill it off I try to mention it as often as I can. No strategy deflates a craze like this more thoroughly than an adult striving to get involved.

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

Understanding it helps so that you can prevent just unintentionally stating remarks like “well, there were 6, 7 hundred jobless individuals in Germany in 1933”. In cases where the digit pairing is unpreventable, having a rock-solid student discipline system and requirements on student conduct really helps, as you can sanction it as you would any different disturbance, but I’ve not really been required to take that action. Rules are important, but if students accept what the educational institution is doing, they will remain better concentrated by the internet crazes (especially in lesson time).

Regarding 67, I haven’t sacrificed any teaching periods, other than for an occasional eyebrow raise and commenting ““indeed, those are numerals, excellent”. When you provide focus on it, it evolves into a wildfire. I treat it in the identical manner I would handle any additional disruption.

There was the 9 + 10 = 21 trend a previous period, and undoubtedly there will emerge a different trend subsequently. It’s what kids do. When I was youth, it was imitating comedy characters impressions (truthfully outside the learning space).

Children are unpredictable, and In my opinion it falls to the teacher to react in a approach that steers them toward the course that will enable them where they need to go, which, with luck, is graduating with certificates rather than a disciplinary record lengthy for the employment of meaningless numerals.

‘Children seek inclusion in social circles’

The children employ it like a connecting expression in the recreation area: one says it and the others respond to indicate they’re part of the equivalent circle. It’s similar to a call-and-response or a stadium slogan – an agreed language they share. In my view it has any distinct significance to them; they simply understand it’s a phenomenon to say. Whatever the latest craze is, they want to experience belonging to it.

It’s prohibited in my classroom, nevertheless – it triggers a reminder if they shout it out – identical to any additional verbal interruption is. It’s notably difficult in maths lessons. But my class at year 5 are nine to 10-year-olds, so they’re quite accepting of the regulations, whereas I appreciate that at secondary [school] it might be a separate situation.

I’ve been a educator for fifteen years, and such trends last for a few weeks. This craze will diminish shortly – they always do, notably once their younger siblings commence repeating it and it’s no longer cool. Subsequently they will be on to the following phenomenon.

‘You just have to laugh with them’

I first detected it in August, while instructing in English at a international school. It was mostly young men saying it. I instructed ages 12 to 18 and it was widespread 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.

Such phenomena are continuously evolving. ““Skibidi” was a familiar phenomenon at the time when I was at my educational institute, but it didn’t particularly exist as much in the learning environment. Unlike “six-seven”, “skibidi toilet” was not inscribed on the chalkboard in lessons, so pupils were less prepared to embrace it.

I simply disregard it, or occasionally I will chuckle alongside them if I inadvertently mention it, trying to empathise with them and recognize that it’s merely pop culture. I think they just want to feel that sense of togetherness and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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