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Throughout the UK, learners have been calling out the expression ““six-seven” during classes in the most recent viral trend to take over classrooms.

While some teachers have chosen to stoically ignore the phenomenon, others have incorporated it. Several educators describe how they’re coping.

‘My initial assumption was that I’d uttered something offensive’

Earlier in September, I had been addressing my year 11 class about preparing for their qualification tests in June. I don’t recall precisely what it was in connection with, but I said words similar to “ … if you’re targeting grades six, seven …” and the entire group burst out laughing. It took me totally off guard.

My immediate assumption was that I had created an allusion to an offensive subject, or that they perceived an element of my pronunciation that seemed humorous. Slightly exasperated – but genuinely curious and mindful that they weren’t trying to be malicious – I got them to clarify. Frankly speaking, the description they offered didn’t provide much difference – I remained with little comprehension.

What possibly caused it to be particularly humorous was the considering gesture I had performed during speaking. I later discovered that this frequently goes with ““67”: I had intended it to help convey the process of me verbalizing thoughts.

To eliminate it I aim to mention it as frequently as I can. Nothing deflates a craze like this more emphatically than an adult attempting to get involved.

‘Providing attention fuels the fire’

Being aware of it helps so that you can steer clear of just blundering into statements like “well, there were 6, 7 thousand unemployed people in Germany in 1933”. When the number combination is inevitable, having a strong student discipline system and standards on student conduct really helps, as you can sanction it as you would any other disturbance, but I’ve not really had to do that. Guidelines are important, but if learners buy into what the educational institution is doing, they will become better concentrated by the internet crazes (at least in lesson time).

With 67, I haven’t lost any instructional minutes, other than for an occasional eyebrow raise and stating “yes, that’s a number, well done”. Should you offer focus on it, it evolves into an inferno. I treat it in the same way I would manage any other interruption.

Previously existed the mathematical meme craze a few years ago, and undoubtedly there will emerge another craze after this. That’s children’s behavior. During my own growing up, it was doing television personalities impressions (truthfully away from the classroom).

Children are spontaneous, and I believe it’s an adult’s job to respond in a approach that redirects them toward the course that will enable them toward their academic objectives, which, hopefully, is completing their studies with qualifications rather than a disciplinary record a mile long for the use of meaningless numerals.

‘Students desire belonging to a community’

Students employ it like a connecting expression in the playground: one says it and the remaining students reply to indicate they’re part of the same group. It resembles a verbal exchange or a football chant – an common expression they use. I don’t think it has any distinct significance to them; they simply understand it’s a thing to say. Regardless of what the current trend is, they want to be included in it.

It’s forbidden in my classroom, nevertheless – it’s a warning if they shout it out – just like any additional verbal interruption is. It’s notably challenging in mathematics classes. But my students at fifth grade are nine to 10-year-olds, so they’re quite compliant with the guidelines, although I understand that at secondary [school] it might be a distinct scenario.

I’ve been a instructor for a decade and a half, and such trends last for three or four weeks. This craze will die out shortly – they always do, particularly once their junior family members start saying it and it stops being fashionable. Afterward they shall be engaged with the subsequent trend.

‘Occasionally sharing the humor is essential’

I began observing it in August, while teaching English at a foreign language school. It was mainly boys repeating it. I educated students from twelve to eighteen and it was widespread within the junior students. I was unaware what it was at the time, but I’m 24 years old and I realised it was merely a viral phenomenon comparable to when I was a student.

Such phenomena are always shifting. ““Skibidi” was a familiar phenomenon back when I was at my educational institute, but it failed to appear as frequently in the learning environment. Differing from ““sixseven”, ““that particular meme” was not inscribed on the whiteboard in lessons, so learners were less prepared to pick up on it.

I just ignore it, or occasionally I will smile with the students if I inadvertently mention it, trying to relate to them and recognize that it’s simply contemporary trends. In my opinion they simply desire to experience that feeling of togetherness and friendship.

‘Playfully shouting it means I rarely hear it now’

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