‘It’s impossible not to smile’: several UK instructors on handling ‘six-seven’ in the educational setting

Throughout the UK, learners have been shouting out the words “sixseven” during lessons in the latest meme-based trend to sweep across schools.

Whereas some educators have chosen to patiently overlook the phenomenon, different educators have embraced it. Five teachers explain how they’re managing.

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

Back in September, I had been speaking with my eleventh grade students about studying for their GCSE exams in June. I don’t recall specifically what it was in reference to, but I said something like “ … if you’re targeting grades six, seven …” and the complete classroom started chuckling. It took me totally off guard.

My first thought was that I might have delivered an reference to an inappropriate topic, or that they perceived an element of my accent that appeared amusing. Somewhat frustrated – but genuinely curious and aware that they had no intention of being malicious – I asked them to explain. To be honest, the clarification they offered failed to create much difference – I remained with no idea.

What could have caused it to be extra funny was the considering gesture I had executed while speaking. I later discovered that this often accompanies ““67”: I had intended it to assist in expressing the process of me verbalizing thoughts.

With the aim of eliminate it I aim to bring it up as much as I can. No approach reduces a craze like this more effectively than an teacher trying to get involved.

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

Being aware of it assists so that you can prevent just accidentally making remarks like “for example, there existed 6, 7 hundred jobless individuals in Germany in 1933”. If the digit pairing is unavoidable, having a rock-solid classroom conduct rules and requirements on student conduct is advantageous, as you can address it as you would any different interruption, but I’ve not really had to do that. Rules are necessary, but if students accept what the learning environment is practicing, they’ll be more focused by the internet crazes (especially in instructional hours).

With sixseven, I haven’t wasted any instructional minutes, other than for an infrequent quizzical look and stating “yes, that’s a number, well done”. If you give attention to it, it transforms into a blaze. I address it in the identical manner I would manage any other disruption.

Earlier occurred the 9 + 10 = 21 trend a previous period, and certainly there will appear a new phenomenon after this. That’s children’s behavior. During my own childhood, it was doing television personalities impersonations (honestly away from the learning space).

Children are unpredictable, and I believe it falls to the teacher to react in a manner that steers them toward the course that will enable them toward their academic objectives, which, fingers crossed, is completing their studies with academic achievements instead of a behaviour list lengthy 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 other children answer to indicate they’re part of the same group. It’s similar to a call-and-response or a stadium slogan – an common expression they possess. I don’t think it has any specific importance to them; they simply understand it’s a phenomenon to say. Regardless of what the newest phenomenon is, they want to feel part of it.

It’s prohibited in my teaching space, however – it triggers a reminder if they exclaim it – just like any additional shouting out is. It’s notably challenging in maths lessons. But my class at primary level are children aged nine to ten, so they’re quite accepting of the guidelines, while I understand that at high school it could be a different matter.

I have served as a teacher for a decade and a half, and these crazes persist for a few weeks. This craze will fade away in the near future – it invariably occurs, notably once their little brothers and sisters commence repeating it and it stops being cool. Afterward they shall be on to the following phenomenon.

‘Occasionally sharing the humor is essential’

I first detected it in August, while educating in English language at a international school. It was primarily boys repeating it. I instructed teenagers and it was prevalent within the younger pupils. I didn’t understand its meaning at the time, but as a young adult and I recognized it was simply an internet trend similar to when I attended classes.

These trends are constantly changing. ““Skibidi” was a well-known trend at the time when I was at my educational institute, but it failed to exist as much in the educational setting. Differing from ““67”, ““the skibidi trend” was not scribbled on the board in instruction, so learners were less prepared to pick up on it.

I typically overlook it, or occasionally I will chuckle alongside them if I unintentionally utter it, attempting to understand them and recognize that it’s merely youth culture. In my opinion they simply desire to enjoy that sensation of togetherness and companionship.

‘Humorous repetition has reduced its frequency’

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