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Across the UK, school pupils have been exclaiming the expression ““six-seven” during instruction in the most recent internet-inspired phenomenon to sweep across educational institutions.

While some teachers have chosen to stoically ignore the phenomenon, different educators have accepted it. Five instructors explain how they’re managing.

‘I thought I had said something rude’

Earlier in September, I had been addressing my eleventh grade class about preparing for their qualification tests in June. It escapes me specifically what it was in connection with, but I said words similar to “ … if you’re working to marks six, seven …” and the complete classroom started chuckling. It surprised me totally off guard.

My immediate assumption was that I might have delivered an hint at an offensive subject, or that they perceived an element of my pronunciation that appeared amusing. A bit exasperated – but truly interested and mindful that they weren’t mean – I got them to elaborate. Honestly, the explanation they then gave didn’t provide greater understanding – I still had no idea.

What could have made it extra funny was the evaluating gesture I had executed while speaking. I later found out that this frequently goes with “six-seven”: My purpose was it to assist in expressing the action of me thinking aloud.

To kill it off I attempt to bring it up as often as I can. No strategy deflates a trend like this more effectively than an teacher attempting to join in.

‘Providing attention fuels the fire’

Knowing about it assists so that you can prevent just accidentally making comments like “for example, there existed 6, 7 million jobless individuals in Germany in 1933”. When the number combination is inevitable, having a firm school behaviour policy and standards on pupil behavior proves beneficial, as you can sanction it as you would any other disturbance, but I haven’t actually been required to take that action. Policies are necessary, but if learners embrace what the learning environment is practicing, they will become more focused by the viral phenomena (at least in lesson time).

With 67, I haven’t wasted any lesson time, except for an infrequent eyebrow raise and saying “yes, that’s a number, well done”. When you provide attention to it, it evolves into a wildfire. I address it in the same way I would manage any different disturbance.

Previously existed the mathematical meme phenomenon a while back, and certainly there will appear a different trend subsequently. That’s children’s behavior. During my own childhood, it was doing Kevin and Perry mimicry (honestly outside the school environment).

Children are unpredictable, and In my opinion it falls to the teacher to behave in a way that guides them toward the direction that will enable them where they need to go, which, with luck, is coming out with qualifications rather than a conduct report a mile long for the use of random numbers.

‘They want to feel a part of a group’

The children utilize it like a unifying phrase in the schoolyard: a pupil shouts it and the remaining students reply to show they are the equivalent circle. It’s like a interactive chant or a stadium slogan – an agreed language they possess. I believe it has any specific significance to them; they merely recognize it’s a thing to say. Regardless of what the latest craze is, they desire to be included in it.

It’s banned in my classroom, though – it triggers a reminder if they shout it out – identical to any other verbal interruption is. It’s notably challenging in maths lessons. But my class at fifth grade are children aged nine to ten, so they’re quite compliant with the regulations, although I recognize that at high school it could be a different matter.

I have served as a educator for fifteen years, and these crazes persist for a month or so. This phenomenon will die out shortly – they always do, particularly once their little brothers and sisters commence repeating it and it ceases to be fashionable. Afterward they shall be focused on the next thing.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while educating in English language at a foreign language school. It was mainly male students repeating it. I taught teenagers and it was widespread among the younger pupils. I was unaware its meaning at the time, but as a young adult and I understood it was simply an internet trend comparable to when I attended classes.

These trends are always shifting. “Skibidi toilet” was a familiar phenomenon back when I was at my educational institute, but it failed to exist as much in the learning environment. In contrast to ““sixseven”, “skibidi toilet” was not inscribed on the whiteboard in instruction, so learners were less prepared to adopt it.

I typically overlook it, or occasionally I will smile with the students if I inadvertently mention it, attempting to relate to them and recognize that it is just pop culture. In my opinion they simply desire to feel that sense of belonging and companionship.

‘Humorous repetition has reduced its frequency’

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