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Around the UK, learners have been calling out the words ““six-seven” during instruction in the most recent viral trend to spread through classrooms.

Although some instructors have opted to calmly disregard the trend, some have accepted it. Five teachers describe how they’re coping.

‘I believed I’d made an inappropriate comment’

Earlier in September, I had been speaking with my year 11 tutor group about getting ready for their secondary school examinations in June. I can’t remember precisely what it was in reference to, but I said something like “ … if you’re working to results six, seven …” and the entire group started chuckling. It took me totally off guard.

My immediate assumption was that I might have delivered an reference to something rude, or that they perceived something in my accent that sounded funny. Somewhat exasperated – but honestly intrigued and mindful that they had no intention of being mean – I asked them to elaborate. Frankly speaking, the clarification they then gave failed to create greater understanding – I continued to have no idea.

What possibly rendered it extra funny was the weighing-up movement I had made while speaking. I have since discovered that this frequently goes with “six-seven”: I had intended it to assist in expressing the act of me thinking aloud.

In order to kill it off I attempt to reference it as frequently as I can. Nothing deflates a phenomenon like this more effectively than an teacher trying to join in.

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

Being aware of it aids so that you can avoid just accidentally making statements like “for example, there existed 6, 7 million jobless individuals in Germany in 1933”. In cases where the numerical sequence is inevitable, possessing a rock-solid classroom conduct rules and requirements on learner demeanor is advantageous, as you can sanction it as you would any other disruption, but I rarely been required to take that action. Guidelines are necessary, but if students buy into what the learning environment is doing, they will remain better concentrated by the internet crazes (at least in class periods).

Concerning 67, I haven’t wasted any instructional minutes, except for an infrequent quizzical look and commenting ““indeed, those are numerals, excellent”. If you give focus on it, then it becomes an inferno. I treat it in the equivalent fashion I would manage any additional disruption.

There was the 9 + 10 = 21 trend a while back, and undoubtedly there will emerge a different trend after this. That’s children’s behavior. When I was youth, it was imitating comedy characters impersonations (admittedly away from the school environment).

Students are spontaneous, and I believe it’s the educator’s responsibility to react in a manner that guides them back to the course that will enable them where they need to go, which, with luck, is completing their studies with certificates rather than a conduct report a mile long for the use of random numbers.

‘Students desire belonging to a community’

Students utilize it like a unifying phrase in the playground: a student calls it and the other children answer to demonstrate they belong to the identical community. It’s similar to a interactive chant or a stadium slogan – an shared vocabulary they share. I don’t think it has any particular significance to them; they just know it’s a thing to say. No matter what the latest craze is, they desire to feel part of it.

It’s forbidden in my learning environment, nevertheless – it results in a caution if they shout it out – just like any additional shouting out is. It’s especially difficult in numeracy instruction. But my class at primary level are nine to 10-year-olds, so they’re relatively compliant with the regulations, although I recognize that at secondary [school] it may be a distinct scenario.

I have served as a teacher for 15 years, and such trends last for a month or so. This craze will diminish soon – this consistently happens, especially once their little brothers and sisters start saying it and it ceases to be cool. Then they’ll be engaged with the subsequent trend.

‘You just have to laugh with them’

I began observing it in August, while instructing in English at a foreign language school. It was mainly young men repeating it. I educated teenagers and it was common among the less experienced learners. I didn’t understand its significance at the time, but I’m 24 years old and I realised it was simply an internet trend comparable to when I was a student.

These trends are constantly changing. ““Skibidi” was a popular meme at the time when I was at my training school, but it failed to occur as often in the classroom. Unlike “six-seven”, ““that particular meme” was not inscribed on the board in lessons, so learners were less equipped to pick up on it.

I just ignore it, or sometimes I will chuckle alongside them if I unintentionally utter it, attempting to empathise with them and recognize that it’s simply pop culture. I believe they merely seek to enjoy that sensation of belonging and friendship.

‘Playfully shouting it means I rarely hear it now’

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