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Throughout the UK, learners have been calling out the expression “sixseven” during instruction in the latest viral phenomenon to take over classrooms.

While some instructors have decided to calmly disregard the craze, others have accepted it. Several teachers describe how they’re coping.

‘I believed I’d made an inappropriate comment’

Earlier in September, I had been talking to my secondary school tutor group about studying for their GCSE exams in June. I don’t recall exactly what it was in connection with, but I said words similar to “ … if you’re targeting marks six, seven …” and the whole class started chuckling. It caught me completely by surprise.

My immediate assumption was that I’d made an hint at something rude, or that they detected something in my speech pattern that seemed humorous. Somewhat frustrated – but honestly intrigued and aware that they had no intention of being mean – I asked them to clarify. Frankly speaking, the clarification they then gave didn’t make much difference – I still had no idea.

What could have caused it to be especially amusing was the evaluating motion I had executed while speaking. I later discovered that this frequently goes with ““sixseven”: I had intended it to assist in expressing the act of me thinking aloud.

With the aim of eliminate it I attempt to reference it as often as I can. No approach reduces a craze like this more thoroughly than an teacher striving to get involved.

‘Feeding the trend creates a blaze’

Being aware of it assists so that you can steer clear of just accidentally making remarks like “for example, there existed 6, 7 thousand unemployed people in Germany in 1933”. When the digit pairing is unavoidable, possessing a firm classroom conduct rules and expectations on pupil behavior is advantageous, as you can deal with it as you would any different disturbance, but I’ve not really had to do that. Rules are important, but if learners buy into what the learning environment is doing, they’ll be more focused by the viral phenomena (especially in class periods).

With six-seven, I haven’t sacrificed any instructional minutes, aside from an occasional quizzical look and saying “yes, that’s a number, well done”. When you provide focus on it, then it becomes a blaze. I address it in the same way I would treat any other disruption.

There was the 9 + 10 = 21 phenomenon a few years ago, and undoubtedly there will emerge a different trend after this. It’s what kids do. Back when I was growing up, it was performing television personalities impersonations (honestly away from the classroom).

Students are spontaneous, and I think it’s the educator’s responsibility to respond in a approach that redirects them back to the course that will get them toward their academic objectives, which, fingers crossed, is completing their studies with qualifications instead of a behaviour list a mile long for the utilization of arbitrary digits.

‘They want to feel a part of a group’

The children utilize it like a unifying phrase in the playground: one says it and the remaining students reply to show they are the same group. It resembles a verbal exchange or a stadium slogan – an shared vocabulary they use. I believe it has any distinct significance to them; they simply understand it’s a phenomenon to say. Whatever the latest craze is, they want to feel part of it.

It’s banned in my classroom, however – it’s a warning if they shout it out – just like any different verbal interruption is. It’s particularly difficult in numeracy instruction. But my students at primary level are nine to 10-year-olds, so they’re quite accepting of the guidelines, although I recognize that at teen education it could be a different matter.

I’ve been a instructor for 15 years, and these crazes continue for three or four weeks. This trend will diminish shortly – they always do, especially once their little brothers and sisters begin using it and it ceases to be fashionable. Then they’ll be on to the next thing.

‘You just have to laugh with them’

I first detected it in August, while educating in English language at a foreign language school. It was mainly male students saying it. I taught students from twelve to eighteen and it was widespread within the less experienced learners. I had no idea its significance at the time, but as a young adult and I recognized it was merely a viral phenomenon similar to when I was at school.

The crazes are constantly changing. ““Toilet meme” was a well-known trend back when I was at my teacher preparation program, but it failed to appear as frequently in the classroom. In contrast to ““sixseven”, “skibidi toilet” was not inscribed on the board in class, so learners were less able to embrace it.

I just ignore it, or occasionally I will smile with the students if I accidentally say it, trying to understand them and appreciate that it’s simply contemporary trends. I think they simply desire to experience that feeling of belonging and friendship.

‘Lighthearted usage has diminished its occurrence’

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