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Across the UK, students have been calling out the expression ““six-seven” during lessons in the most recent meme-based phenomenon to sweep across educational institutions.

While some educators have opted to calmly disregard the phenomenon, others have accepted it. A group of teachers describe how they’re coping.

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

During September, I had been speaking with my eleventh grade students about preparing for their secondary school examinations in June. I can’t remember exactly what it was in reference to, but I said a phrase resembling “ … if you’re working to marks six, seven …” and the complete classroom started chuckling. It caught me completely by surprise.

My immediate assumption was that I’d made an reference to an offensive subject, or that they detected a quality in my accent that sounded funny. A bit exasperated – but genuinely curious and aware that they had no intention of being mean – I asked them to elaborate. Frankly speaking, the description they offered failed to create much difference – I continued to have little comprehension.

What could have caused it to be especially amusing was the considering movement I had executed while speaking. I have since learned that this frequently goes with ““67”: I had intended it to help convey the act of me thinking aloud.

To kill it off I attempt to bring it up as much as I can. No approach diminishes a craze like this more effectively than an grown-up attempting to participate.

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

Knowing about it aids so that you can steer clear of just unintentionally stating remarks like “well, there were 6, 7 hundred unemployed people in Germany in 1933”. When the number combination is inevitable, possessing a rock-solid student discipline system and standards on learner demeanor is advantageous, as you can sanction it as you would any different disturbance, but I haven’t actually been required to take that action. Guidelines are one thing, but if students accept what the learning environment is practicing, they will become more focused by the online trends (particularly in instructional hours).

Concerning 67, I haven’t sacrificed any teaching periods, except for an infrequent eyebrow raise and stating ““indeed, those are numerals, excellent”. Should you offer focus on it, it transforms into an inferno. I address it in the same way I would manage any additional disruption.

Previously existed the nine plus ten equals twenty-one trend a few years ago, and there will no doubt be a different trend after this. This is typical youth activity. Back when I was growing up, it was imitating television personalities impersonations (admittedly away from the classroom).

Children are spontaneous, and In my opinion it’s the educator’s responsibility to behave in a way that guides them in the direction of the path that will enable them to their educational goals, which, fingers crossed, is graduating with academic achievements rather than a behaviour list extensive for the use of meaningless numerals.

‘They want to feel a part of a group’

Young learners employ it like a unifying phrase in the recreation area: a pupil shouts it and the other children answer to show they are the same group. It’s similar to a interactive chant or a football chant – an agreed language they share. In my view it has any particular importance to them; they merely recognize it’s a trend to say. Whatever the latest craze is, they want to be included in it.

It’s forbidden in my teaching space, though – it triggers a reminder if they shout it out – just like any additional shouting out is. It’s especially tricky in maths lessons. But my pupils at primary level are pre-teens, so they’re fairly adherent to the guidelines, although I understand that at secondary [school] it may be a different matter.

I have served as a instructor for 15 years, and these phenomena continue for three or four weeks. This trend will diminish in the near future – they always do, notably once their younger siblings commence repeating it and it’s no longer cool. Then they’ll be on to the following phenomenon.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while instructing in English at a language institute. It was mostly young men saying it. I taught students from twelve to eighteen and it was prevalent with the younger pupils. I was unaware its meaning at the time, but I’m 24 years old and I understood it was simply an internet trend similar to when I was at school.

Such phenomena are always shifting. ““Toilet meme” was a well-known trend back when I was at my training school, but it didn’t really appear as frequently in the classroom. In contrast to “six-seven”, ““that particular meme” was not scribbled on the chalkboard in instruction, so students were less equipped to adopt it.

I typically overlook it, or periodically I will laugh with them if I accidentally say it, attempting to empathise with them and appreciate that it’s merely contemporary trends. I think they just want to feel that sense of community and companionship.

‘Humorous repetition has reduced its frequency’

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