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Across the UK, school pupils have been calling out the words ““six-seven” during classes in the most recent internet-inspired phenomenon to sweep across educational institutions.

Whereas some educators have opted to stoically ignore the phenomenon, others have embraced it. Several instructors describe how they’re managing.

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

Earlier in September, I had been talking to my year 11 tutor group about studying for their secondary school examinations in June. I can’t remember specifically what it was in connection with, but I said a phrase resembling “ … if you’re targeting marks six, seven …” and the complete classroom erupted in laughter. It caught me completely by surprise.

My immediate assumption was that I had created an allusion to something rude, or that they perceived something in my accent that sounded funny. A bit exasperated – but truly interested and mindful that they weren’t trying to be hurtful – I got them to elaborate. To be honest, the clarification they provided failed to create significant clarification – I remained with no idea.

What could have rendered it extra funny was the evaluating movement I had made while speaking. I have since learned that this typically pairs with ““67”: I meant it to help convey the act of me verbalizing thoughts.

To kill it off I aim to mention it as often as I can. No strategy diminishes a phenomenon like this more effectively than an teacher trying to get involved.

‘Feeding the trend creates a blaze’

Understanding it assists so that you can avoid just unintentionally stating comments like “well, there were 6, 7 hundred jobless individuals in Germany in 1933”. If the number combination is unpreventable, maintaining a firm school behaviour policy and requirements on pupil behavior is advantageous, as you can sanction it as you would any additional disruption, but I rarely needed to implement that. Policies are necessary, but if learners accept what the school is implementing, they’ll be less distracted by the online trends (especially in class periods).

Regarding sixseven, I haven’t lost any teaching periods, other than for an periodic eyebrow raise and commenting “yes, that’s a number, well done”. Should you offer focus on it, it evolves into a blaze. I treat it in the same way I would treat any other disturbance.

There was the 9 + 10 = 21 craze a previous period, and there will no doubt be a different trend following this. This is typical youth activity. During my own childhood, it was imitating comedy characters impersonations (admittedly away from the school environment).

Students are unpredictable, and I think it’s an adult’s job to respond in a manner that redirects them in the direction of the path that will get them to their educational goals, which, fingers crossed, is graduating with academic achievements as opposed to a behaviour list a mile long for the use of random numbers.

‘They want to feel a part of a group’

Young learners use it like a unifying phrase in the schoolyard: one says it and the remaining students reply to indicate they’re part of the equivalent circle. It’s like a interactive chant or a stadium slogan – an common expression they use. I don’t think it has any distinct meaning to them; they merely recognize it’s a trend to say. No matter what the latest craze is, they desire to feel part of it.

It’s prohibited in my classroom, nevertheless – it triggers a reminder if they call it out – just like any different verbal interruption is. It’s especially tricky in numeracy instruction. But my students at fifth grade are children aged nine to ten, so they’re relatively adherent to the guidelines, whereas I appreciate that at high school it could be a distinct scenario.

I have worked as a instructor for fifteen years, and these crazes persist for three or four weeks. This phenomenon will die out in the near future – this consistently happens, notably once their little brothers and sisters commence repeating it and it’s no longer cool. Afterward they shall be engaged with the following phenomenon.

‘Sometimes joining the laughter is necessary’

I started noticing it in August, while instructing in English at a international school. It was mostly young men repeating it. I instructed teenagers and it was widespread among the junior students. I was unaware what it was at the time, but I’m 24 years old and I understood it was simply an internet trend akin to when I was a student.

These trends are always shifting. ““Skibidi” was a well-known trend during the period when I was at my teacher preparation program, but it didn’t particularly exist as much in the learning environment. Differing from “six-seven”, “skibidi toilet” was not inscribed on the chalkboard in class, so learners were less prepared to pick up on it.

I simply disregard it, or periodically I will chuckle alongside them if I accidentally say it, striving to understand them and appreciate that it’s merely youth culture. I think they merely seek to enjoy that sensation of belonging and camaraderie.

‘Humorous repetition has reduced its frequency’

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