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Around the UK, school pupils have been calling out the words “sixseven” during lessons in the latest viral phenomenon to sweep across educational institutions.

Although some educators have decided to calmly disregard the craze, different educators have accepted it. A group of instructors explain how they’re coping.

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

Back in September, I had been speaking with my secondary school class about studying for their secondary school examinations in June. I don’t recall exactly what it was in relation to, but I said a phrase resembling “ … if you’re targeting marks six, seven …” and the complete classroom erupted in laughter. It took me entirely unexpectedly.

My initial reaction was that I had created an allusion to something rude, or that they perceived something in my accent that appeared amusing. Slightly frustrated – but honestly intrigued and mindful that they weren’t trying to be malicious – I asked them to elaborate. Honestly, the description they provided didn’t provide greater understanding – I remained with little comprehension.

What might have caused it to be extra funny was the weighing-up movement I had executed while speaking. I later discovered that this often accompanies “six-seven”: I meant it to help convey the act of me thinking aloud.

With the aim of kill it off I try to mention it as often as I can. No strategy deflates a trend like this more emphatically than an grown-up trying to participate.

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

Being aware of it assists so that you can prevent just unintentionally stating remarks like “for example, there existed 6, 7 million unemployed people in Germany in 1933”. When the digit pairing is unavoidable, possessing a firm classroom conduct rules and expectations on student conduct proves beneficial, as you can deal with it as you would any other disturbance, but I’ve not really been required to take that action. Rules are necessary, but if pupils embrace what the educational institution is doing, they will become better concentrated by the viral phenomena (particularly in class periods).

With sixseven, I haven’t wasted any lesson time, except for an occasional quizzical look and stating ““correct, those are digits, good job”. If you give attention to it, it evolves into an inferno. I handle it in the equivalent fashion I would handle any other disturbance.

Earlier occurred the 9 + 10 = 21 trend a few years ago, and there will no doubt be a new phenomenon following this. It’s what kids do. When I was growing up, it was imitating television personalities impersonations (truthfully away from the learning space).

Students are spontaneous, and I think it’s the educator’s responsibility to react in a way that steers them toward the direction that will get them toward their academic objectives, which, hopefully, is completing their studies with qualifications as opposed to a behaviour list a mile long for the utilization of random numbers.

‘Children seek inclusion in social circles’

Young learners utilize it like a bonding chant in the recreation area: a pupil shouts it and the other children answer to indicate they’re part of the same group. It resembles a interactive chant or a football chant – an common expression they share. I believe it has any distinct significance to them; they merely recognize it’s a thing to say. Whatever the newest phenomenon is, they desire to experience belonging to it.

It’s forbidden in my teaching space, however – it triggers a reminder if they exclaim it – identical to any other calling out is. It’s notably challenging in maths lessons. But my pupils at primary level are nine to 10-year-olds, so they’re relatively compliant with the regulations, although I understand that at high school it could be a distinct scenario.

I have worked as a educator for fifteen years, and these crazes last for three or four weeks. This trend will diminish shortly – they always do, particularly once their little brothers and sisters commence repeating it and it ceases to be cool. Subsequently they will be focused on the following phenomenon.

‘You just have to laugh with them’

I started noticing it in August, while instructing in English at a language institute. It was mainly boys repeating it. I educated ages 12 to 18 and it was common within the junior students. I didn’t understand its significance at the time, but as a young adult and I realised it was simply an internet trend akin to when I was a student.

Such phenomena are continuously evolving. “Skibidi toilet” was a well-known trend at the time when I was at my training school, but it failed to exist as much in the learning environment. Unlike ““sixseven”, ““the skibidi trend” was never written on the board in instruction, so pupils were less able to adopt it.

I simply disregard it, or periodically I will laugh with them if I accidentally say it, trying to empathise with them and appreciate that it is just contemporary trends. I believe they just want to enjoy that sensation of belonging and companionship.

‘Playfully shouting it means I rarely hear it now’

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