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Across the UK, students have been shouting out the expression ““six-seven” during lessons in the latest internet-inspired phenomenon to sweep across classrooms.

Whereas some instructors have chosen to calmly disregard the craze, different educators have incorporated it. A group of educators 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 class about studying for their GCSE exams in June. I can’t remember exactly what it was in relation to, but I said a phrase resembling “ … if you’re targeting results six, seven …” and the complete classroom burst out laughing. It took me entirely unexpectedly.

My immediate assumption was that I had created an allusion to an offensive subject, or that they’d heard something in my accent that appeared amusing. Slightly exasperated – but truly interested and mindful that they weren’t malicious – I persuaded them to clarify. To be honest, the explanation they then gave didn’t make greater understanding – I still had no idea.

What possibly caused it to be particularly humorous was the weighing-up movement I had made while speaking. Subsequently I learned that this often accompanies “six-seven”: I had intended it to assist in expressing the process of me speaking my mind.

In order to eliminate it I attempt to mention it as much as I can. No strategy deflates a phenomenon like this more effectively than an teacher trying to participate.

‘Providing attention fuels the fire’

Understanding it aids so that you can steer clear of just unintentionally stating comments like “indeed, there were 6, 7 thousand unemployed people in Germany in 1933”. In cases where the digit pairing is inevitable, possessing a strong school behaviour policy and requirements on pupil behavior really helps, as you can deal with it as you would any other interruption, but I haven’t actually been required to take that action. Policies are one thing, but if learners embrace what the learning environment is implementing, they will remain more focused by the viral phenomena (at least in lesson time).

Regarding six-seven, I haven’t wasted any instructional minutes, other than for an periodic raised eyebrow and stating ““indeed, those are numerals, excellent”. If you give oxygen to it, then it becomes a blaze. I handle it in the equivalent fashion I would manage any different interruption.

Previously existed 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. Back when I was growing up, it was doing television personalities impersonations (admittedly out of the school environment).

Students are unpredictable, and I believe it’s an adult’s job to react in a manner that steers them toward the course that will help them toward their academic objectives, which, with luck, is coming out with qualifications rather than a behaviour list extensive for the utilization of random numbers.

‘Children seek inclusion in social circles’

The children employ it like a unifying phrase in the schoolyard: a pupil shouts it and the remaining students reply to indicate they’re part of the equivalent circle. It resembles a call-and-response or a sports cheer – an agreed language they possess. I believe it has any distinct significance to them; they simply understand it’s a trend to say. Regardless of what the newest phenomenon is, they seek to experience belonging to it.

It’s forbidden in my classroom, nevertheless – it triggers a reminder if they call it out – just like any different verbal interruption is. It’s particularly difficult in mathematics classes. But my class at primary level are nine to 10-year-olds, so they’re relatively accepting of the rules, while I appreciate that at high school it may be a different matter.

I have worked as a instructor for 15 years, and these phenomena continue for a few weeks. This phenomenon will diminish shortly – they always do, notably once their junior family members commence repeating it and it stops being fashionable. Subsequently they will be on to the subsequent trend.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while instructing in English at a language institute. It was mainly boys uttering it. I instructed ages 12 to 18 and it was prevalent among the younger pupils. I was unaware its significance at the time, but being twenty-four and I realised it was simply an internet trend similar to when I was at school.

The crazes are continuously evolving. “Skibidi toilet” was a popular meme at the time when I was at my training school, but it failed to occur as often in the classroom. In contrast to “six-seven”, ““the skibidi trend” was never written on the chalkboard in class, so learners were less equipped to pick up on it.

I typically overlook it, or periodically I will chuckle alongside them if I inadvertently mention it, striving to empathise with them and appreciate that it’s simply youth culture. I think they just want to enjoy that sensation of belonging and camaraderie.

‘Lighthearted usage has diminished its occurrence’

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