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Throughout the UK, learners have been exclaiming the words “sixseven” during classes in the most recent viral phenomenon to sweep across educational institutions.

Whereas some educators have opted to stoically ignore the phenomenon, different educators have accepted it. A group of instructors explain how they’re dealing.

‘I thought I had said something rude’

During September, I had been addressing my eleventh grade tutor group about studying for their secondary school examinations in June. I don’t recall specifically what it was in connection with, but I said a phrase resembling “ … if you’re targeting grades six, seven …” and the entire group started chuckling. It took me completely by surprise.

My immediate assumption was that I had created an allusion to something rude, or that they detected a quality in my pronunciation that seemed humorous. Slightly exasperated – but genuinely curious and mindful that they had no intention of being hurtful – I persuaded them to elaborate. Honestly, the description they provided didn’t make significant clarification – I still had minimal understanding.

What might have made it particularly humorous was the considering gesture I had made while speaking. I have since found out that this frequently goes with ““sixseven”: I meant it to assist in expressing the action of me speaking my mind.

With the aim of end the trend I try to reference it as much as I can. Nothing deflates a trend like this more effectively than an grown-up striving to join in.

‘Feeding the trend creates a blaze’

Being aware of it helps so that you can steer clear of just blundering into comments like “well, there were 6, 7 thousand people without work in Germany in 1933”. In cases where the digit pairing is unpreventable, possessing a strong student discipline system and requirements on learner demeanor really helps, as you can address it as you would any different disruption, but I rarely been required to take that action. Rules are one thing, but if students accept what the learning environment is practicing, they’ll be more focused by the online trends (particularly in instructional hours).

With six-seven, I haven’t sacrificed any lesson time, other than for an occasional quizzical look and commenting “yes, that’s a number, well done”. If you give oxygen to it, then it becomes a blaze. I handle it in the same way I would manage any additional disturbance.

There was the 9 + 10 = 21 craze a previous period, and certainly there will appear another craze subsequently. This is typical youth activity. Back when I was childhood, it was doing Kevin and Perry impressions (admittedly out of the learning space).

Children are unforeseeable, and In my opinion it’s an adult’s job to behave in a manner that guides them in the direction of the path that will enable them to their educational goals, which, fingers crossed, is coming out with certificates rather than a behaviour list a mile long for the employment of arbitrary digits.

‘Children seek inclusion in social circles’

The children utilize it like a bonding chant in the schoolyard: one says it and the other children answer to indicate they’re part of the equivalent circle. It resembles a call-and-response or a football chant – an common expression they use. I don’t think it has any distinct significance to them; they merely recognize it’s a thing to say. Regardless of what the latest craze is, they want to be included in it.

It’s prohibited in my classroom, however – it triggers a reminder if they call it out – similar to any additional calling out is. It’s especially difficult in numeracy instruction. But my class at year 5 are children aged nine to ten, so they’re quite adherent to the regulations, while I recognize that at high school it may be a different matter.

I’ve been a educator for 15 years, and these phenomena persist for three or four weeks. This phenomenon will diminish soon – they always do, notably once their junior family members commence repeating it and it’s no longer trendy. Afterward they shall be engaged with the next thing.

‘You just have to laugh with them’

I began observing it in August, while teaching English at a foreign language school. It was mainly boys uttering it. I taught students from twelve to eighteen and it was common within the less experienced learners. I was unaware its meaning at the time, but being twenty-four and I recognized it was just a meme akin to when I was a student.

Such phenomena are always shifting. ““Toilet meme” was a familiar phenomenon at the time when I was at my training school, but it didn’t particularly occur as often in the educational setting. In contrast to “six-seven”, ““the skibidi trend” was not scribbled on the whiteboard in class, so students were less equipped to pick up on it.

I just ignore it, or periodically I will chuckle alongside them if I accidentally say it, trying to relate to them and appreciate that it is just youth culture. I believe they merely seek to enjoy that sensation of belonging and friendship.

‘Humorous repetition has reduced its frequency’

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