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Throughout the UK, school pupils have been shouting out the phrase ““six-seven” during instruction in the most recent internet-inspired trend to spread through educational institutions.

While some educators have chosen to stoically ignore the phenomenon, some have embraced it. A group of teachers share how they’re managing.

‘I thought I had said something rude’

During September, I had been talking to my year 11 tutor group about studying for their qualification tests in June. I can’t remember specifically what it was in reference to, but I said words similar to “ … if you’re targeting grades six, seven …” and the entire group started chuckling. It caught me totally off guard.

My first thought was that I might have delivered an reference to an inappropriate topic, or that they’d heard a quality in my accent that sounded funny. A bit annoyed – but genuinely curious and conscious that they weren’t malicious – I asked them to clarify. Frankly speaking, the explanation they provided didn’t make greater understanding – I continued to have little comprehension.

What could have rendered it particularly humorous was the weighing-up movement I had made while speaking. I later learned that this typically pairs with “six-seven”: I meant it to aid in demonstrating the action of me verbalizing thoughts.

With the aim of end the trend I attempt to reference it as much as I can. No approach reduces a phenomenon like this more emphatically than an teacher striving to participate.

‘Feeding the trend creates a blaze’

Understanding it assists so that you can prevent just blundering into statements like “for example, there existed 6, 7 million jobless individuals in Germany in 1933”. In cases where the number combination is unavoidable, having a rock-solid school behaviour policy and expectations on student conduct is advantageous, as you can deal with it as you would any additional disturbance, but I rarely needed to implement that. Policies are important, but if pupils accept what the learning environment is practicing, they’ll be less distracted by the viral phenomena (particularly in class periods).

With 67, I haven’t sacrificed any teaching periods, except for an occasional quizzical look and saying ““correct, those are digits, good job”. If you give attention to it, then it becomes an inferno. I handle it in the same way I would handle any other disturbance.

Earlier occurred the mathematical meme phenomenon a previous period, and there will no doubt be a new phenomenon after this. This is typical youth activity. When I was youth, it was imitating television personalities impersonations (honestly away from the school environment).

Students are unpredictable, and I think it’s the educator’s responsibility to respond in a approach that guides them toward the direction that will get them to their educational goals, which, hopefully, is coming out with academic achievements instead of a disciplinary record a mile long for the utilization of meaningless numerals.

‘Students desire belonging to a community’

The children utilize it like a connecting expression in the schoolyard: a student calls it and the remaining students reply to indicate they’re part of the equivalent circle. It’s like a interactive chant or a football chant – an common expression they share. In my view it has any distinct significance to them; they just know it’s a trend to say. Regardless of what the newest phenomenon is, they want to be included in it.

It’s banned in my learning environment, nevertheless – it triggers a reminder if they call it out – just like any other shouting out is. It’s notably tricky in maths lessons. But my pupils at year 5 are children aged nine to ten, so they’re fairly adherent to the rules, while I appreciate that at high school it may be a different matter.

I have served as a teacher for a decade and a half, and these crazes continue for a few weeks. This craze will die out soon – this consistently happens, particularly once their younger siblings begin using it and it’s no longer cool. Then they’ll be engaged with the following phenomenon.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while instructing in English at a foreign language school. It was mainly young men repeating it. I educated students from twelve to eighteen and it was common among the junior students. I had no idea what it was at the time, but as a young adult and I realised it was merely a viral phenomenon comparable to when I attended classes.

The crazes are always shifting. ““Toilet meme” was a popular meme during the period when I was at my teacher preparation program, but it didn’t particularly exist as much in the classroom. Unlike “six-seven”, ““the skibidi trend” was never written on the whiteboard in instruction, so learners were less equipped to adopt it.

I simply disregard it, or periodically I will smile with the students if I unintentionally utter it, attempting to understand them and recognize that it’s merely contemporary trends. I think they merely seek to enjoy that sensation of community and camaraderie.

‘Humorous repetition has reduced its frequency’

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