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Throughout the UK, students have been exclaiming the words “sixseven” during classes in the newest meme-based phenomenon to take over educational institutions.

Whereas some educators have chosen to stoically ignore the phenomenon, some have accepted it. Five educators explain how they’re coping.

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

During September, I had been speaking with my secondary school students about studying for their GCSE exams in June. It escapes me specifically what it was in relation to, but I said something like “ … if you’re working to marks six, seven …” and the whole class started chuckling. It caught me completely by surprise.

My initial reaction was that I’d made an reference to something rude, or that they detected an element of my accent that sounded funny. Somewhat exasperated – but honestly intrigued and aware that they had no intention of being hurtful – I asked them to elaborate. Frankly speaking, the explanation they then gave didn’t provide significant clarification – I continued to have no idea.

What might have made it extra funny was the weighing-up motion I had performed during speaking. I later learned that this typically pairs with “six-seven”: I had intended it to help convey the act of me verbalizing thoughts.

With the aim of eliminate it I try to mention it as much as I can. No approach deflates a craze like this more effectively than an adult striving to participate.

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

Understanding it assists so that you can steer clear of just blundering into statements like “for example, there existed 6, 7 thousand jobless individuals in Germany in 1933”. When the numerical sequence is unavoidable, maintaining a rock-solid student discipline system and requirements on learner demeanor is advantageous, as you can deal with it as you would any other interruption, but I haven’t actually been required to take that action. Rules are important, but if learners embrace what the educational institution is doing, they’ll be more focused by the online trends (especially in lesson time).

Regarding six-seven, I haven’t wasted any lesson time, other than for an periodic quizzical look and stating ““correct, those are digits, good job”. If you give attention to it, then it becomes a wildfire. I handle it in the identical manner I would treat any additional interruption.

Earlier occurred the 9 + 10 = 21 phenomenon a few years ago, and there will no doubt be a new phenomenon after this. It’s what kids do. Back when I was growing up, it was doing Kevin and Perry impersonations (admittedly out of the school environment).

Students are unpredictable, and In my opinion it’s the educator’s responsibility to behave in a way that steers them in the direction of the course that will get them to their educational goals, which, hopefully, is completing their studies with qualifications rather than a conduct report lengthy for the use of random numbers.

‘Children seek inclusion in social circles’

Students utilize it like a connecting expression in the playground: one says it and the others respond to indicate they’re part of the same group. It resembles a interactive chant or a sports cheer – an shared vocabulary they possess. I believe it has any distinct significance to them; they simply understand it’s a phenomenon to say. Regardless of what the latest craze is, they want to be included in it.

It’s banned in my learning environment, nevertheless – it results in a caution if they shout it out – identical to any different verbal interruption is. It’s particularly tricky in mathematics classes. But my class at primary level are children aged nine to ten, so they’re fairly compliant with the regulations, whereas I understand that at secondary [school] it could be a separate situation.

I have served as a educator for 15 years, and these phenomena persist for a few weeks. This craze will fade away soon – this consistently happens, notably once their younger siblings begin using it and it ceases to be cool. Then they’ll be on to the following phenomenon.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while educating in English language at a language institute. It was primarily young men uttering it. I educated ages 12 to 18 and it was widespread within the younger pupils. I was unaware its meaning at the time, but being twenty-four and I understood it was merely a viral phenomenon akin to when I was a student.

The crazes are continuously evolving. ““Toilet meme” was a familiar phenomenon back when I was at my training school, but it didn’t really exist as much in the learning environment. Differing from ““sixseven”, ““the skibidi trend” was not inscribed on the chalkboard in lessons, so pupils were less prepared to embrace it.

I simply disregard it, or sometimes I will laugh with them if I accidentally say it, attempting to empathise with them and understand that it is just youth culture. In my opinion they merely seek to feel that sense of belonging and camaraderie.

‘Humorous repetition has reduced its frequency’

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