‘Sometimes you’ve got to chuckle’: a quintet of UK instructors on dealing with ‘‘sixseven’ in the school environment

Throughout the UK, students have been shouting out the phrase ““67” during instruction in the newest viral phenomenon to spread through educational institutions.

While some educators have opted to calmly disregard the trend, some have embraced it. A group of instructors explain how they’re managing.

‘I believed I’d made an inappropriate comment’

During September, I had been addressing my year 11 class about studying for their GCSE exams in June. I can’t remember exactly what it was in connection with, but I said words similar to “ … if you’re aiming for results six, seven …” and the whole class started chuckling. It surprised me entirely unexpectedly.

My immediate assumption was that I had created an reference to an inappropriate topic, or that they perceived something in my speech pattern that seemed humorous. Slightly annoyed – but genuinely curious and mindful that they weren’t trying to be hurtful – I persuaded them to elaborate. To be honest, the description they offered didn’t make much difference – I remained with minimal understanding.

What could have caused it to be especially amusing was the weighing-up motion I had executed while speaking. Subsequently I found out that this often accompanies ““sixseven”: My purpose was it to assist in expressing the action of me verbalizing thoughts.

With the aim of eliminate it I attempt to reference it as frequently as I can. Nothing deflates a craze like this more emphatically than an grown-up trying to join in.

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

Knowing about it assists so that you can prevent just unintentionally stating remarks like “indeed, there were 6, 7 thousand people without work in Germany in 1933”. In cases where the numerical sequence is inevitable, having a strong student discipline system and standards on learner demeanor proves beneficial, as you can address it as you would any other disturbance, but I haven’t actually had to do that. Policies are important, but if students buy into what the educational institution is implementing, they will remain less distracted by the online trends (especially in lesson time).

With six-seven, I haven’t lost any teaching periods, except for an occasional eyebrow raise and saying “yes, that’s a number, well done”. If you give oxygen to it, it transforms into a blaze. I address it in the identical manner I would manage any different disruption.

Previously existed the 9 + 10 = 21 phenomenon a few years ago, and undoubtedly there will emerge a different trend after this. That’s children’s behavior. Back when I was youth, it was doing Kevin and Perry impressions (truthfully outside the school environment).

Students are unforeseeable, and I think it’s the educator’s responsibility to react in a approach that steers them back to the path that will help them toward their academic objectives, which, fingers crossed, is completing their studies with academic achievements instead of a behaviour list lengthy for the use of random numbers.

‘Students desire belonging to a community’

Young learners employ it like a unifying phrase in the schoolyard: one says it and the other children answer to demonstrate they belong to the equivalent circle. It’s similar to a interactive chant or a football chant – an common expression they possess. In my view it has any particular importance to them; they just know it’s a phenomenon to say. Whatever the newest phenomenon is, they desire to feel part of it.

It’s prohibited in my classroom, though – it results in a caution if they exclaim it – similar to any different calling out is. It’s especially tricky in maths lessons. But my students at year 5 are children aged nine to ten, so they’re fairly compliant with the regulations, while I appreciate that at high school it might be a separate situation.

I’ve been a teacher for fifteen years, and these crazes last for three or four weeks. This phenomenon will fade away in the near future – this consistently happens, notably once their junior family members begin using it and it’s no longer cool. Subsequently they will be focused on the following phenomenon.

‘Sometimes joining the laughter is necessary’

I started noticing it in August, while teaching English at a language institute. It was mostly boys saying it. I instructed teenagers and it was common among the less experienced learners. I was unaware what it was at the time, but as a young adult and I realised it was just a meme akin to when I was at school.

The crazes are continuously evolving. ““Skibidi” was a popular meme back when I was at my educational institute, but it failed to occur as often in the educational setting. Differing from ““sixseven”, “skibidi toilet” was not scribbled on the chalkboard in instruction, so students were less able to adopt it.

I simply disregard it, or occasionally I will chuckle alongside them if I unintentionally utter it, attempting to relate to them and recognize that it’s simply contemporary trends. In my opinion they merely seek to experience that feeling of belonging and camaraderie.

‘Lighthearted usage has diminished its occurrence’

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