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Across the UK, learners have been shouting out the words “sixseven” during instruction in the newest internet-inspired phenomenon to take over classrooms.

Whereas some teachers have opted to stoically ignore the craze, different educators have embraced it. A group of educators describe how they’re dealing.

‘I believed I’d made an inappropriate comment’

During September, I had been addressing my secondary school class about studying for their GCSE exams in June. I can’t remember precisely what it was in reference to, but I said a phrase resembling “ … if you’re targeting marks six, seven …” and the entire group erupted in laughter. It surprised me totally off guard.

My initial reaction was that I might have delivered an hint at something rude, or that they perceived an element of my accent that seemed humorous. Somewhat exasperated – but genuinely curious and conscious that they weren’t trying to be hurtful – I got them to elaborate. Honestly, the description they offered failed to create greater understanding – I continued to have minimal understanding.

What could have rendered it especially amusing was the evaluating gesture I had performed during speaking. I later found out that this often accompanies ““sixseven”: I had intended it to help convey the process of me thinking aloud.

With the aim of kill it off I attempt to bring it up as often as I can. No strategy deflates a trend like this more effectively than an teacher attempting to join in.

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

Being aware of it aids so that you can prevent just accidentally making remarks like “indeed, there were 6, 7 hundred jobless individuals in Germany in 1933”. When the digit pairing is unavoidable, possessing a strong student discipline system and requirements on student conduct is advantageous, as you can address it as you would any additional disruption, but I’ve not really been required to take that action. Rules are one thing, but if learners buy into what the learning environment is implementing, they’ll be better concentrated by the internet crazes (at least in instructional hours).

Regarding 67, I haven’t wasted any lesson time, except for an periodic eyebrow raise and stating “yes, that’s a number, well done”. Should you offer attention to it, it transforms into a blaze. I handle it in the identical manner I would manage any additional disturbance.

There was the mathematical meme craze a few years ago, and there will no doubt be a different trend subsequently. It’s what kids do. During my own growing up, it was performing comedy characters impressions (truthfully out of the classroom).

Children are unforeseeable, and I think it’s the educator’s responsibility to react in a manner that steers them back to the path that will enable them to their educational goals, which, with luck, is completing their studies with certificates rather than a disciplinary record lengthy for the employment of arbitrary digits.

‘Children seek inclusion in social circles’

The children employ it like a connecting expression in the schoolyard: one says it and the other children answer to demonstrate they belong to the identical community. It’s like a verbal exchange or a stadium slogan – an agreed language they possess. In my view it has any distinct significance to them; they merely recognize it’s a trend to say. No matter what the newest phenomenon is, they seek to experience belonging to it.

It’s prohibited in my learning environment, however – it’s a warning if they shout it out – just like any different shouting out is. It’s notably tricky in mathematics classes. But my students at year 5 are nine to 10-year-olds, so they’re fairly adherent to the guidelines, although I understand that at high school it might be a distinct scenario.

I have worked as a teacher for 15 years, and such trends continue for a month or so. This craze will fade away shortly – they always do, particularly once their junior family members commence repeating it and it stops being fashionable. Then they’ll be focused on the following phenomenon.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while teaching English at a international school. It was mostly boys saying it. I instructed ages 12 to 18 and it was common among the younger pupils. I didn’t understand its significance at the time, but I’m 24 years old and I recognized it was simply an internet trend similar to when I was at school.

The crazes are always shifting. ““Toilet meme” was a well-known trend during the period when I was at my educational institute, but it didn’t particularly occur as often in the educational setting. Unlike ““sixseven”, ““that particular meme” was never written on the chalkboard in instruction, so pupils were less prepared to adopt it.

I typically overlook it, or occasionally 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 simply desire to experience that feeling of togetherness and companionship.

‘Lighthearted usage has diminished its occurrence’

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