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Throughout the UK, students have been exclaiming the words “sixseven” during classes in the latest internet-inspired trend to spread through classrooms.

Whereas some instructors have chosen to calmly disregard the trend, different educators have accepted it. Five educators share how they’re coping.

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

Back in September, I had been addressing my secondary school students about preparing for their secondary school examinations in June. I don’t recall precisely what it was in reference to, but I said words similar to “ … if you’re working to grades six, seven …” and the entire group started chuckling. It caught me totally off guard.

My immediate assumption was that I’d made an hint at an offensive subject, or that they perceived an element of my speech pattern that appeared amusing. Somewhat annoyed – but honestly intrigued and mindful that they weren’t mean – I asked them to explain. Frankly speaking, the clarification they offered didn’t provide significant clarification – I remained with minimal understanding.

What possibly made it extra funny was the evaluating gesture I had performed during speaking. I have since discovered that this frequently goes with ““67”: I had intended it to assist in expressing the action of me speaking my mind.

To eliminate it I aim to bring it up as often as I can. Nothing reduces a trend like this more thoroughly than an teacher striving to join in.

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

Understanding it assists so that you can avoid just unintentionally stating remarks like “for example, there existed 6, 7 million jobless individuals in Germany in 1933”. If the number combination is unavoidable, possessing a strong classroom conduct rules and expectations on learner demeanor proves beneficial, as you can deal with it as you would any different disruption, but I rarely needed to implement that. Guidelines are important, but if students buy into what the learning environment is practicing, they will become more focused by the viral phenomena (especially in class periods).

Concerning 67, I haven’t sacrificed any lesson time, except for an infrequent eyebrow raise and stating ““indeed, those are numerals, excellent”. Should you offer attention to it, it evolves into an inferno. I treat it in the same way I would treat any different disturbance.

Previously existed the 9 + 10 = 21 phenomenon a while back, and there will no doubt be a new phenomenon following this. This is typical youth activity. When I was youth, it was imitating Kevin and Perry mimicry (truthfully outside the learning space).

Young people are unforeseeable, and I think it’s the educator’s responsibility to behave in a approach that guides them toward the direction that will get them where they need to go, which, fingers crossed, is graduating with qualifications as opposed to a conduct report a mile long for the employment of random numbers.

‘Children seek inclusion in social circles’

Students employ it like a unifying phrase in the playground: a student calls it and the other children answer to indicate they’re part of the same group. It resembles a verbal exchange or a football chant – an common expression they possess. In my view it has any distinct meaning to them; they simply understand it’s a phenomenon to say. Whatever the newest phenomenon is, they seek to feel part of it.

It’s forbidden in my teaching space, nevertheless – it triggers a reminder if they call it out – just like any different calling out is. It’s especially tricky in maths lessons. But my class at year 5 are children aged nine to ten, so they’re fairly accepting of the regulations, while I recognize that at teen education it may be a distinct scenario.

I have worked as a educator for fifteen years, and such trends continue for a few weeks. This trend will fade away shortly – this consistently happens, notably once their little brothers and sisters commence repeating it and it ceases to be trendy. Then they’ll be focused on the following phenomenon.

‘You just have to laugh with them’

I started noticing it in August, while teaching English at a foreign language school. It was primarily young men saying it. I instructed ages 12 to 18 and it was common among the less experienced learners. I was unaware its significance at the time, but as a young adult and I understood it was merely a viral phenomenon comparable to when I attended classes.

Such phenomena are continuously evolving. “Skibidi toilet” was a well-known trend back when I was at my training school, but it didn’t particularly appear as frequently in the educational setting. Differing from ““67”, ““the skibidi trend” was not scribbled on the whiteboard in instruction, so students were less able to pick up on it.

I typically overlook it, or periodically I will chuckle alongside them if I inadvertently mention it, attempting to relate to them and understand that it is just pop culture. I think they just want to feel that sense of community and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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