‘It’s impossible not to smile’: a quintet of UK teachers on dealing with ‘six-seven’ in the school environment

Across the UK, learners have been exclaiming the words “sixseven” during classes in the latest viral craze to sweep across educational institutions.

Whereas some teachers have decided to patiently overlook the craze, different educators have embraced it. A group of teachers share how they’re managing.

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

Back in September, I had been speaking with my secondary school tutor group about studying for their secondary school examinations in June. It escapes me specifically what it was in reference to, but I said a phrase resembling “ … if you’re working to marks six, seven …” and the whole class started chuckling. It surprised me totally off guard.

My first thought was that I’d made an allusion to something rude, or that they’d heard something in my speech pattern that seemed humorous. A bit exasperated – but honestly intrigued and mindful that they weren’t trying to be malicious – I asked them to explain. Frankly speaking, the description they offered didn’t make much difference – I remained with no idea.

What possibly caused it to be particularly humorous was the considering motion I had made while speaking. I have since found out that this typically pairs with ““67”: I meant it to aid in demonstrating the act of me thinking aloud.

With the aim of kill it off I try to bring it up as frequently as I can. No strategy diminishes a craze like this more emphatically than an teacher striving to get involved.

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

Knowing about it aids so that you can avoid just unintentionally stating remarks like “for example, there existed 6, 7 hundred people without work in Germany in 1933”. In cases where the numerical sequence is unavoidable, possessing a firm student discipline system and standards on pupil behavior proves beneficial, as you can sanction it as you would any different disturbance, but I haven’t actually needed to implement that. Policies are important, but if pupils buy into what the learning environment is implementing, they will remain more focused by the online trends (especially in lesson time).

Regarding 67, I haven’t lost any instructional minutes, aside from an periodic raised eyebrow and stating ““correct, those are digits, good job”. If you give focus on it, it transforms into an inferno. I handle it in the same way I would treat any additional disruption.

Earlier occurred the mathematical meme phenomenon a while back, and undoubtedly there will emerge a different trend following this. It’s what kids do. When I was growing up, it was imitating Kevin and Perry mimicry (honestly out of the learning space).

Children are spontaneous, and I believe it’s the educator’s responsibility to respond in a manner that guides them back to the direction that will help them toward their academic objectives, which, fingers crossed, is coming out with certificates as opposed to a behaviour list extensive for the use of meaningless numerals.

‘Children seek inclusion in social circles’

Students utilize it like a connecting expression in the playground: a pupil shouts it and the remaining students reply to indicate they’re part of the same group. It’s similar to a call-and-response or a stadium slogan – an shared vocabulary they possess. In my view it has any distinct importance to them; they just know it’s a phenomenon to say. Regardless of what the newest phenomenon is, they want to feel part of it.

It’s banned in my teaching space, nevertheless – it results in a caution if they shout it out – similar to any additional shouting out is. It’s notably challenging in mathematics classes. But my students at primary level are nine to 10-year-olds, so they’re relatively compliant with the regulations, although I understand that at teen education it may be a distinct scenario.

I have served as a educator for a decade and a half, and these crazes last for a month or so. This craze will die out in the near future – this consistently happens, notably once their little brothers and sisters commence repeating it and it ceases to be cool. Subsequently they will be focused on the subsequent trend.

‘Occasionally sharing the humor is essential’

I first detected it in August, while educating in English language at a foreign language school. It was primarily boys uttering it. I instructed ages 12 to 18 and it was common among the less experienced learners. I had no idea its meaning at the time, but being twenty-four and I understood it was simply an internet trend similar to when I was a student.

Such phenomena are constantly changing. ““Toilet meme” was a popular meme at the time when I was at my educational institute, but it didn’t really appear as frequently in the classroom. In contrast to ““67”, ““the skibidi trend” was not inscribed on the board in class, so students were less able to adopt it.

I typically overlook it, or occasionally I will chuckle alongside them if I inadvertently mention it, attempting to understand them and understand that it’s simply pop culture. I believe they merely seek to enjoy that sensation of togetherness and friendship.

‘Humorous repetition has reduced its frequency’

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