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Throughout the UK, school pupils have been exclaiming the words “sixseven” during classes in the newest internet-inspired phenomenon to sweep across classrooms.

While some educators have opted to patiently overlook the phenomenon, some have embraced it. Several teachers share how they’re managing.

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

Back in September, I had been talking to my secondary school class about studying for their GCSE exams in June. I don’t recall exactly what it was in connection with, but I said a phrase resembling “ … if you’re targeting results six, seven …” and the entire group erupted in laughter. It caught me totally off guard.

My immediate assumption was that I’d made an allusion to something rude, or that they detected something in my speech pattern that appeared amusing. Somewhat annoyed – but genuinely curious and aware that they weren’t trying to be malicious – I got them to clarify. To be honest, the description they provided didn’t provide much difference – I remained with no idea.

What could have caused it to be especially amusing was the evaluating gesture I had made while speaking. I have since learned that this frequently goes with ““67”: I had intended it to assist in expressing the action of me verbalizing thoughts.

In order to eliminate it I aim to reference it as frequently as I can. No approach reduces a trend like this more effectively than an teacher trying to participate.

‘Feeding the trend creates a blaze’

Understanding it assists so that you can prevent just blundering into remarks like “well, there were 6, 7 million jobless individuals in Germany in 1933”. If the numerical sequence is inevitable, having a strong school behaviour policy and standards on student conduct really helps, as you can deal with it as you would any additional disruption, but I haven’t actually had to do that. Policies are important, but if students buy into what the learning environment is implementing, they will become less distracted by the online trends (especially in lesson time).

Regarding sixseven, I haven’t sacrificed any instructional minutes, except for an occasional quizzical look and saying ““indeed, those are numerals, excellent”. If you give attention to it, it transforms into an inferno. I address it in the equivalent fashion I would treat any additional disruption.

There was the nine plus ten equals twenty-one trend a few years ago, and there will no doubt be another craze subsequently. It’s what kids do. During my own growing up, it was performing comedy characters impersonations (honestly out of the classroom).

Students are unpredictable, and In my opinion it falls to the teacher to respond in a manner that steers them back to the direction that will help them to their educational goals, which, fingers crossed, is graduating with certificates rather than a disciplinary record lengthy for the use of random numbers.

‘Children seek inclusion in social circles’

Students use it like a bonding chant in the playground: one says it and the others respond to show they are the equivalent circle. It resembles a verbal exchange or a football chant – an common expression they use. In my view it has any particular significance to them; they just know it’s a trend to say. Regardless of what the current trend is, they seek to be included in it.

It’s prohibited in my teaching space, however – it triggers a reminder if they shout it out – just like any different calling out is. It’s particularly challenging in numeracy instruction. But my class at year 5 are pre-teens, so they’re quite accepting of the guidelines, although I appreciate that at secondary [school] it may be a different matter.

I have worked as a teacher for a decade and a half, and such trends persist for a few weeks. This craze will die out in the near future – they always do, particularly once their younger siblings commence repeating it and it’s no longer fashionable. Then they’ll be on to the subsequent trend.

‘Sometimes joining the laughter is necessary’

I started noticing it in August, while instructing in English at a language institute. It was mostly boys repeating it. I taught students from twelve to eighteen and it was widespread within the less experienced learners. I had no idea its significance at the time, but being twenty-four and I realised it was merely a viral phenomenon similar to when I was at school.

Such phenomena are always shifting. ““Toilet meme” was a popular meme during the period when I was at my teacher preparation program, but it failed to exist as much in the educational setting. In contrast to ““sixseven”, “skibidi toilet” was not scribbled on the chalkboard in class, so learners were less able to adopt it.

I simply disregard it, or sometimes I will smile with the students if I accidentally say it, attempting to empathise with them and recognize that it is just contemporary trends. I believe they simply desire to experience that feeling of belonging and friendship.

‘Playfully shouting it means I rarely hear it now’

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