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Throughout the UK, learners have been exclaiming the words ““six-seven” during instruction in the newest viral trend to sweep across schools.

While some instructors have decided to calmly disregard the trend, others have embraced it. Five instructors describe how they’re dealing.

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

Back in September, I had been speaking with my secondary school tutor group about preparing for their GCSE exams in June. I don’t recall exactly what it was in connection with, but I said something like “ … if you’re working to grades six, seven …” and the entire group started chuckling. It caught me completely by surprise.

My first thought was that I had created an allusion to something rude, or that they’d heard a quality in my accent that seemed humorous. Slightly frustrated – but truly interested and conscious that they weren’t trying to be mean – I asked them to explain. Frankly speaking, the clarification they then gave failed to create greater understanding – I continued to have no idea.

What could have made it particularly humorous was the evaluating motion I had performed during speaking. I have since learned that this typically pairs with “six-seven”: I meant it to aid in demonstrating the action of me speaking my mind.

With the aim of kill it off I attempt to bring it up as often as I can. No strategy diminishes a craze like this more effectively than an teacher striving to participate.

‘Providing attention fuels the fire’

Understanding it aids so that you can avoid just unintentionally stating remarks like “well, there were 6, 7 hundred people without work in Germany in 1933”. If the digit pairing is inevitable, having a firm school behaviour policy and requirements on pupil behavior really helps, as you can address it as you would any other disturbance, but I rarely been required to take that action. Policies are one thing, but if pupils buy into what the school is implementing, they’ll be less distracted by the viral phenomena (at least in instructional hours).

With six-seven, I haven’t wasted any instructional minutes, aside from an occasional quizzical look and stating “yes, that’s a number, well done”. When you provide focus on it, then it becomes a wildfire. I treat it in the same way I would manage any additional interruption.

Earlier occurred the nine plus ten equals twenty-one craze a few years ago, and certainly there will appear a new phenomenon subsequently. It’s what kids do. During my own growing up, it was performing television personalities impersonations (truthfully away from the school environment).

Students are spontaneous, and I think it’s an adult’s job to react in a approach that guides them back to the direction that will help them toward their academic objectives, which, with luck, is completing their studies with certificates rather than a behaviour list lengthy for the employment of meaningless numerals.

‘Children seek inclusion in social circles’

Students utilize it like a unifying phrase in the playground: a student calls it and the others respond to show they are the same group. It resembles a interactive chant or a football chant – an shared vocabulary they share. I don’t think it has any particular meaning to them; they just know it’s a trend to say. No matter what the newest phenomenon is, they desire to be included in it.

It’s forbidden in my learning environment, nevertheless – it triggers a reminder if they shout it out – similar to any other shouting out is. It’s especially difficult in mathematics classes. But my pupils at year 5 are nine to 10-year-olds, so they’re relatively adherent to the guidelines, whereas I recognize that at secondary [school] it might be a distinct scenario.

I have served as a educator for 15 years, and these crazes persist for a month or so. This trend will die out soon – they always do, especially once their little brothers and sisters begin using it and it’s no longer cool. Then they’ll be on to the next thing.

‘Sometimes joining the laughter is necessary’

I started noticing it in August, while educating in English language at a foreign language school. It was mainly boys saying it. I taught students from twelve to eighteen and it was prevalent within the less experienced learners. I had no idea its meaning at the time, but as a young adult and I recognized it was simply an internet trend similar to when I was at school.

These trends are constantly changing. ““Skibidi” was a familiar phenomenon at the time when I was at my teacher preparation program, but it didn’t really occur as often in the learning environment. Differing from ““sixseven”, “skibidi toilet” was not scribbled on the chalkboard in instruction, so pupils were less able to pick up on it.

I simply disregard it, or occasionally I will smile with the students if I inadvertently mention it, striving to relate to them and understand that it’s simply youth culture. In my opinion they just want to experience that feeling of belonging and companionship.

‘Humorous repetition has reduced its frequency’

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