🔗 Share this article

Across the UK, learners have been exclaiming the words “sixseven” during instruction in the newest internet-inspired craze to sweep across educational institutions.

Although some educators have decided to stoically ignore the trend, different educators have incorporated it. Several instructors share how they’re coping.

‘I believed I’d made an inappropriate comment’

Earlier in September, I had been talking to my secondary school students about studying for their secondary school examinations in June. I don’t recall specifically what it was in connection with, but I said words similar to “ … if you’re aiming for marks six, seven …” and the entire group started chuckling. It surprised me entirely unexpectedly.

My initial reaction was that I’d made an allusion to an inappropriate topic, or that they detected a quality in my accent that seemed humorous. Somewhat exasperated – but genuinely curious and aware that they had no intention of being malicious – I got them to clarify. Honestly, the clarification they provided didn’t provide significant clarification – I remained with no idea.

What could have made it extra funny was the weighing-up gesture I had executed while speaking. I have since found out that this frequently goes with ““sixseven”: I had intended it to aid in demonstrating the process of me verbalizing thoughts.

In order to end the trend I aim to mention it as much as I can. Nothing reduces a craze like this more effectively than an teacher trying to get involved.

‘Providing attention fuels the fire’

Being aware of it aids so that you can prevent just unintentionally stating comments like “well, there were 6, 7 million unemployed people in Germany in 1933”. When the digit pairing is unpreventable, having a firm school behaviour policy and standards on student conduct really helps, as you can address it as you would any other disruption, but I’ve not really been required to take that action. Policies are necessary, but if learners accept what the educational institution is practicing, they’ll be better concentrated by the internet crazes (especially in instructional hours).

Concerning six-seven, I haven’t lost any lesson time, other than for an occasional quizzical look and stating “yes, that’s a number, well done”. Should you offer oxygen to it, it transforms into an inferno. I address it in the equivalent fashion I would manage any additional disruption.

Earlier occurred the 9 + 10 = 21 trend a while back, and certainly there will appear a different trend following this. It’s what kids do. Back when I was youth, it was performing Kevin and Perry mimicry (honestly out of the school environment).

Students are unforeseeable, and I think it falls to the teacher to react in a manner that redirects them in the direction of the direction that will enable them where they need to go, which, fingers crossed, is completing their studies with certificates rather than a disciplinary record lengthy for the employment of random numbers.

‘Students desire belonging to a community’

Students employ it like a unifying phrase in the playground: a pupil shouts it and the other children answer to indicate they’re part of the same group. It’s like a verbal exchange or a sports cheer – an common expression they use. I don’t think it has any specific meaning to them; they simply understand 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 classroom, nevertheless – it’s a warning if they shout it out – identical to any other verbal interruption is. It’s notably difficult in maths lessons. But my class at fifth grade are nine to 10-year-olds, so they’re relatively compliant with the guidelines, whereas I appreciate that at high school it could be a separate situation.

I have served as a teacher for a decade and a half, and these crazes persist for a month or so. This craze will die out in the near future – this consistently happens, notably once their little brothers and sisters begin using it and it’s no longer cool. Then they’ll be engaged with the next thing.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while teaching English at a language institute. It was mainly young men uttering it. I educated teenagers and it was prevalent with the junior students. I was unaware its meaning at the time, but being twenty-four and I realised it was merely a viral phenomenon comparable to when I attended classes.

The crazes are always shifting. ““Skibidi” was a familiar phenomenon during the period when I was at my teacher preparation program, but it didn’t really exist as much in the learning environment. In contrast to “six-seven”, ““that particular meme” was not scribbled on the board in lessons, so learners were less able to embrace it.

I simply disregard it, or periodically I will smile with the students if I accidentally say it, striving to relate to them and appreciate that it is just contemporary trends. In my opinion they just want to enjoy that sensation of togetherness and companionship.

‘Playfully shouting it means I rarely hear it now’

I have worked in the {job|profession