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Throughout the UK, students have been calling out the words “sixseven” during instruction in the newest internet-inspired craze to sweep across educational institutions.

Whereas some teachers have opted to stoically ignore the phenomenon, different educators have embraced it. Several teachers describe how they’re dealing.

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

Back in September, I had been talking to my year 11 tutor group about getting ready for their GCSE exams in June. I can’t remember precisely what it was in connection with, but I said words similar to “ … if you’re aiming for results six, seven …” and the entire group erupted in laughter. It surprised me totally off guard.

My immediate assumption was that I might have delivered an hint at an inappropriate topic, or that they perceived something in my pronunciation that seemed humorous. Somewhat annoyed – but genuinely curious and aware that they weren’t mean – I asked them to elaborate. Honestly, the clarification they provided failed to create greater understanding – I remained with no idea.

What might have caused it to be extra funny was the evaluating gesture I had performed during speaking. I later learned that this often accompanies ““sixseven”: I meant it to help convey the process of me speaking my mind.

With the aim of eliminate it I attempt to bring it up as frequently as I can. No strategy reduces a trend like this more thoroughly than an grown-up attempting to get involved.

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

Being aware of it assists so that you can steer clear of just unintentionally stating statements like “for example, there existed 6, 7 thousand unemployed people in Germany in 1933”. If the number combination is inevitable, maintaining a firm student discipline system and requirements on pupil behavior proves beneficial, as you can deal with it as you would any other disturbance, but I haven’t actually needed to implement that. Policies are important, but if students buy into what the learning environment is implementing, they will remain better concentrated by the viral phenomena (at least in instructional hours).

Concerning sixseven, I haven’t lost any instructional minutes, other than for an infrequent raised eyebrow and commenting “yes, that’s a number, well done”. When you provide attention to it, it evolves into a blaze. I address it in the same way I would treat any different interruption.

There was the nine plus ten equals twenty-one phenomenon a few years ago, and certainly there will appear a different trend subsequently. This is typical youth activity. During my own youth, it was doing comedy characters mimicry (honestly outside the learning space).

Children are spontaneous, and In my opinion it’s the educator’s responsibility to react in a approach that steers them toward the direction that will get them to their educational goals, which, hopefully, is coming out with academic achievements rather than a conduct report extensive for the utilization of arbitrary digits.

‘Students desire belonging to a community’

Students use it like a bonding chant in the recreation area: 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 possess. I don’t think it has any distinct importance to them; they merely recognize it’s a thing to say. Whatever the newest phenomenon is, they desire to feel part of it.

It’s banned in my classroom, nevertheless – it triggers a reminder if they shout it out – just like any additional verbal interruption is. It’s particularly difficult in maths lessons. But my students at primary level are pre-teens, so they’re fairly compliant with the regulations, although I recognize that at secondary [school] it could be a separate situation.

I have served as a instructor for fifteen years, and these phenomena persist for a month or so. This craze will die out shortly – they always do, notably once their younger siblings begin using it and it ceases to be cool. Afterward they shall be on to the subsequent trend.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while educating in English language at a foreign language school. It was mainly young men uttering it. I educated teenagers and it was prevalent within the less experienced learners. I didn’t understand what it was at the time, but being twenty-four and I realised it was simply an internet trend akin to when I attended classes.

These trends are continuously evolving. ““Toilet meme” was a familiar phenomenon at the time when I was at my teacher preparation program, but it didn’t really exist as much in the classroom. Differing from ““sixseven”, ““that particular meme” was not inscribed on the chalkboard in lessons, so pupils were less prepared to adopt it.

I typically overlook it, or occasionally I will chuckle alongside them if I inadvertently mention it, striving to empathise with them and appreciate that it’s simply youth culture. I believe they merely seek to experience that feeling of togetherness and friendship.

‘Lighthearted usage has diminished its occurrence’

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