🔗 Share this article

Around the UK, school pupils have been exclaiming the phrase ““67” during lessons in the newest internet-inspired trend to spread through classrooms.

Although some teachers have chosen to stoically ignore the phenomenon, others have embraced it. Several educators share how they’re managing.

‘I thought I had said something rude’

Earlier in September, I had been speaking with my eleventh grade class about getting ready for their qualification tests in June. I can’t remember specifically what it was in reference to, but I said words similar to “ … if you’re working to results six, seven …” and the complete classroom burst out laughing. It took me completely by surprise.

My initial reaction was that I had created an allusion to an offensive subject, or that they perceived something in my accent that appeared amusing. A bit annoyed – but truly interested and mindful that they weren’t hurtful – I got them to explain. Honestly, the description they offered failed to create significant clarification – I continued to have minimal understanding.

What could have caused it to be extra funny was the weighing-up motion I had executed while speaking. I later discovered that this often accompanies ““sixseven”: I meant it to help convey the process of me speaking my mind.

With the aim of end the trend I aim to mention it as frequently as I can. No strategy deflates a phenomenon like this more emphatically than an adult attempting to join in.

‘Providing attention fuels the fire’

Understanding it aids so that you can prevent just unintentionally stating statements like “well, there were 6, 7 million jobless individuals in Germany in 1933”. When the number combination is inevitable, having a firm school behaviour policy and requirements on student conduct really helps, as you can address it as you would any different disruption, but I haven’t actually needed to implement that. Policies are necessary, but if learners buy into what the learning environment is implementing, they will remain less distracted by the internet crazes (particularly in instructional hours).

Concerning 67, I haven’t wasted any lesson time, other than for an occasional raised eyebrow and stating “yes, that’s a number, well done”. Should you offer focus on it, it transforms into a wildfire. I treat it in the equivalent fashion I would treat any additional interruption.

There was the nine plus ten equals twenty-one craze a few years ago, and undoubtedly there will emerge a different trend after this. That’s children’s behavior. During my own growing up, it was imitating comedy characters impersonations (admittedly away from the school environment).

Young people are unpredictable, and I think it falls to the teacher to react in a way that guides them back to the course that will enable them where they need to go, which, with luck, is completing their studies with certificates rather than a conduct report lengthy for the use of arbitrary digits.

‘Children seek inclusion in social circles’

Students use it like a bonding chant in the recreation area: a student calls it and the other children answer to show they are the equivalent circle. It resembles a verbal exchange or a sports cheer – an common expression they possess. I believe it has any particular importance to them; they simply understand it’s a thing to say. Whatever the latest craze is, they seek to experience belonging to it.

It’s forbidden in my teaching space, though – it results in a caution if they call it out – just like any additional calling out is. It’s especially difficult in maths lessons. But my pupils at primary level are nine to 10-year-olds, so they’re fairly accepting of the guidelines, although I understand that at high school it might be a separate situation.

I have worked as a educator for 15 years, and these crazes last for a few weeks. This craze will diminish soon – it invariably occurs, especially once their little brothers and sisters commence repeating it and it ceases to be trendy. Then they’ll be focused on the next thing.

‘Occasionally sharing the humor is essential’

I first detected it in August, while teaching English at a international school. It was mostly young men uttering it. I educated students from twelve to eighteen and it was common among the less experienced learners. I had no idea what it was at the time, but I’m 24 years old and I recognized it was just a meme akin to when I was at school.

These trends are continuously evolving. ““Toilet meme” was a well-known trend during the period when I was at my teacher preparation program, but it failed to appear as frequently in the learning environment. Unlike “six-seven”, ““that particular meme” was never written on the chalkboard in class, so learners were less equipped to adopt it.

I typically overlook it, or sometimes I will smile with the students if I unintentionally utter it, trying to empathise with them and understand that it is just contemporary trends. In my opinion they just want to feel that sense of togetherness and camaraderie.

‘Humorous repetition has reduced its frequency’

I’ve done the {job|profession