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Throughout the UK, learners have been exclaiming the phrase “sixseven” during instruction in the newest meme-based phenomenon to spread through schools.

Whereas some educators have decided to patiently overlook the craze, some have embraced it. A group of teachers explain how they’re managing.

‘I believed I’d made an inappropriate comment’

Earlier in September, I had been addressing my secondary school class about getting ready for their GCSE exams in June. I can’t remember exactly what it was in relation to, but I said words similar to “ … if you’re working to results six, seven …” and the complete classroom started chuckling. It took me totally off guard.

My initial reaction was that I might have delivered an hint at an inappropriate topic, or that they’d heard an element of my accent that seemed humorous. Slightly annoyed – but honestly intrigued and conscious that they had no intention of being hurtful – I got them to explain. Honestly, the clarification they offered didn’t make greater understanding – I remained with little comprehension.

What could have caused it to be especially amusing was the weighing-up movement I had performed during speaking. Subsequently I learned that this frequently goes with ““sixseven”: I meant it to help convey the act of me verbalizing thoughts.

With the aim of kill it off I attempt to mention it as often as I can. No approach reduces a trend like this more effectively than an grown-up trying to participate.

‘Feeding the trend creates a blaze’

Understanding it helps so that you can steer clear of just accidentally making statements like “well, there were 6, 7 hundred people without work in Germany in 1933”. When the number combination is unavoidable, possessing a strong school behaviour policy and expectations on pupil behavior is advantageous, as you can address it as you would any different disturbance, but I haven’t actually been required to take that action. Policies are necessary, but if learners embrace what the learning environment is implementing, they’ll be better concentrated by the online trends (at least in instructional hours).

With 67, I haven’t lost any lesson time, other than for an periodic eyebrow raise and commenting “yes, that’s a number, well done”. If you give attention to it, it evolves into a blaze. I treat it in the same way I would manage any other disruption.

Earlier occurred the mathematical meme phenomenon a while back, and certainly there will appear a new phenomenon after this. It’s what kids do. When I was growing up, it was doing comedy characters impersonations (admittedly out of the classroom).

Children are unforeseeable, and I believe it falls to the teacher to behave in a approach that guides them back to the course that will help them to their educational goals, which, with luck, is coming out with certificates instead of a behaviour list extensive for the employment of meaningless numerals.

‘Children seek inclusion in social circles’

Young learners use it like a unifying phrase in the playground: one says it and the others respond to demonstrate they belong to the same group. It’s like a verbal exchange or a sports cheer – an shared vocabulary they use. I believe it has any specific meaning to them; they merely recognize it’s a thing to say. Regardless of what the latest craze is, they desire to feel part of it.

It’s banned in my teaching space, however – it triggers a reminder if they exclaim it – identical to any different verbal interruption is. It’s particularly challenging in mathematics classes. But my class at fifth grade are pre-teens, so they’re relatively adherent to the rules, while I appreciate that at high school it may be a distinct scenario.

I’ve been a educator for 15 years, and these phenomena last for a month or so. This trend will diminish shortly – this consistently happens, particularly once their junior family members begin using it and it’s no longer fashionable. Afterward they shall 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 international school. It was primarily young men uttering it. I educated ages 12 to 18 and it was common within the younger pupils. I didn’t understand what it was at the time, but being twenty-four and I recognized it was merely a viral phenomenon comparable to when I was a student.

These trends are continuously evolving. ““Toilet meme” was a popular meme during the period when I was at my training school, but it failed to appear as frequently in the educational setting. Differing from “six-seven”, ““that particular meme” was never written on the board in lessons, so students were less equipped to embrace it.

I typically overlook it, or sometimes I will laugh with them if I inadvertently mention it, striving to empathise with them and understand that it is just youth culture. In my opinion they merely seek to enjoy that sensation of belonging and camaraderie.

‘Lighthearted usage has diminished its occurrence’

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