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Around the UK, school pupils have been calling out the words ““67” during classes in the newest viral trend to spread through educational institutions.

Although some instructors have opted to calmly disregard the trend, others have accepted it. Five instructors describe how they’re coping.

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

Earlier in September, I had been speaking with my eleventh grade students about studying for their secondary school examinations in June. It escapes me exactly what it was in reference to, but I said words similar to “ … if you’re targeting results six, seven …” and the whole class started chuckling. It caught me entirely unexpectedly.

My initial reaction was that I’d made an reference to something rude, or that they perceived an element of my accent that seemed humorous. Slightly frustrated – but honestly intrigued and aware that they weren’t trying to be malicious – I asked them to elaborate. To be honest, the description they then gave failed to create much difference – I continued to have no idea.

What might have caused it to be especially amusing was the evaluating gesture I had performed during speaking. I have since learned that this frequently goes with ““sixseven”: My purpose was it to help convey the act of me verbalizing thoughts.

With the aim of eliminate it I try to bring it up as often as I can. No strategy reduces a craze like this more effectively than an teacher trying to join in.

‘Feeding the trend creates a blaze’

Understanding it helps so that you can prevent just unintentionally stating remarks like “well, there were 6, 7 hundred people without work in Germany in 1933”. In cases where the numerical sequence is unpreventable, having a rock-solid school behaviour policy and expectations on pupil behavior is advantageous, as you can deal with it as you would any other disruption, but I rarely needed to implement that. Guidelines are necessary, but if students buy into what the school is implementing, they will become more focused by the online trends (especially in class periods).

Concerning 67, I haven’t wasted any teaching periods, other than for an periodic quizzical look and commenting ““correct, those are digits, good job”. When you provide focus on it, then it becomes a wildfire. I treat it in the same way I would treat any other interruption.

Earlier occurred the nine plus ten equals twenty-one craze a few years ago, and there will no doubt be a new phenomenon subsequently. That’s children’s behavior. During my own youth, it was imitating television personalities mimicry (truthfully out of the learning space).

Students are unforeseeable, and I think it’s an adult’s job to behave in a manner that guides them back to the course that will get them to their educational goals, which, with luck, is coming out with academic achievements as opposed to a behaviour list lengthy for the use of arbitrary digits.

‘They want to feel a part of a group’

The children employ it like a unifying phrase in the schoolyard: a student calls it and the remaining students reply to show they are the same group. It resembles a verbal exchange or a football chant – an common expression they use. I believe it has any distinct significance to them; they simply understand it’s a thing to say. Regardless of what the current trend is, they seek to be included in it.

It’s forbidden in my classroom, however – it results in a caution if they exclaim it – just like any additional shouting out is. It’s particularly difficult in maths lessons. But my students at year 5 are children aged nine to ten, so they’re quite adherent to the guidelines, while I appreciate that at teen education it may be a separate situation.

I have worked as a teacher for fifteen years, and these crazes continue for a few weeks. This craze will die out shortly – this consistently happens, notably once their junior family members start saying it and it’s no longer trendy. Afterward they shall be focused on the following phenomenon.

‘Occasionally sharing the humor is essential’

I began observing it in August, while instructing in English at a foreign language school. It was mainly young men uttering it. I instructed 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 realised it was merely a viral phenomenon akin to when I was at school.

The crazes are constantly changing. ““Skibidi” was a familiar phenomenon back when I was at my educational institute, but it failed to occur as often in the classroom. In contrast to ““sixseven”, ““that particular meme” was not inscribed on the whiteboard in lessons, so pupils were less equipped to adopt it.

I just ignore it, or occasionally I will smile with the students if I unintentionally utter it, attempting to relate to them and recognize that it is just contemporary trends. I think they merely seek to feel that sense of togetherness and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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