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Across the UK, school pupils have been exclaiming the expression ““six-seven” during instruction in the newest internet-inspired phenomenon to take over schools.

While some teachers have opted to stoically ignore the trend, some have embraced it. Five instructors describe how they’re coping.

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

Earlier in September, I had been addressing my year 11 students about preparing for their secondary school examinations in June. I don’t recall precisely what it was in relation to, but I said words similar to “ … if you’re targeting grades six, seven …” and the complete classroom burst out laughing. It caught me entirely unexpectedly.

My immediate assumption was that I had created an hint at something rude, or that they perceived something in my pronunciation that appeared amusing. Slightly frustrated – but truly interested and aware that they had no intention of being hurtful – I persuaded them to elaborate. To be honest, the description they then gave didn’t make greater understanding – I continued to have little comprehension.

What possibly made it especially amusing was the evaluating movement I had made while speaking. I later found out that this typically pairs with ““67”: My purpose was it to help convey the process of me thinking aloud.

In order to eliminate it I aim to bring it up as much as I can. Nothing deflates a phenomenon like this more effectively than an adult attempting to participate.

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

Being aware of it assists so that you can prevent just blundering into remarks like “indeed, there were 6, 7 hundred people without work in Germany in 1933”. In cases where the numerical sequence is unpreventable, maintaining a firm classroom conduct rules and standards on learner demeanor proves beneficial, as you can sanction it as you would any different disruption, but I’ve not really needed to implement that. Rules are important, but if pupils embrace what the school is doing, they will remain less distracted by the online trends (at least in lesson time).

Concerning sixseven, I haven’t lost any instructional minutes, aside from an periodic quizzical look and stating “yes, that’s a number, well done”. Should you offer attention to it, it evolves into an inferno. I address it in the same way I would treat any additional disruption.

Earlier occurred the nine plus ten equals twenty-one trend a while back, and undoubtedly there will emerge another craze following this. It’s what kids do. During my own growing up, it was imitating comedy characters impersonations (honestly away from the school environment).

Young people are unforeseeable, and I think it falls to the teacher to react in a manner that guides them back to the direction that will help them toward their academic objectives, which, with luck, is graduating with qualifications rather than a behaviour list lengthy for the employment of arbitrary digits.

‘Children seek inclusion in social circles’

The children employ it like a bonding chant in the recreation area: a pupil shouts it and the remaining students reply to show they are the same group. It’s like a call-and-response or a football chant – an common expression they use. In my view it has any distinct importance to them; they simply understand it’s a trend to say. Whatever the current trend is, they want to feel part of it.

It’s banned in my classroom, however – it triggers a reminder if they shout it out – just like any additional verbal interruption is. It’s notably difficult in numeracy instruction. But my students at primary level are children aged nine to ten, so they’re fairly adherent to the guidelines, whereas I appreciate that at teen education it may be a separate situation.

I have worked as a teacher for fifteen years, and such trends continue for a few weeks. This trend will fade away soon – they always do, notably once their little brothers and sisters begin using it and it stops being fashionable. Afterward they shall be engaged with the subsequent trend.

‘You just have to laugh with them’

I began observing it in August, while instructing in English at a language institute. It was mostly male students repeating it. I educated students from twelve to eighteen and it was prevalent among the younger pupils. I didn’t understand its meaning at the time, but being twenty-four and I realised it was just a meme akin to when I attended classes.

These trends are continuously evolving. ““Toilet meme” was a popular meme during the period when I was at my teacher preparation program, but it failed to occur as often in the learning environment. Differing from “six-seven”, ““the skibidi trend” was not inscribed on the chalkboard in class, so learners were less able to pick up on it.

I typically overlook it, or sometimes I will smile with the students if I inadvertently mention it, striving to understand them and appreciate that it’s merely pop culture. I think they simply desire to feel that sense of belonging and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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