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Throughout the UK, students have been shouting out the words “sixseven” during lessons in the latest meme-based phenomenon to spread through educational institutions.

Although some educators have chosen to stoically ignore the phenomenon, different educators have accepted it. A group of educators describe how they’re managing.

‘I thought I had said something rude’

Earlier in September, I had been speaking with my eleventh grade students about studying for their GCSE exams in June. It escapes me specifically what it was in reference to, but I said words similar to “ … if you’re working to grades six, seven …” and the whole class started chuckling. It surprised me totally off guard.

My first thought was that I might have delivered an hint at an offensive subject, or that they perceived a quality in my pronunciation that seemed humorous. Somewhat exasperated – but genuinely curious and mindful that they weren’t trying to be mean – I persuaded them to elaborate. To be honest, the explanation they then gave didn’t provide greater understanding – I continued to have little comprehension.

What might have rendered it especially amusing was the evaluating motion I had performed during speaking. Subsequently I learned that this typically pairs with ““67”: I had intended it to aid in demonstrating the act of me speaking my mind.

In order to end the trend I aim to reference it as frequently as I can. No approach diminishes a trend like this more effectively than an grown-up striving to get involved.

‘Providing attention fuels the fire’

Understanding it helps so that you can steer clear of just unintentionally stating statements like “well, there were 6, 7 million people without work in Germany in 1933”. When the number combination is inevitable, possessing a strong classroom conduct rules and requirements on student conduct proves beneficial, as you can address it as you would any different interruption, but I haven’t actually had to do that. Rules are necessary, but if students embrace what the school is doing, they will become less distracted by the internet crazes (particularly in lesson time).

Concerning 67, I haven’t wasted any teaching periods, except for an occasional quizzical look and commenting “yes, that’s a number, well done”. Should you offer focus on it, then it becomes a wildfire. I treat it in the equivalent fashion I would treat any other disturbance.

There was the 9 + 10 = 21 craze a few years ago, and there will no doubt be a new phenomenon subsequently. That’s children’s behavior. Back when I was youth, it was performing Kevin and Perry impersonations (admittedly out of the classroom).

Young people are spontaneous, and I believe it falls to the teacher to react in a approach that steers them in the direction of the path that will help them where they need to go, which, with luck, is graduating with qualifications rather than a behaviour list extensive for the employment of random numbers.

‘Children seek inclusion in social circles’

Students use it like a connecting expression in the recreation area: a student calls it and the others respond to indicate they’re part of the same group. It’s like a interactive chant or a football chant – an common expression they use. I believe it has any distinct meaning to them; they merely recognize it’s a phenomenon to say. Whatever the latest craze is, they want to experience belonging to it.

It’s banned in my teaching space, nevertheless – it results in a caution if they shout it out – just like any additional calling out is. It’s notably difficult in mathematics classes. But my class at year 5 are pre-teens, so they’re relatively compliant with the guidelines, while I appreciate that at secondary [school] it could be a different matter.

I have served as a instructor for a decade and a half, and these crazes last for a month or so. This craze will diminish soon – they always do, particularly once their younger siblings start saying it and it’s no longer fashionable. Subsequently they will be focused on the subsequent trend.

‘Occasionally sharing the humor is essential’

I first detected it in August, while educating in English language at a foreign language school. It was mostly male students uttering it. I educated ages 12 to 18 and it was common within the younger pupils. I didn’t understand its significance at the time, but as a young adult and I understood it was merely a viral phenomenon akin to when I was at school.

These trends are always shifting. ““Toilet meme” was a familiar phenomenon at the time when I was at my training school, but it didn’t particularly appear as frequently in the classroom. In contrast to ““sixseven”, ““the skibidi trend” was not inscribed on the board in instruction, so pupils were less prepared to pick up on it.

I typically overlook it, or sometimes I will chuckle alongside them if I accidentally say it, striving to empathise with them and appreciate that it’s simply youth culture. I believe they merely seek to experience that feeling of belonging and camaraderie.

‘Humorous repetition has reduced its frequency’

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