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Throughout the UK, school pupils have been exclaiming the words ““67” during lessons in the latest meme-based craze to sweep across classrooms.

Although some instructors have opted to calmly disregard the trend, different educators have incorporated it. Five teachers describe how they’re dealing.

‘I thought I had said something rude’

During September, I had been speaking with my secondary school class about preparing for their secondary school examinations in June. I don’t recall exactly what it was in relation to, but I said something like “ … if you’re aiming for results six, seven …” and the whole class erupted in laughter. It took me entirely unexpectedly.

My initial reaction was that I had created an reference to something rude, or that they’d heard an element of my pronunciation that sounded funny. Somewhat frustrated – but truly interested and conscious that they had no intention of being malicious – I asked them to explain. To be honest, the clarification they offered didn’t provide greater understanding – I remained with no idea.

What might have made it extra funny was the considering gesture I had executed while speaking. I later learned that this frequently goes with ““67”: I meant it to aid in demonstrating the act of me thinking aloud.

In order to end the trend I attempt to bring it up as often as I can. Nothing reduces a phenomenon like this more thoroughly than an adult trying to get involved.

‘Feeding the trend creates a blaze’

Knowing about it aids so that you can prevent just unintentionally stating statements like “for example, there existed 6, 7 hundred jobless individuals in Germany in 1933”. When the numerical sequence is inevitable, possessing a firm student discipline system and standards on student conduct proves beneficial, as you can sanction it as you would any other disruption, but I rarely been required to take that action. Guidelines are one thing, but if pupils accept what the school is implementing, they’ll be better concentrated by the internet crazes (especially in instructional hours).

Concerning six-seven, I haven’t wasted any teaching periods, except for an occasional quizzical look and saying ““correct, those are digits, good job”. Should you offer oxygen to it, it evolves into an inferno. I address it in the identical manner I would handle any additional interruption.

Previously existed the nine plus ten equals twenty-one craze a previous period, and there will no doubt be a different trend following this. It’s what kids do. Back when I was youth, it was imitating Kevin and Perry impersonations (admittedly outside the classroom).

Students are unpredictable, and I think it’s an adult’s job to react in a way that guides them in the direction of the direction that will get them to their educational goals, which, fingers crossed, is graduating with certificates instead of a behaviour list a mile long for the employment of random numbers.

‘They want to feel a part of a group’

Students employ it like a unifying phrase in the recreation area: a student calls it and the others respond to demonstrate they belong to the same group. It resembles a call-and-response or a football chant – an common expression they possess. I believe it has any distinct importance to them; they merely recognize it’s a phenomenon to say. No matter what the newest phenomenon is, they desire to feel part of it.

It’s forbidden in my teaching space, though – it results in a caution if they exclaim it – just like any different shouting out is. It’s particularly challenging in numeracy instruction. But my pupils at primary level are children aged nine to ten, so they’re relatively compliant with the guidelines, whereas I recognize that at high school it could be a distinct scenario.

I’ve been a educator for a decade and a half, and these phenomena continue for three or four weeks. This phenomenon will fade away soon – this consistently happens, notably once their little brothers and sisters commence repeating it and it’s no longer cool. Subsequently they will be focused on the next thing.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while educating in English language at a international school. It was primarily male students repeating it. I instructed teenagers and it was widespread with the less experienced learners. I had no idea what it was at the time, but as a young adult and I realised it was just a meme comparable to when I was a student.

Such phenomena are always shifting. “Skibidi toilet” was a popular meme back when I was at my teacher preparation program, but it failed to occur as often in the learning environment. Differing from ““sixseven”, ““the skibidi trend” was never written on the whiteboard in instruction, so students were less prepared to pick up on it.

I typically overlook it, or periodically I will chuckle alongside them if I unintentionally utter it, trying to empathise with them and appreciate that it’s merely pop culture. In my opinion they merely seek to enjoy that sensation of belonging and friendship.

‘Humorous repetition has reduced its frequency’

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