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Throughout the UK, school pupils have been calling out the phrase ““six-seven” during classes in the newest viral craze to spread through classrooms.

Although some teachers have opted to calmly disregard the phenomenon, others have incorporated it. A group of educators describe how they’re dealing.

‘I thought I had said something rude’

During September, I had been talking to my secondary school students about studying for their secondary school examinations in June. I don’t recall exactly what it was in relation to, but I said words similar to “ … if you’re targeting marks six, seven …” and the entire group burst out laughing. It took me totally off guard.

My first thought was that I might have delivered an allusion to an offensive subject, or that they perceived something in my speech pattern that appeared amusing. Slightly frustrated – but truly interested and mindful that they weren’t trying to be mean – I persuaded them to explain. Frankly speaking, the explanation they provided failed to create greater understanding – I continued to have no idea.

What could have rendered it especially amusing was the weighing-up motion I had made while speaking. I later learned that this often accompanies “six-seven”: I meant it to assist in expressing the action of me thinking aloud.

To kill it off I attempt to reference it as often as I can. No approach deflates a craze like this more emphatically than an teacher trying to participate.

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

Being aware of it assists so that you can steer clear of just blundering into remarks like “for example, there existed 6, 7 million unemployed people in Germany in 1933”. In cases where the numerical sequence is unpreventable, having a strong classroom conduct rules and expectations on pupil behavior really helps, as you can sanction it as you would any different disturbance, but I rarely had to do that. Guidelines are important, but if students embrace what the school is practicing, they will become more focused by the online trends (at least in instructional hours).

Regarding six-seven, I haven’t sacrificed any instructional minutes, aside from an infrequent quizzical look and saying “yes, that’s a number, well done”. If you give attention to it, then it becomes an inferno. I address it in the same way I would treat any other interruption.

Earlier occurred the mathematical meme phenomenon a previous period, and undoubtedly there will emerge a different trend following this. It’s what kids do. During my own growing up, it was performing comedy characters mimicry (truthfully away from the classroom).

Young people are unforeseeable, and In my opinion it’s the educator’s responsibility to behave in a way that guides them toward the direction that will get them toward their academic objectives, which, hopefully, is graduating with academic achievements rather than a behaviour list extensive for the employment of arbitrary digits.

‘Students desire belonging to a community’

Young learners use it like a unifying phrase in the schoolyard: a student calls it and the other children answer to indicate they’re part of the same group. It’s like a verbal exchange or a stadium slogan – an agreed language they use. I believe it has any specific meaning to them; they merely recognize it’s a phenomenon to say. Regardless of what the latest craze is, they desire to be included in it.

It’s prohibited in my teaching space, nevertheless – it triggers a reminder if they call it out – similar to any additional calling out is. It’s particularly tricky in maths lessons. But my class at year 5 are children aged nine to ten, so they’re quite accepting of the regulations, whereas I recognize that at teen education it could be a distinct scenario.

I’ve been a educator for fifteen years, and these crazes continue for a few weeks. This phenomenon will fade away soon – this consistently happens, particularly once their junior family members begin using it and it ceases to be fashionable. Then they’ll be engaged with the following phenomenon.

‘You just have to laugh with them’

I began observing it in August, while instructing in English at a foreign language school. It was mainly boys repeating it. I instructed ages 12 to 18 and it was widespread with the younger pupils. I was unaware what it was at the time, but being twenty-four and I realised it was merely a viral phenomenon similar to when I was a student.

The crazes are continuously evolving. ““Toilet meme” was a popular meme back when I was at my teacher preparation program, but it didn’t particularly appear as frequently in the classroom. Unlike “six-seven”, ““that particular meme” was never written on the whiteboard in class, so learners were less equipped to embrace it.

I typically overlook it, or occasionally I will laugh with them if I accidentally say it, attempting to relate to them and recognize that it’s merely youth culture. In my opinion they simply desire to enjoy that sensation of community and companionship.

‘Lighthearted usage has diminished its occurrence’

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