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Around the UK, learners have been shouting out the expression ““67” during classes in the most recent internet-inspired craze to spread through classrooms.

Whereas some instructors have chosen to stoically ignore the craze, different educators have incorporated it. A group of instructors share how they’re managing.

‘I believed I’d made an inappropriate comment’

Earlier in September, I had been speaking with my year 11 tutor group about studying for their GCSE exams in June. I don’t recall specifically what it was in relation to, but I said a phrase resembling “ … if you’re aiming for marks six, seven …” and the entire group started chuckling. It took me totally off guard.

My immediate assumption was that I had created an hint at an offensive subject, or that they detected an element of my speech pattern that seemed humorous. A bit exasperated – but truly interested and conscious that they weren’t trying to be malicious – I asked them to explain. To be honest, the description they then gave didn’t make much difference – I remained with no idea.

What possibly rendered it extra funny was the weighing-up gesture I had made while speaking. I have since found out that this typically pairs with “six-seven”: I meant it to assist in expressing the process of me speaking my mind.

To end the trend I try to reference it as frequently as I can. No strategy deflates a trend like this more emphatically than an grown-up striving to join in.

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

Being aware of it assists so that you can avoid just unintentionally stating remarks like “indeed, there were 6, 7 hundred unemployed people in Germany in 1933”. In cases where the digit pairing is unpreventable, having a rock-solid school behaviour policy and requirements on pupil behavior proves beneficial, as you can sanction it as you would any different disruption, but I rarely needed to implement that. Guidelines are one thing, but if students accept what the learning environment is practicing, they will become more focused by the online trends (especially in class periods).

Concerning 67, I haven’t lost any lesson time, other than for an periodic raised eyebrow and commenting “yes, that’s a number, well done”. When you provide focus on it, it transforms into a blaze. I handle it in the equivalent fashion I would manage any different disruption.

There was the mathematical meme phenomenon a previous period, and certainly there will appear another craze after this. That’s children’s behavior. Back when I was childhood, it was doing Kevin and Perry impersonations (admittedly outside the learning space).

Students are unpredictable, and I think it falls to the teacher to respond in a way that steers them back to the path that will help them to their educational goals, which, hopefully, is graduating with certificates rather than a disciplinary record lengthy for the employment of meaningless numerals.

‘Children seek inclusion in social circles’

Young learners utilize it like a bonding chant in the playground: a pupil shouts it and the others respond to demonstrate they belong to the same group. It’s similar to a interactive chant or a sports cheer – an common expression they share. I believe it has any particular significance to them; they just know it’s a thing to say. Regardless of what the newest phenomenon is, they desire to experience belonging to it.

It’s prohibited in my classroom, however – it results in a caution if they call it out – identical to any other verbal interruption is. It’s especially tricky in maths lessons. But my class at year 5 are children aged nine to ten, so they’re fairly adherent to the guidelines, while I appreciate that at secondary [school] it could be a distinct scenario.

I have worked as a teacher for 15 years, and these phenomena persist for three or four weeks. This trend will die out soon – this consistently happens, especially once their little brothers and sisters begin using it and it stops being cool. Subsequently they will be on to the following phenomenon.

‘You just have to laugh with them’

I first detected it in August, while instructing in English at a foreign language school. It was primarily male students uttering it. I taught ages 12 to 18 and it was prevalent with the junior students. I was unaware what it was at the time, but being twenty-four and I realised it was simply an internet trend comparable to when I was at school.

Such phenomena are always shifting. ““Toilet meme” was a popular meme back when I was at my educational institute, but it failed to exist as much in the learning environment. Unlike “six-seven”, ““the skibidi trend” was never written on the board in instruction, so learners were less prepared to embrace it.

I simply disregard it, or periodically I will laugh with them if I inadvertently mention it, striving to understand them and understand that it is just youth culture. I believe they simply desire to feel that sense of belonging and friendship.

‘Humorous repetition has reduced its frequency’

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