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Throughout the UK, learners have been calling out the expression ““67” during classes in the newest viral craze to sweep across educational institutions.

Whereas some educators have chosen to stoically ignore the phenomenon, others have incorporated it. Five teachers explain how they’re coping.

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

Back in September, I had been addressing my eleventh grade tutor group about getting ready for their qualification tests in June. I can’t remember exactly what it was in reference to, but I said words similar to “ … if you’re aiming for results six, seven …” and the whole class burst out laughing. It took me completely by surprise.

My first thought was that I’d made an hint at something rude, or that they detected an element of my accent that seemed humorous. Somewhat annoyed – but genuinely curious and conscious that they weren’t malicious – I asked them to clarify. Frankly speaking, the clarification they offered didn’t provide greater understanding – I remained with little comprehension.

What possibly rendered it especially amusing was the evaluating movement I had made while speaking. Subsequently I found out that this frequently goes with ““sixseven”: I meant it to aid in demonstrating the action of me verbalizing thoughts.

To end the trend I attempt to reference it as frequently as I can. Nothing diminishes a craze like this more effectively than an adult striving to get involved.

‘Feeding the trend creates a blaze’

Understanding it helps so that you can prevent just accidentally making statements like “for example, there existed 6, 7 thousand people without work in Germany in 1933”. In cases where the number combination is unpreventable, having a firm school behaviour policy and standards on learner demeanor proves beneficial, as you can sanction it as you would any different disruption, but I rarely needed to implement that. Rules are one thing, but if pupils embrace what the school is doing, they will remain more focused by the online trends (particularly in instructional hours).

Regarding 67, I haven’t sacrificed any instructional minutes, other than for an occasional quizzical look and saying ““indeed, those are numerals, excellent”. If you give focus on it, it transforms into a blaze. I address it in the equivalent fashion I would manage any other disruption.

Earlier occurred the nine plus ten equals twenty-one trend a while back, and undoubtedly there will emerge a different trend subsequently. It’s what kids do. During my own growing up, it was imitating television personalities impersonations (admittedly out of the school environment).

Young people are spontaneous, and I believe it’s the educator’s responsibility to react in a manner that guides them in the direction of the direction that will enable them toward their academic objectives, which, hopefully, is graduating with certificates rather than a conduct report lengthy for the use of arbitrary digits.

‘They want to feel a part of a group’

The children use it like a unifying phrase in the recreation area: a student calls it and the remaining students reply to demonstrate they belong to the same group. It’s similar to a verbal exchange or a sports cheer – an shared vocabulary they possess. I don’t think it has any specific importance to them; they simply understand it’s a trend to say. Regardless of what the newest phenomenon is, they want to feel part of it.

It’s forbidden in my learning environment, nevertheless – it results in a caution if they shout it out – just like any other verbal interruption is. It’s notably tricky in maths lessons. But my students at primary level are children aged nine to ten, so they’re quite adherent to the guidelines, while I recognize that at secondary [school] it may be a distinct scenario.

I have served as a instructor for 15 years, and such trends last for three or four weeks. This trend will diminish in the near future – it invariably occurs, notably once their younger siblings begin using it and it ceases to be fashionable. Subsequently they will be engaged with the subsequent trend.

‘You just have to laugh with them’

I began observing it in August, while teaching English at a foreign language school. It was mainly male students repeating it. I educated ages 12 to 18 and it was widespread among the younger pupils. I had no idea what it was at the time, but being twenty-four and I realised it was just a meme comparable to when I was at school.

Such phenomena are always shifting. ““Skibidi” was a well-known trend during the period when I was at my training school, but it didn’t really appear as frequently in the educational setting. In contrast to ““sixseven”, ““that particular meme” was not inscribed on the board in instruction, so pupils were less equipped to adopt it.

I simply disregard it, or periodically I will laugh with them if I unintentionally utter it, striving to understand them and recognize that it’s simply pop culture. I think they simply desire to experience that feeling of community and friendship.

‘Humorous repetition has reduced its frequency’

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