‘You just have to laugh’: several UK educators on coping with ‘‘67’ in the educational setting

Around the UK, learners have been calling out the phrase ““six-seven” during instruction in the newest meme-based trend to take over educational institutions.

Whereas some teachers have decided to stoically ignore the trend, some have incorporated it. Several instructors describe how they’re coping.

‘I thought I had said something rude’

Earlier in September, I had been addressing my secondary school students about studying for their secondary school examinations in June. I don’t recall precisely what it was in reference to, but I said something like “ … if you’re aiming for marks six, seven …” and the complete classroom burst out laughing. It took me entirely unexpectedly.

My first thought was that I might have delivered an hint at something rude, or that they’d heard an element of my accent that seemed humorous. Somewhat frustrated – but genuinely curious and conscious that they weren’t trying to be mean – I got them to elaborate. Frankly speaking, the explanation they then gave didn’t make greater understanding – I remained with little comprehension.

What could have caused it to be particularly humorous was the considering motion I had made while speaking. Subsequently I learned that this typically pairs with ““67”: I meant it to help convey the action of me verbalizing thoughts.

In order to end the trend I attempt to bring it up as much as I can. No strategy reduces a phenomenon like this more thoroughly than an adult attempting to participate.

‘Feeding the trend creates a blaze’

Knowing about it helps so that you can steer clear of just blundering into remarks like “well, there were 6, 7 hundred people without work in Germany in 1933”. If the number combination is unavoidable, possessing a strong student discipline system and standards on student conduct proves beneficial, as you can sanction it as you would any different interruption, but I haven’t actually had to do that. Rules are necessary, but if learners embrace what the educational institution is doing, they will remain better concentrated by the viral phenomena (at least in instructional hours).

Regarding six-seven, I haven’t wasted any lesson time, other than for an infrequent quizzical look and commenting ““correct, those are digits, good job”. Should you offer attention to it, then it becomes an inferno. I address it in the same way I would manage any other disruption.

There was the nine plus ten equals twenty-one craze a while back, and there will no doubt be a different trend following this. That’s children’s behavior. During my own growing up, it was performing comedy characters impersonations (honestly away from the learning space).

Students are unpredictable, and I believe it falls to the teacher to behave in a way that steers them toward the course that will enable them toward their academic objectives, which, with luck, is graduating with qualifications rather than a conduct report a mile long for the employment of meaningless numerals.

‘Students desire belonging to a community’

Young learners utilize it like a connecting expression in the recreation area: a pupil shouts it and the others respond to indicate they’re part of the same group. It resembles a verbal exchange or a football chant – an agreed language they use. I don’t think it has any specific importance to them; they simply understand it’s a trend to say. No matter what the latest craze is, they seek to be included in it.

It’s banned in my learning environment, nevertheless – it triggers a reminder if they call it out – identical to any additional calling out is. It’s notably difficult in numeracy instruction. But my students at year 5 are children aged nine to ten, so they’re relatively accepting of the regulations, although I recognize that at secondary [school] it may be a distinct scenario.

I’ve been a instructor for 15 years, and such trends continue for a month or so. This trend will die out shortly – it invariably occurs, especially once their junior family members begin using it and it ceases to be cool. Subsequently they will be on to the following phenomenon.

‘Occasionally sharing the humor is essential’

I began observing it in August, while teaching English at a language institute. It was mostly boys saying it. I instructed students from twelve to eighteen and it was common with the less experienced learners. I had no idea its significance at the time, but as a young adult and I understood it was just a meme comparable to when I attended classes.

Such phenomena are always shifting. ““Skibidi” was a popular meme during the period when I was at my training school, but it didn’t really exist as much in the learning environment. Unlike ““sixseven”, “skibidi toilet” was not inscribed on the chalkboard in instruction, so learners were less equipped to adopt it.

I simply disregard it, or sometimes I will laugh with them if I accidentally say it, striving to understand them and understand that it is just youth culture. In my opinion they merely seek to experience that feeling of belonging and companionship.

‘Playfully shouting it means I rarely hear it now’

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