‘You just have to laugh’: five UK educators on coping with ‘six-seven’ in the classroom

Across the UK, learners have been calling out the phrase ““67” during instruction in the latest internet-inspired phenomenon to spread through classrooms.

While some educators have opted to patiently overlook the craze, some have accepted it. Several teachers explain how they’re coping.

‘I thought I had said something rude’

Back in September, I had been addressing my eleventh grade students about studying for their secondary school examinations in June. I don’t recall precisely what it was in connection with, but I said a phrase resembling “ … if you’re targeting marks six, seven …” and the entire group burst out laughing. It surprised me entirely unexpectedly.

My first thought was that I’d made an allusion to an inappropriate topic, or that they perceived an element of my speech pattern that seemed humorous. Somewhat annoyed – but honestly intrigued and aware that they weren’t trying to be malicious – I got them to explain. Honestly, the clarification they offered failed to create significant clarification – I remained with no idea.

What might have made it extra funny was the considering motion I had performed during speaking. Subsequently I learned that this often accompanies ““sixseven”: I meant it to aid in demonstrating the process of me speaking my mind.

In order to kill it off I attempt to reference it as frequently as I can. Nothing reduces a craze like this more emphatically than an teacher attempting to join in.

‘Providing attention fuels the fire’

Understanding it assists so that you can steer clear of just unintentionally stating remarks like “for example, there existed 6, 7 thousand people without work in Germany in 1933”. In cases where the number combination is unavoidable, having a firm student discipline system and expectations on learner demeanor is advantageous, as you can deal with it as you would any different disturbance, but I rarely needed to implement that. Policies are necessary, but if learners buy into what the school is practicing, they will become better concentrated by the viral phenomena (particularly in instructional hours).

Regarding six-seven, I haven’t sacrificed any teaching periods, except for an infrequent eyebrow raise and stating ““correct, those are digits, good job”. Should you offer oxygen to it, it evolves into a wildfire. I address it in the identical manner I would treat any additional interruption.

Earlier occurred the mathematical meme trend a few years ago, and certainly there will appear a different trend following this. That’s children’s behavior. Back when I was growing up, it was performing television personalities impersonations (admittedly outside the learning space).

Children are unforeseeable, and I think it’s an adult’s job to behave in a approach that guides them in the direction of the direction that will get them where they need to go, which, fingers crossed, is completing their studies with academic achievements as opposed to a behaviour list lengthy for the use of random numbers.

‘Students desire belonging to a community’

Young learners use it like a unifying phrase in the schoolyard: a student calls it and the others respond to indicate they’re part of the equivalent circle. It’s similar to a verbal exchange or a sports cheer – an agreed language they share. I don’t think it has any specific significance to them; they simply understand it’s a thing to say. No matter what the current trend is, they want to feel part of it.

It’s banned in my classroom, though – it triggers a reminder if they shout it out – identical to any other calling out is. It’s notably tricky in numeracy instruction. But my class at year 5 are pre-teens, so they’re fairly adherent to the rules, although I appreciate that at teen education it may be a different matter.

I’ve been a instructor for fifteen years, and these phenomena last for three or four weeks. This phenomenon will diminish in the near future – they always do, especially once their little brothers and sisters start saying it and it stops being trendy. Afterward they shall be focused on the following phenomenon.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while educating in English language at a language institute. It was primarily boys repeating it. I educated ages 12 to 18 and it was widespread within the junior students. I had no idea its meaning at the time, but being twenty-four and I understood it was simply an internet trend similar to when I was a student.

Such phenomena are continuously evolving. ““Toilet meme” was a familiar phenomenon at the time when I was at my teacher preparation program, but it failed to exist as much in the educational setting. Unlike ““67”, ““that particular meme” was not scribbled on the board in lessons, so students were less prepared to pick up on it.

I just ignore it, or occasionally I will smile with the students if I unintentionally utter it, attempting to understand them and understand that it’s simply pop culture. I think they merely seek to enjoy that sensation of community and companionship.

‘Playfully shouting it means I rarely hear it now’

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