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Around the UK, learners have been exclaiming the words ““67” during classes in the most recent viral phenomenon to take over classrooms.

Whereas some educators have decided to stoically ignore the phenomenon, others have accepted it. Several teachers explain how they’re dealing.

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

Earlier in September, I had been speaking with my eleventh grade students about preparing for their secondary school examinations in June. I can’t remember precisely what it was in reference to, but I said words similar to “ … if you’re targeting grades six, seven …” and the complete classroom erupted in laughter. It caught me entirely unexpectedly.

My initial reaction was that I might have delivered an reference to something rude, or that they detected a quality in my accent that seemed humorous. Slightly exasperated – but honestly intrigued and mindful that they had no intention of being malicious – I persuaded them to elaborate. Honestly, the description they provided failed to create significant clarification – I continued to have minimal understanding.

What possibly made it extra funny was the weighing-up movement I had executed while speaking. I have since discovered that this frequently goes with “six-seven”: I meant it to assist in expressing the process of me thinking aloud.

In order to kill it off I attempt to bring it up as often as I can. Nothing reduces a phenomenon like this more effectively than an teacher striving to join in.

‘Providing attention fuels the fire’

Understanding it assists so that you can avoid just accidentally making comments like “indeed, there were 6, 7 hundred people without work in Germany in 1933”. When the number combination is unavoidable, maintaining a strong student discipline system and requirements on learner demeanor really helps, as you can deal with it as you would any other disruption, but I haven’t actually had to do that. Guidelines are one thing, but if students buy into what the educational institution is implementing, they will become more focused by the online trends (especially in class periods).

Regarding 67, I haven’t lost any instructional minutes, other than for an periodic raised eyebrow and saying ““correct, those are digits, good job”. If you give oxygen to it, then it becomes a wildfire. I handle it in the equivalent fashion I would manage any additional interruption.

Earlier occurred the 9 + 10 = 21 craze a few years ago, and there will no doubt be a different trend following this. It’s what kids do. Back when I was youth, it was doing comedy characters impressions (admittedly away from the classroom).

Young people are unpredictable, and I think it falls to the teacher to respond in a way that guides them back to the path that will get them where they need to go, which, with luck, is coming out with certificates instead of a disciplinary record a mile long for the utilization of random numbers.

‘They want to feel a part of a group’

Young learners use it like a bonding chant in the recreation area: one says it and the remaining students reply to demonstrate they belong to the same group. It’s like a verbal exchange or a sports cheer – an agreed language they use. I don’t think it has any specific significance to them; they merely recognize it’s a trend to say. No matter what the current trend is, they seek to be included in it.

It’s prohibited in my learning environment, however – it’s a warning if they call it out – similar to any other shouting out is. It’s particularly difficult in maths lessons. But my students at year 5 are pre-teens, so they’re quite accepting of the regulations, while I understand that at secondary [school] it might be a distinct scenario.

I have served as a instructor for a decade and a half, and these phenomena last for a few weeks. This trend will fade away in the near future – this consistently happens, particularly once their junior family members begin using it and it ceases to be trendy. Then they’ll be engaged with the subsequent trend.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while instructing in English at a language institute. It was mostly male students uttering it. I instructed ages 12 to 18 and it was prevalent within the junior students. I didn’t understand its significance at the time, but I’m 24 years old and I understood it was just a meme comparable to when I was at school.

Such phenomena are constantly changing. ““Skibidi” was a popular meme during the period when I was at my educational institute, but it failed to appear as frequently in the classroom. Unlike ““sixseven”, ““that particular meme” was never written on the chalkboard in lessons, so students were less prepared to pick up on it.

I just ignore it, or occasionally I will laugh with them if I accidentally say it, attempting to relate to them and understand that it’s merely contemporary trends. I think they merely seek to enjoy that sensation of belonging and companionship.

‘Playfully shouting it means I rarely hear it now’

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