Around the UK, students have been calling out the phrase “sixseven” during lessons in the latest viral phenomenon to spread through schools.
While some teachers have decided to stoically ignore the trend, different educators have incorporated it. A group of instructors describe how they’re coping.
‘My initial assumption was that I’d uttered something offensive’
Back in September, I had been addressing my secondary school class about preparing for their GCSE exams in June. I can’t remember exactly what it was in connection with, but I said words similar to “ … if you’re aiming for marks six, seven …” and the entire group erupted in laughter. It took me totally off guard.
My first thought was that I might have delivered an reference to an offensive subject, or that they perceived an element of my pronunciation that appeared amusing. A bit exasperated – but genuinely curious and aware that they had no intention of being hurtful – I asked them to clarify. To be honest, the description they provided didn’t provide significant clarification – I continued to have minimal understanding.
What could have rendered it extra funny was the weighing-up movement I had executed while speaking. I later discovered that this often accompanies “six-seven”: My purpose was it to assist in expressing the act of me verbalizing thoughts.
With the aim of end the trend I attempt to bring it up as frequently as I can. No approach reduces a craze like this more thoroughly than an teacher striving to get involved.
‘If you give oxygen to it, then it becomes an inferno’
Knowing about it assists so that you can steer clear of just accidentally making statements like “for example, there existed 6, 7 hundred unemployed people in Germany in 1933”. In cases where the digit pairing is inevitable, possessing a rock-solid school behaviour policy and standards on student conduct really helps, as you can sanction it as you would any other interruption, but I haven’t actually been required to take that action. Guidelines are necessary, but if pupils embrace what the school is implementing, they will become less distracted by the viral phenomena (at least in class periods).
With 67, I haven’t wasted any lesson time, aside from an occasional raised eyebrow and stating ““indeed, those are numerals, excellent”. Should you offer attention to it, then it becomes a wildfire. I handle it in the identical manner I would handle any additional interruption.
Previously existed the mathematical meme phenomenon a few years ago, and undoubtedly there will emerge a different trend after this. This is typical youth activity. During my own childhood, it was performing television personalities impersonations (honestly away from the classroom).
Children are spontaneous, and I believe it falls to the teacher to respond in a manner that redirects them back to the path that will get them where they need to go, which, fingers crossed, is completing their studies with academic achievements instead of a disciplinary record a mile long for the utilization of meaningless numerals.
‘They want to feel a part of a group’
The children utilize it like a unifying phrase in the recreation area: a student calls it and the remaining students reply to indicate they’re part of the identical community. It’s like a interactive chant or a stadium slogan – an shared vocabulary they use. In my view it has any particular meaning to them; they simply understand it’s a thing to say. No matter what the current trend is, they seek to experience belonging to it.
It’s forbidden in my teaching space, however – it triggers a reminder if they exclaim it – identical to any other verbal interruption is. It’s especially tricky in numeracy instruction. But my class at fifth grade are children aged nine to ten, so they’re relatively accepting of the rules, although I recognize that at secondary [school] it may be a separate situation.
I have served as a instructor for fifteen years, and these phenomena persist for a month or so. This phenomenon will fade away soon – this consistently happens, particularly once their junior family members begin using it and it’s no longer cool. Afterward they shall be on to the next thing.
‘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 teenagers and it was prevalent among 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 akin to when I attended classes.
These trends are continuously evolving. ““Toilet meme” was a popular meme at the time when I was at my training school, but it failed to exist as much in the learning environment. Differing from ““67”, ““the skibidi trend” was never written on the chalkboard in instruction, so pupils were less equipped to pick up on it.
I typically overlook it, or sometimes I will smile with the students if I inadvertently mention it, trying to understand them and understand that it’s merely contemporary trends. I think they just want to feel that sense of togetherness and friendship.
‘Humorous repetition has reduced its frequency’
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