Across the UK, students have been exclaiming the words ““67” during lessons in the latest internet-inspired craze to sweep across schools.
While some educators have decided to stoically ignore the craze, some have embraced it. A group of educators describe how they’re dealing.
‘I believed I’d made an inappropriate comment’
During September, I had been addressing my year 11 class about getting ready for their secondary school examinations in June. I can’t remember specifically what it was in relation to, but I said words similar to “ … if you’re targeting results six, seven …” and the complete classroom started chuckling. It caught me entirely unexpectedly.
My immediate assumption was that I had created an hint at an inappropriate topic, or that they detected an element of my speech pattern that sounded funny. Slightly annoyed – but honestly intrigued and conscious that they weren’t mean – I persuaded them to clarify. Frankly speaking, the description they offered didn’t provide greater understanding – I remained with no idea.
What might have caused it to be extra funny was the evaluating gesture I had executed while speaking. I have since learned that this typically pairs with ““67”: I had intended it to help convey the process of me verbalizing thoughts.
To kill it off I aim to mention it as often as I can. Nothing deflates a craze like this more effectively than an grown-up attempting to participate.
‘Feeding the trend creates a blaze’
Being aware of it assists so that you can avoid just accidentally making comments like “for example, there existed 6, 7 million people without work in Germany in 1933”. In cases where the numerical sequence is unavoidable, maintaining a strong classroom conduct rules and standards on learner demeanor is advantageous, as you can sanction it as you would any additional disruption, but I haven’t actually had to do that. Rules are necessary, but if learners embrace what the school is doing, they’ll be less distracted by the internet crazes (especially in lesson time).
Concerning six-seven, I haven’t sacrificed any lesson time, except for an infrequent eyebrow raise and stating “yes, that’s a number, well done”. When you provide attention to it, then it becomes an inferno. I handle it in the equivalent fashion I would manage any additional disturbance.
Earlier occurred the nine plus ten equals twenty-one phenomenon a previous period, and certainly there will appear a different trend following this. That’s children’s behavior. During my own youth, it was performing comedy characters impressions (admittedly outside the school environment).
Children are unforeseeable, and I think it’s the educator’s responsibility to react in a way that steers them back to the path that will help them toward their academic objectives, which, with luck, is coming out with qualifications instead of a disciplinary record extensive for the utilization of meaningless numerals.
‘Students desire belonging to a community’
Students utilize it like a connecting expression in the playground: a pupil shouts it and the others respond to demonstrate they belong to the equivalent circle. It’s like a interactive chant or a sports cheer – an agreed language they possess. In my view it has any distinct significance to them; they simply understand it’s a thing to say. No matter what the latest craze is, they desire to be included in it.
It’s prohibited in my classroom, however – it’s a warning if they call it out – similar to any different shouting out is. It’s especially challenging in maths lessons. But my pupils at primary level are children aged nine to ten, so they’re relatively accepting of the guidelines, whereas I appreciate that at secondary [school] it may be a distinct scenario.
I have served as a instructor for a decade and a half, and these crazes continue for a few weeks. This phenomenon will die out in the near future – this consistently happens, especially once their junior family members begin using it and it’s no longer trendy. Then they’ll be focused on the next thing.
‘You just have to laugh with them’
I started noticing it in August, while educating in English language at a language institute. It was mainly young men uttering it. I instructed teenagers and it was widespread with the younger pupils. I didn’t understand what it was at the time, but being twenty-four and I understood it was just a meme comparable to when I was at school.
The crazes are always shifting. “Skibidi toilet” was a popular meme during the period when I was at my training school, but it failed to appear as frequently in the learning environment. Unlike “six-seven”, ““the skibidi trend” was never written on the board in lessons, so students were less able to embrace it.
I simply disregard it, or sometimes I will chuckle alongside them if I inadvertently mention it, attempting to understand them and understand that it is just pop culture. I believe they merely seek to experience that feeling of belonging and companionship.
‘Humorous repetition has reduced its frequency’
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