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Across the UK, learners have been shouting out the words ““67” during classes in the most recent internet-inspired phenomenon to sweep across schools.

Although some educators have opted to calmly disregard the trend, others have accepted it. A group of teachers describe how they’re managing.

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

Earlier in September, I had been talking to my secondary school tutor group about studying for their secondary school examinations in June. I can’t remember specifically what it was in reference to, but I said something like “ … if you’re aiming for results six, seven …” and the complete classroom burst out laughing. It caught me entirely unexpectedly.

My immediate assumption was that I had created an hint at an offensive subject, or that they detected a quality in my pronunciation that sounded funny. Somewhat annoyed – but genuinely curious and aware that they had no intention of being hurtful – I got them to elaborate. Frankly speaking, the description they offered failed to create greater understanding – I still had minimal understanding.

What might have rendered it especially amusing was the considering gesture I had executed while speaking. I have since learned that this typically pairs with “six-seven”: I had intended it to assist in expressing the action of me speaking my mind.

With the aim of eliminate it I aim to mention it as much as I can. No approach deflates a trend like this more effectively than an grown-up striving to get involved.

‘Providing attention fuels the fire’

Knowing about it aids so that you can avoid just blundering into comments like “well, there were 6, 7 thousand unemployed people in Germany in 1933”. When the numerical sequence is unavoidable, possessing a strong classroom conduct rules and standards on pupil behavior proves beneficial, as you can deal with it as you would any additional interruption, but I haven’t actually had to do that. Rules are necessary, but if pupils accept what the learning environment is practicing, they will remain better concentrated by the viral phenomena (particularly in lesson time).

Concerning six-seven, I haven’t wasted any instructional minutes, aside from an infrequent eyebrow raise and stating ““indeed, those are numerals, excellent”. When you provide focus on it, it evolves into a blaze. I address it in the identical manner I would handle any other interruption.

Previously existed the nine plus ten equals twenty-one craze a while back, and undoubtedly there will emerge a different trend after this. This is typical youth activity. Back when I was growing up, it was imitating television personalities impersonations (admittedly away from the learning space).

Children are unforeseeable, and I believe it’s the educator’s responsibility to react in a manner that steers them toward the direction that will enable them where they need to go, which, fingers crossed, is coming out with qualifications rather than a conduct report lengthy for the use of random numbers.

‘They want to feel a part of a group’

The children employ it like a unifying phrase in the playground: a pupil shouts it and the other children answer to indicate they’re part of the same group. It resembles a verbal exchange or a sports cheer – an agreed language they use. In my view it has any distinct meaning to them; they simply understand it’s a thing to say. Whatever the newest phenomenon is, they want to feel part of it.

It’s forbidden in my classroom, though – it results in a caution if they call it out – just like any different calling out is. It’s notably challenging in maths lessons. But my students at year 5 are children aged nine to ten, so they’re quite compliant with the rules, while I appreciate that at high school it could be a different matter.

I’ve been a teacher for 15 years, and these phenomena last for a few weeks. This craze will diminish in the near future – they always do, notably once their little brothers and sisters begin using it and it’s no longer cool. Afterward they shall be focused on the subsequent trend.

‘Occasionally sharing the humor is essential’

I first detected it in August, while educating in English language at a international school. It was mostly male students saying it. I instructed ages 12 to 18 and it was prevalent with the less experienced learners. I was unaware what it was at the time, but being twenty-four and I recognized it was merely a viral phenomenon 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 appear as frequently in the classroom. Unlike ““67”, “skibidi toilet” was never written on the whiteboard in lessons, so students were less able to pick up on it.

I typically overlook it, or occasionally I will smile with the students if I inadvertently mention it, attempting to understand them and appreciate that it’s merely youth culture. I think they merely seek to experience that feeling of togetherness and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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