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Across the UK, students have been exclaiming the phrase ““67” during lessons in the latest viral trend to spread through schools.

While some instructors have opted to calmly disregard the phenomenon, some have accepted it. Several teachers share how they’re coping.

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

Back in September, I had been talking to my year 11 tutor group about preparing for their secondary school examinations in June. It escapes me specifically what it was in relation to, but I said something like “ … if you’re aiming for grades six, seven …” and the complete classroom burst out laughing. It surprised me totally off guard.

My first thought was that I had created an reference to an inappropriate topic, or that they’d heard something in my speech pattern that sounded funny. Slightly exasperated – but genuinely curious and mindful that they weren’t mean – I got them to clarify. Frankly speaking, the explanation they then gave failed to create significant clarification – I still had minimal understanding.

What possibly caused it to be particularly humorous was the evaluating movement I had made while speaking. Subsequently I found out that this often accompanies ““sixseven”: My purpose was it to aid in demonstrating the process of me verbalizing thoughts.

With the aim of eliminate it I try to bring it up as frequently as I can. No strategy deflates a phenomenon like this more emphatically than an adult attempting to join in.

‘If you give oxygen to it, then it becomes an inferno’

Knowing about it aids so that you can prevent just blundering into statements like “indeed, there were 6, 7 million people without work in Germany in 1933”. When the numerical sequence is unavoidable, having a rock-solid school behaviour policy and requirements on pupil behavior really helps, as you can sanction it as you would any additional disturbance, but I haven’t actually needed to implement that. Guidelines are necessary, but if learners buy into what the learning environment is doing, they will remain less distracted by the viral phenomena (especially in lesson time).

With 67, I haven’t wasted any instructional minutes, except for an occasional quizzical look and commenting ““correct, those are digits, good job”. Should you offer oxygen to it, it transforms into a wildfire. I treat it in the same way I would handle any other interruption.

Previously existed the nine plus ten equals twenty-one craze a while back, and there will no doubt be a different trend following this. This is typical youth activity. Back when I was growing up, it was performing television personalities mimicry (admittedly away from the learning space).

Young people are spontaneous, and In my opinion it’s the educator’s responsibility to behave in a approach that guides them toward the course that will get them toward their academic objectives, which, fingers crossed, is completing their studies with academic achievements rather than a conduct report a mile long for the utilization of meaningless numerals.

‘Students desire belonging to a community’

Young learners use it like a unifying phrase in the schoolyard: a student calls it and the other children answer to indicate they’re part of the same group. It resembles a verbal exchange or a football chant – an agreed language they share. I don’t think it has any particular significance to them; they simply understand it’s a trend to say. Regardless of what the latest craze is, they want to experience belonging to it.

It’s forbidden in my classroom, though – it’s a warning if they exclaim it – similar to any different calling out is. It’s especially difficult in maths lessons. But my class at primary level are pre-teens, so they’re relatively adherent to the rules, whereas I appreciate that at teen education it could be a separate situation.

I have worked as a educator for a decade and a half, and such trends continue for a few weeks. This craze will fade away in the near future – this consistently happens, notably once their little brothers and sisters commence repeating it and it ceases to be trendy. Afterward they shall be focused on the subsequent trend.

‘You just have to laugh with them’

I started noticing it in August, while teaching English at a international school. It was mostly boys uttering it. I educated teenagers and it was widespread with the less experienced learners. I didn’t understand its meaning at the time, but being twenty-four and I recognized it was simply an internet trend comparable to when I attended classes.

These trends are always shifting. ““Toilet meme” was a well-known trend at the time when I was at my educational institute, but it failed to appear as frequently in the classroom. Differing from ““67”, ““that particular meme” was never written on the chalkboard in class, so students were less able to pick up on it.

I simply disregard it, or sometimes I will laugh with them if I accidentally say it, striving to relate to them and understand that it’s simply youth culture. I think they just want to enjoy that sensation of belonging and friendship.

‘Humorous repetition has reduced its frequency’

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