‘Sometimes you’ve got to chuckle’: several UK educators on handling ‘‘sixseven’ in the classroom

Throughout the UK, learners have been exclaiming the expression “sixseven” during classes in the latest meme-based trend to sweep across educational institutions.

Whereas some teachers have opted to patiently overlook the trend, some have incorporated it. A group of teachers explain how they’re coping.

‘I thought I had said something rude’

Back in September, I had been speaking with my secondary school class about preparing for their GCSE exams in June. It escapes me specifically what it was in relation to, but I said a phrase resembling “ … if you’re aiming for marks six, seven …” and the complete classroom burst out laughing. It surprised me completely by surprise.

My initial reaction was that I had created an hint at something rude, or that they perceived an element of my speech pattern that appeared amusing. Somewhat frustrated – but honestly intrigued and aware that they had no intention of being malicious – I persuaded them to explain. Honestly, the clarification they provided failed to create significant clarification – I continued to have minimal understanding.

What might have rendered it especially amusing was the considering movement I had made while speaking. I have since learned that this typically pairs with “six-seven”: I meant it to aid in demonstrating the act of me thinking aloud.

With the aim of end the trend I aim to mention it as often as I can. No strategy deflates a phenomenon like this more effectively than an teacher attempting to participate.

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

Understanding it assists so that you can prevent just accidentally making comments like “indeed, there were 6, 7 million people without work in Germany in 1933”. In cases where the numerical sequence is unavoidable, possessing a rock-solid school behaviour policy and requirements on pupil behavior really helps, as you can address it as you would any additional disruption, but I rarely been required to take that action. Rules are important, but if learners accept what the learning environment is practicing, they will become better concentrated by the internet crazes (especially in class periods).

With 67, I haven’t sacrificed any teaching periods, other than for an infrequent quizzical look and commenting ““correct, those are digits, good job”. Should you offer focus on it, it evolves into a wildfire. I handle it in the identical manner I would manage any other disturbance.

There was the mathematical meme craze a previous period, and undoubtedly there will emerge a different trend subsequently. This is typical youth activity. During my own growing up, it was performing television personalities impersonations (truthfully out of the learning space).

Children are spontaneous, and In my opinion it falls to the teacher to behave in a manner that guides them back to the course that will get them to their educational goals, which, hopefully, is completing their studies with qualifications instead of a behaviour list extensive for the employment of meaningless numerals.

‘They want to feel a part of a group’

Young learners utilize it like a bonding chant in the recreation area: a pupil shouts it and the others respond to indicate they’re part of the same group. It’s similar to a call-and-response or a football chant – an common expression they share. I don’t think it has any specific importance to them; they simply understand it’s a thing to say. Whatever the current trend is, they want to feel part of it.

It’s prohibited in my learning environment, nevertheless – it results in a caution if they call it out – identical to any other calling out is. It’s particularly tricky in numeracy instruction. But my pupils at primary level are pre-teens, so they’re fairly compliant with the regulations, whereas I understand that at secondary [school] it could be a distinct scenario.

I’ve been a teacher for a decade and a half, and these crazes last for a month or so. This craze will die out in the near future – it invariably occurs, especially once their little brothers and sisters begin using it and it ceases to be cool. Then they’ll be engaged with the next thing.

‘Occasionally sharing the humor is essential’

I first detected it in August, while educating in English language at a international school. It was primarily boys uttering it. I taught ages 12 to 18 and it was common within the junior students. I didn’t understand what it was at the time, but I’m 24 years old and I recognized it was simply an internet trend comparable to when I was a student.

Such phenomena are constantly changing. ““Skibidi” was a well-known trend back when I was at my training school, but it didn’t really occur as often in the educational setting. Unlike “six-seven”, “skibidi toilet” was not inscribed on the board in lessons, so pupils were less equipped to embrace it.

I just ignore it, or sometimes I will chuckle alongside them if I accidentally say it, striving to understand them and appreciate that it is just contemporary trends. I think they just want to feel that sense of togetherness and companionship.

‘Lighthearted usage has diminished its occurrence’

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