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Across the UK, learners have been exclaiming the expression ““67” during classes in the latest viral trend to sweep across classrooms.

Although some teachers have opted to calmly disregard the craze, different educators have embraced it. A group of teachers share how they’re dealing.

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

Back in September, I had been addressing my secondary school students about getting ready for their secondary school examinations in June. I can’t remember specifically what it was in connection with, but I said something like “ … if you’re targeting results six, seven …” and the complete classroom erupted in laughter. It took me completely by surprise.

My immediate assumption was that I had created an hint at an offensive subject, or that they’d heard an element of my pronunciation that appeared amusing. Somewhat frustrated – but truly interested and mindful that they had no intention of being mean – I got them to explain. Honestly, the explanation they offered failed to create significant clarification – I continued to have little comprehension.

What possibly caused it to be extra funny was the evaluating gesture I had made while speaking. I later found out that this frequently goes with ““67”: My purpose was it to assist in expressing the act of me speaking my mind.

In order to eliminate it I try to reference it as much as I can. No strategy deflates a trend like this more emphatically than an adult striving to participate.

‘Feeding the trend creates a blaze’

Understanding it helps so that you can prevent just accidentally making remarks like “well, there were 6, 7 thousand unemployed people in Germany in 1933”. In cases where the digit pairing is unpreventable, possessing a firm classroom conduct rules and standards on student conduct is advantageous, as you can sanction it as you would any additional interruption, but I’ve not really needed to implement that. Policies are one thing, but if pupils buy into what the learning environment is practicing, they will become less distracted by the online trends (particularly in lesson time).

Concerning sixseven, I haven’t sacrificed any instructional minutes, other than for an infrequent raised eyebrow and saying “yes, that’s a number, well done”. Should you offer attention to it, it evolves into an inferno. I treat it in the equivalent fashion I would treat any different disturbance.

Previously existed the 9 + 10 = 21 trend a while back, and certainly there will appear a new phenomenon following this. It’s what kids do. Back when I was youth, it was doing comedy characters impersonations (admittedly outside the learning space).

Children are unforeseeable, and I believe it’s an adult’s job to react in a approach that guides them back to the path that will get them where they need to go, which, fingers crossed, is graduating with qualifications as opposed to a disciplinary record lengthy for the employment of random numbers.

‘Children seek inclusion in social circles’

Young learners use it like a unifying phrase in the schoolyard: a student calls it and the remaining students reply to demonstrate they belong to the same group. It’s similar to a verbal exchange or a football chant – an common expression they share. In my view it has any distinct importance to them; they just know it’s a trend to say. Whatever the latest craze is, they want to experience belonging to it.

It’s forbidden in my learning environment, nevertheless – it’s a warning if they exclaim it – identical to any other shouting out is. It’s especially difficult in numeracy instruction. But my class at primary level are nine to 10-year-olds, so they’re quite compliant with the regulations, while I understand that at high school it might be a separate situation.

I have served as a teacher for fifteen years, and such trends last for a month or so. This craze will die out shortly – they always do, particularly once their little brothers and sisters start saying it and it’s no longer fashionable. Afterward they shall be on to the following phenomenon.

‘Sometimes joining the laughter is necessary’

I started noticing it in August, while educating in English language at a international school. It was primarily male students repeating it. I taught students from twelve to eighteen and it was prevalent within the younger pupils. I had no idea its significance at the time, but I’m 24 years old and I realised it was just a meme akin to when I attended classes.

Such phenomena are constantly changing. “Skibidi toilet” was a popular meme at the time when I was at my training school, but it didn’t particularly exist as much in the educational setting. In contrast to ““67”, ““that particular meme” was not inscribed on the board in lessons, so learners were less prepared to embrace it.

I just ignore it, or occasionally I will laugh with them if I unintentionally utter it, attempting to empathise with them and appreciate that it is just youth culture. In my opinion they just want to feel that sense of togetherness and camaraderie.

‘Lighthearted usage has diminished its occurrence’

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