‘You just have to laugh’: five UK educators on handling ‘‘67’ in the classroom

Around the UK, learners have been calling out the words “sixseven” during lessons in the most recent internet-inspired trend to spread through schools.

Whereas some educators have chosen to stoically ignore the trend, some have accepted it. Several instructors describe how they’re coping.

‘I thought I had said something rude’

Earlier in September, I had been addressing my eleventh grade tutor group about getting ready for their GCSE exams in June. It escapes me precisely what it was in reference to, but I said a phrase resembling “ … if you’re working to marks six, seven …” and the whole class started chuckling. It took me totally off guard.

My initial reaction was that I might have delivered an allusion to an inappropriate topic, or that they’d heard a quality in my speech pattern that sounded funny. Somewhat annoyed – but honestly intrigued and conscious that they had no intention of being mean – I persuaded them to elaborate. Honestly, the clarification they provided failed to create much difference – I remained with no idea.

What possibly made it particularly humorous was the weighing-up motion I had performed during speaking. I have since found out that this typically pairs with ““67”: My purpose was it to aid in demonstrating the act of me verbalizing thoughts.

To eliminate it I try to mention it as frequently as I can. Nothing reduces a trend like this more effectively than an adult striving to join in.

‘Feeding the trend creates a blaze’

Understanding it assists so that you can avoid just unintentionally stating remarks like “well, there were 6, 7 thousand unemployed people in Germany in 1933”. In cases where the digit pairing is inevitable, maintaining a rock-solid school behaviour policy and requirements on pupil behavior really helps, as you can address it as you would any different disruption, but I haven’t actually had to do that. Policies are important, but if pupils accept what the learning environment is practicing, they will remain less distracted by the internet crazes (especially in class periods).

Regarding 67, I haven’t lost any instructional minutes, except for an occasional quizzical look and commenting “yes, that’s a number, well done”. If you give focus on it, then it becomes a wildfire. I treat it in the equivalent fashion I would handle any different disturbance.

Previously existed the 9 + 10 = 21 craze a few years ago, and there will no doubt be a new phenomenon after this. That’s children’s behavior. When I was youth, it was doing comedy characters impersonations (honestly outside the school environment).

Students are spontaneous, and I believe it’s the educator’s responsibility to respond in a manner that guides them in the direction of the course that will help them where they need to go, which, hopefully, is coming out with certificates rather than a conduct report extensive for the utilization of meaningless numerals.

‘They want to feel a part of a group’

Students use it like a unifying phrase in the schoolyard: a pupil shouts it and the other children answer to indicate they’re part of the identical community. It resembles a call-and-response or a stadium slogan – an shared vocabulary they share. In my view it has any particular importance to them; they simply understand it’s a thing to say. Whatever the current trend is, they desire to feel part of it.

It’s forbidden in my learning environment, however – it’s a warning if they shout it out – identical to any different verbal interruption is. It’s notably difficult in maths lessons. But my students at fifth grade are children aged nine to ten, so they’re quite adherent to the guidelines, whereas I understand that at secondary [school] it may be a different matter.

I’ve been a educator for a decade and a half, and these phenomena continue for a month or so. This phenomenon will die out shortly – this consistently happens, notably once their little brothers and sisters begin using it and it’s no longer trendy. Subsequently they will be engaged with the following phenomenon.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while teaching English at a language institute. It was mainly male students repeating it. I taught ages 12 to 18 and it was prevalent among the younger pupils. I was unaware its meaning at the time, but being twenty-four and I realised it was just a meme similar to when I attended classes.

Such phenomena are constantly changing. ““Toilet meme” was a popular meme at the time when I was at my training school, but it didn’t really appear as frequently in the classroom. Unlike ““67”, ““the skibidi trend” was not inscribed on the whiteboard in instruction, so pupils were less prepared to pick up on it.

I just ignore it, or sometimes I will chuckle alongside them if I accidentally say it, trying to understand them and appreciate that it’s simply pop culture. I think they merely seek to feel that sense of belonging and friendship.

‘Humorous repetition has reduced its frequency’

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