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Across the UK, students have been calling out the phrase ““67” during lessons in the most recent internet-inspired phenomenon to spread through educational institutions.

While some teachers have chosen to calmly disregard the trend, different educators have accepted it. Five teachers share how they’re dealing.

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

Earlier in September, I had been addressing my secondary school tutor group about studying for their GCSE exams in June. It escapes me exactly what it was in relation to, but I said words similar to “ … if you’re working to marks six, seven …” and the whole class burst out laughing. It caught me totally off guard.

My immediate assumption was that I had created an hint at something rude, or that they detected an element of my pronunciation that appeared amusing. Somewhat frustrated – but truly interested and conscious that they had no intention of being hurtful – I got them to elaborate. To be honest, the explanation they offered didn’t make greater understanding – I remained with minimal understanding.

What could have caused it to be particularly humorous was the considering gesture I had executed while speaking. I have since learned that this often accompanies ““sixseven”: I meant it to assist in expressing the act of me thinking aloud.

With the aim of kill it off I aim to reference it as often as I can. No strategy reduces a craze like this more effectively than an teacher trying to get involved.

‘Feeding the trend creates a blaze’

Knowing about it helps so that you can avoid just accidentally making statements like “for example, there existed 6, 7 thousand people without work in Germany in 1933”. When the digit pairing is inevitable, maintaining a strong school behaviour policy and expectations on student conduct really helps, as you can deal with it as you would any other disturbance, but I rarely been required to take that action. Rules are one thing, but if learners buy into what the educational institution is implementing, they will become more focused by the internet crazes (at least in lesson time).

With sixseven, I haven’t lost any teaching periods, except for an occasional raised eyebrow and commenting ““correct, those are digits, good job”. When you provide focus on it, then it becomes a blaze. I handle it in the same way I would treat any different disruption.

Previously existed the 9 + 10 = 21 phenomenon a while back, and there will no doubt be a new phenomenon subsequently. This is typical youth activity. When I was childhood, it was performing Kevin and Perry impersonations (admittedly out of the learning space).

Students are unforeseeable, and In my opinion it falls to the teacher to respond in a way that guides them in the direction of the direction that will get them where they need to go, which, fingers crossed, is completing their studies with certificates as opposed to a behaviour list a mile long for the employment of meaningless numerals.

‘They want to feel a part of a group’

Young learners use it like a unifying phrase in the schoolyard: one says it and the remaining students reply to show they are the equivalent circle. It resembles a verbal exchange or a football chant – an agreed language they possess. I don’t think it has any distinct importance to them; they merely recognize it’s a thing to say. Whatever the latest craze is, they seek to experience belonging to it.

It’s prohibited in my teaching space, though – it triggers a reminder if they shout it out – identical to any other calling out is. It’s particularly tricky in maths lessons. But my students at fifth grade are nine to 10-year-olds, so they’re fairly compliant with the rules, whereas I appreciate that at teen education it could be a separate situation.

I’ve been a teacher for a decade and a half, and such trends last for three or four weeks. This trend will fade away shortly – this consistently happens, especially once their younger siblings start saying it and it ceases to be cool. Afterward they shall be engaged with the following phenomenon.

‘Occasionally sharing the humor is essential’

I started noticing it in August, while instructing in English at a foreign language school. It was mainly young men repeating it. I taught teenagers and it was common among the younger pupils. I didn’t understand its meaning at the time, but I’m 24 years old and I understood it was simply an internet trend similar to when I attended classes.

Such phenomena are constantly changing. ““Skibidi” was a familiar phenomenon back when I was at my teacher preparation program, but it didn’t really appear as frequently in the learning environment. Unlike ““67”, “skibidi toilet” was not inscribed on the chalkboard in lessons, so learners were less prepared to pick up on it.

I typically overlook it, or sometimes I will chuckle alongside them if I unintentionally utter it, striving to understand them and recognize that it’s simply youth culture. I think they simply desire to experience that feeling of togetherness and companionship.

‘Humorous repetition has reduced its frequency’

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