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Around the UK, students have been calling out the expression ““67” during instruction in the most recent internet-inspired craze to spread through schools.

Whereas some educators have decided to stoically ignore the phenomenon, different educators have incorporated it. Several educators explain how they’re coping.

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

Back in September, I had been talking to my eleventh grade tutor group about studying for their qualification tests in June. I can’t remember exactly what it was in relation to, but I said words similar to “ … if you’re aiming for marks six, seven …” and the complete classroom erupted in laughter. It surprised me totally off guard.

My immediate assumption was that I had created an hint at an inappropriate topic, or that they’d heard a quality in my speech pattern that sounded funny. A bit frustrated – but honestly intrigued and aware that they weren’t hurtful – I persuaded them to explain. To be honest, the clarification they then gave failed to create significant clarification – I remained with little comprehension.

What could have caused it to be especially amusing was the considering motion I had performed during speaking. I later learned that this often accompanies “six-seven”: I meant it to assist in expressing the process of me thinking aloud.

To eliminate it I attempt to reference it as often as I can. Nothing diminishes a craze like this more emphatically than an teacher striving to participate.

‘Providing attention fuels the fire’

Understanding it aids so that you can prevent just blundering into statements like “well, there were 6, 7 hundred people without work in Germany in 1933”. When the numerical sequence is unpreventable, having a firm school behaviour policy and requirements on learner demeanor really helps, as you can address it as you would any different disruption, but I haven’t actually needed to implement that. Guidelines are one thing, but if students embrace what the learning environment is doing, they’ll be better concentrated by the online trends (particularly in instructional hours).

With 67, I haven’t lost any instructional minutes, except for an infrequent raised eyebrow and commenting ““correct, those are digits, good job”. Should you offer attention to it, then it becomes an inferno. I handle it in the same way I would handle any different disturbance.

Previously existed the nine plus ten equals twenty-one phenomenon a while back, and undoubtedly there will emerge a different trend following this. It’s what kids do. During my own growing up, it was imitating comedy characters impressions (honestly away from the learning space).

Students are unforeseeable, and I believe it falls to the teacher to respond in a manner that guides them in the direction of the path that will get them to their educational goals, which, with luck, is graduating with certificates rather than a conduct report a mile long for the employment of meaningless numerals.

‘They want to feel a part of a group’

Young learners employ it like a bonding chant in the playground: one says it and the others respond to demonstrate they belong to the equivalent circle. It’s like a call-and-response or a stadium slogan – an agreed language they use. I believe it has any distinct significance to them; they just know it’s a trend to say. Regardless of what the current trend is, they want to be included in it.

It’s banned in my classroom, nevertheless – it triggers a reminder if they call it out – just like any other verbal interruption is. It’s notably tricky in maths lessons. But my class at year 5 are children aged nine to ten, so they’re quite compliant with the rules, although I understand that at teen education it might be a distinct scenario.

I’ve been a teacher for 15 years, and these crazes continue for a month or so. This phenomenon will diminish shortly – it invariably occurs, especially once their little brothers and sisters begin using it and it ceases to be trendy. Then they’ll be on to the subsequent trend.

‘Sometimes joining the laughter is necessary’

I started noticing it in August, while teaching English at a language institute. It was mainly male students saying it. I instructed teenagers and it was prevalent with the junior students. I had no idea its significance at the time, but being twenty-four and I realised it was merely a viral phenomenon similar to when I was a student.

These trends are always shifting. ““Toilet meme” was a familiar phenomenon during the period when I was at my educational institute, but it failed to appear as frequently in the educational setting. In contrast to ““67”, ““that particular meme” was not inscribed on the board in class, so pupils were less able to adopt it.

I typically overlook it, or periodically I will chuckle alongside them if I accidentally say it, striving to relate to them and understand that it’s simply youth culture. In my opinion they simply desire to experience that feeling of belonging and camaraderie.

‘Playfully shouting it means I rarely hear it now’

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