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Across the UK, learners have been exclaiming the phrase ““67” during classes in the most recent internet-inspired craze to sweep across classrooms.

Although some teachers have decided to patiently overlook the craze, some have accepted it. A group of teachers describe how they’re dealing.

‘I thought I had said something rude’

Earlier in September, I had been talking to my year 11 students about getting ready for their qualification tests 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 started chuckling. It caught me entirely unexpectedly.

My initial reaction was that I had created an hint at an offensive subject, or that they detected an element of my accent that appeared amusing. Somewhat frustrated – but honestly intrigued and conscious that they had no intention of being mean – I got them to explain. Frankly speaking, the explanation they then gave didn’t make greater understanding – I continued to have little comprehension.

What could have caused it to be extra funny was the weighing-up movement I had made while speaking. Subsequently I found out that this often accompanies ““sixseven”: My purpose was it to help convey the action of me verbalizing thoughts.

To kill it off I aim to reference it as often as I can. Nothing diminishes a phenomenon like this more effectively than an adult attempting to participate.

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

Knowing about it aids so that you can steer clear of just blundering into comments like “indeed, there were 6, 7 million people without work in Germany in 1933”. In cases where the number combination is unpreventable, possessing a rock-solid school behaviour policy and requirements on learner demeanor proves beneficial, as you can deal with 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 educational institution is doing, they will become better concentrated by the internet crazes (especially in class periods).

Regarding 67, I haven’t lost any teaching periods, other than for an occasional raised eyebrow and commenting ““correct, those are digits, good job”. If you give oxygen to it, it transforms into a wildfire. I handle it in the equivalent fashion I would manage any different interruption.

Earlier occurred the 9 + 10 = 21 craze a previous period, and there will no doubt be another craze subsequently. It’s what kids do. During my own youth, it was imitating television personalities impersonations (admittedly out of the classroom).

Young people are unforeseeable, and I believe it’s an adult’s job to behave in a way that steers them toward the course that will enable them where they need to go, which, with luck, is coming out with academic achievements as opposed to a conduct report a mile long for the employment of random numbers.

‘They want to feel a part of a group’

Young learners use it like a connecting expression in the playground: one says it and the others respond to show they are the same group. It’s like a call-and-response or a sports cheer – an shared vocabulary they use. I believe it has any specific importance to them; they simply understand it’s a trend to say. No matter what the current trend is, they want to be included in it.

It’s banned in my learning environment, however – it triggers a reminder if they call it out – similar to any other shouting out is. It’s especially difficult in maths lessons. But my pupils at fifth grade are children aged nine to ten, so they’re fairly compliant with the guidelines, whereas I understand that at secondary [school] it might be a distinct scenario.

I’ve been a teacher for 15 years, and these crazes last for a few weeks. This phenomenon will die out soon – they always do, notably once their junior family members commence repeating it and it stops being cool. Subsequently they will be focused on the next thing.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while educating in English language at a language institute. It was primarily boys saying it. I educated students from twelve to eighteen and it was prevalent among the junior students. I didn’t understand its significance at the time, but as a young adult and I understood it was just a meme similar to when I was a student.

These trends are always shifting. ““Skibidi” was a popular meme back when I was at my training school, but it didn’t really exist as much in the educational setting. In contrast to ““67”, ““the skibidi trend” was not scribbled on the board in class, so pupils were less prepared to pick up on it.

I typically overlook it, or sometimes I will chuckle alongside them if I unintentionally utter it, attempting to relate to them and appreciate that it is just youth culture. I believe they simply desire to enjoy that sensation of belonging and friendship.

‘Lighthearted usage has diminished its occurrence’

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