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‘Sometimes you’ve got to chuckle’: several UK teachers on handling ‘‘sixseven’ in the educational setting
Across the UK, school pupils have been calling out the expression ““six-seven” during instruction in the newest meme-based phenomenon to take over educational institutions.
Whereas some instructors have opted to calmly disregard the trend, others have incorporated it. Several educators describe how they’re coping.
‘My initial assumption was that I’d uttered something offensive’
Back in September, I had been addressing my secondary school class about preparing for their qualification tests in June. I can’t remember precisely what it was in connection with, but I said a phrase resembling “ … if you’re working to results six, seven …” and the complete classroom erupted in laughter. It caught me entirely unexpectedly.
My initial reaction was that I’d made an reference to an inappropriate topic, or that they’d heard a quality in my speech pattern that seemed humorous. Slightly exasperated – but honestly intrigued and conscious that they weren’t mean – I got them to clarify. Frankly speaking, the description they then gave didn’t provide greater understanding – I continued to have little comprehension.
What could have caused it to be especially amusing was the considering gesture I had made while speaking. I have since found out that this typically pairs with ““67”: My purpose was it to aid in demonstrating the act of me speaking my mind.
In order to end the trend I try to mention it as frequently as I can. No approach reduces a phenomenon like this more thoroughly than an teacher attempting to participate.
‘Feeding the trend creates a blaze’
Being aware of it helps so that you can avoid just blundering into remarks like “indeed, there were 6, 7 hundred unemployed people in Germany in 1933”. If the digit pairing is unpreventable, possessing a strong student discipline system and requirements on learner demeanor proves beneficial, as you can deal with it as you would any other disturbance, but I’ve not really needed to implement that. Guidelines are one thing, but if students buy into what the educational institution is practicing, they’ll be better concentrated by the viral phenomena (particularly in class periods).
Regarding six-seven, I haven’t sacrificed any instructional minutes, except for an periodic eyebrow raise and saying ““correct, those are digits, good job”. When you provide attention to it, it transforms into an inferno. I handle it in the identical manner I would handle any additional disturbance.
There was the mathematical meme trend a previous period, and certainly there will appear a different trend after this. This is typical youth activity. During my own youth, it was doing Kevin and Perry mimicry (truthfully outside the classroom).
Children are unpredictable, and In my opinion it’s an adult’s job to react in a approach that guides them back to the path that will enable them toward their academic objectives, which, with luck, is coming out with academic achievements rather than a behaviour list extensive for the use of meaningless numerals.
‘They want to feel a part of a group’
Young learners employ it like a connecting expression in the playground: a student calls it and the remaining students reply to demonstrate they belong to the equivalent circle. It’s similar to a interactive chant or a football chant – an common expression they possess. I believe it has any distinct meaning to them; they merely recognize it’s a thing to say. Whatever the newest phenomenon is, they seek to experience belonging to it.
It’s forbidden in my learning environment, though – it’s a warning if they exclaim it – just like any additional verbal interruption is. It’s particularly challenging in maths lessons. But my students at fifth grade are children aged nine to ten, so they’re quite adherent to the regulations, while I understand that at high school it may be a different matter.
I have worked as a teacher for fifteen years, and these phenomena persist for three or four weeks. This trend will diminish in the near future – this consistently happens, especially once their junior family members commence repeating it and it’s no longer cool. Subsequently they will be on to the following phenomenon.
‘You just have to laugh with them’
I started noticing it in August, while teaching English at a language institute. It was mostly boys repeating it. I instructed ages 12 to 18 and it was widespread among the junior students. I didn’t understand its meaning at the time, but being twenty-four and I recognized it was merely a viral phenomenon comparable to when I was at school.
These trends are continuously evolving. “Skibidi toilet” was a familiar phenomenon at the time when I was at my teacher preparation program, but it didn’t particularly occur as often in the learning environment. Differing from ““67”, ““that particular meme” was not scribbled on the chalkboard in class, so pupils were less able to pick up on it.
I typically overlook it, or sometimes I will laugh with them if I inadvertently mention it, trying to empathise with them and appreciate that it is just pop culture. In my opinion they merely seek to enjoy that sensation of belonging and camaraderie.
‘Humorous repetition has reduced its frequency’
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Brian Hernandez
A passionate writer and shopping enthusiast with a keen eye for quality products and lifestyle trends.
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