‘You just have to laugh’: several UK teachers on coping with ‘‘sixseven’ in the classroom
Around the UK, students have been calling out the words ““67” during lessons in the most recent viral phenomenon to sweep across schools.
Whereas some teachers have chosen to patiently overlook the trend, some have incorporated it. A group of instructors share how they’re managing.
‘I thought I had said something rude’
Back in September, I had been addressing my secondary school class about preparing for their secondary school examinations in June. It escapes me specifically what it was in relation to, but I said words similar to “ … if you’re working to marks six, seven …” and the entire group erupted in laughter. It surprised me totally off guard.
My first thought was that I’d made an hint at an inappropriate topic, or that they perceived something in my accent that appeared amusing. Slightly frustrated – but honestly intrigued and conscious that they weren’t mean – I persuaded them to explain. Frankly speaking, the clarification they then gave failed to create significant clarification – I continued to have little comprehension.
What could have rendered it extra funny was the evaluating motion I had performed during speaking. Subsequently I discovered that this often accompanies ““67”: My purpose was it to aid in demonstrating the action of me verbalizing thoughts.
To eliminate it I attempt to bring it up as much as I can. No strategy deflates a phenomenon like this more effectively than an grown-up trying to join in.
‘If you give oxygen to it, then it becomes an inferno’
Understanding it assists so that you can steer clear of just blundering into comments like “well, there were 6, 7 hundred people without work in Germany in 1933”. In cases where the digit pairing is unpreventable, maintaining a strong school behaviour policy and requirements on learner demeanor is advantageous, as you can sanction it as you would any additional disturbance, but I rarely been required to take that action. Policies are one thing, but if pupils embrace what the learning environment is doing, they will remain more focused by the viral phenomena (at least in instructional hours).
With 67, I haven’t lost any teaching periods, other than for an occasional raised eyebrow and stating ““indeed, those are numerals, excellent”. When you provide focus on it, it evolves into a wildfire. I treat it in the equivalent fashion I would handle any additional disruption.
Previously existed the mathematical meme craze a previous period, and undoubtedly there will emerge another craze subsequently. That’s children’s behavior. During my own youth, it was performing Kevin and Perry impressions (honestly away from the learning space).
Children are spontaneous, and I believe it’s the educator’s responsibility to respond in a way that steers them toward the direction that will help them to their educational goals, which, with luck, is coming out with qualifications rather than a behaviour list lengthy for the employment of arbitrary digits.
‘They want to feel a part of a group’
Young learners use it like a bonding chant in the schoolyard: one says it and the others respond to indicate they’re part of the identical community. It’s similar to a call-and-response or a sports cheer – an common expression they possess. I believe it has any specific importance to them; they just know it’s a phenomenon to say. Regardless of what the newest phenomenon is, they want to experience belonging to it.
It’s prohibited in my classroom, nevertheless – it triggers a reminder if they shout it out – similar to any different shouting out is. It’s especially difficult in mathematics classes. But my class at primary level are nine to 10-year-olds, so they’re quite adherent to the guidelines, while I understand that at high school it might be a different matter.
I have served as a teacher for fifteen years, and such trends last for a month or so. This craze will die out shortly – they always do, particularly once their younger siblings start saying it and it ceases to be cool. Then they’ll be on to the subsequent trend.
‘Sometimes joining the laughter is necessary’
I first detected it in August, while educating in English language at a foreign language school. It was mostly male students saying it. I taught students from twelve to eighteen and it was common among the less experienced learners. I had no idea its meaning at the time, but being twenty-four and I understood it was merely a viral phenomenon comparable to when I was a student.
These trends are always shifting. “Skibidi toilet” was a familiar phenomenon during the period when I was at my educational institute, but it didn’t particularly exist as much in the learning environment. Differing from ““67”, ““the skibidi trend” was not inscribed on the chalkboard in lessons, so learners were less equipped to pick up on it.
I just ignore it, or occasionally I will chuckle alongside them if I inadvertently mention it, striving to empathise with them and appreciate that it’s merely contemporary trends. I think they simply desire to enjoy that sensation of togetherness and camaraderie.
‘Humorous repetition has reduced its frequency’
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