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Around the UK, learners have been exclaiming the expression ““67” during lessons in the newest viral craze to sweep across classrooms.

While some teachers have chosen to calmly disregard the trend, others have accepted it. A group of instructors explain how they’re dealing.

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

Earlier in September, I had been talking to my secondary school tutor group about getting ready for their GCSE exams in June. I can’t remember specifically what it was in relation to, but I said something like “ … if you’re targeting grades six, seven …” and the entire group burst out laughing. It surprised me totally off guard.

My immediate assumption was that I’d made an reference to something rude, or that they detected something in my accent that sounded funny. A bit annoyed – but truly interested and aware that they had no intention of being malicious – I got them to clarify. Honestly, the clarification they provided didn’t provide much difference – I remained with minimal understanding.

What might have rendered it particularly humorous was the weighing-up movement I had made while speaking. I later learned that this typically pairs with ““67”: My purpose was it to aid in demonstrating the process of me speaking my mind.

In order to end the trend I aim to bring it up as much as I can. No strategy deflates a phenomenon like this more thoroughly than an grown-up attempting to get involved.

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

Knowing about it aids so that you can avoid just blundering into comments like “indeed, there were 6, 7 thousand unemployed people in Germany in 1933”. If the digit pairing is unpreventable, having a rock-solid student discipline system and standards on learner demeanor is advantageous, as you can deal with it as you would any other interruption, but I rarely had to do that. Policies are important, but if learners embrace what the school is practicing, they will become less distracted by the online trends (especially in class periods).

Concerning six-seven, I haven’t lost any teaching periods, except for an infrequent eyebrow raise and stating ““correct, those are digits, good job”. If you give focus on it, then it becomes an inferno. I handle it in the same way I would manage any different interruption.

There was the 9 + 10 = 21 phenomenon a few years ago, and there will no doubt be a new phenomenon following this. This is typical youth activity. Back when I was youth, it was imitating Kevin and Perry impersonations (admittedly out of the learning space).

Students are unforeseeable, and I think it’s the educator’s responsibility to behave in a approach that guides them toward the path that will enable them to their educational goals, which, with luck, is completing their studies with certificates instead of a conduct report lengthy for the employment of random numbers.

‘They want to feel a part of a group’

Students employ it like a bonding chant in the recreation area: 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 possess. I don’t think it has any particular meaning to them; they just know it’s a phenomenon to say. Whatever the current trend is, they seek to be included in it.

It’s prohibited in my classroom, however – it triggers a reminder if they exclaim it – just like any other calling out is. It’s especially tricky in numeracy instruction. But my pupils at fifth grade are pre-teens, so they’re fairly accepting of the regulations, while I understand that at secondary [school] it may be a separate situation.

I have served as a instructor for fifteen years, and such trends last for a month or so. This trend will fade away in the near future – they always do, particularly once their junior family members commence repeating it and it stops being fashionable. Subsequently they will be focused on the following phenomenon.

‘Sometimes joining the laughter is necessary’

I began observing it in August, while educating in English language at a foreign language school. It was primarily young men repeating it. I taught teenagers and it was common among the less experienced learners. I didn’t understand what it was at the time, but as a young adult and I understood it was simply an internet trend akin to when I attended classes.

These trends are constantly changing. ““Skibidi” was a well-known trend back when I was at my training school, but it didn’t particularly occur as often in the learning environment. Unlike ““67”, ““that particular meme” was not scribbled on the whiteboard in instruction, so students were less able to pick up on it.

I just ignore it, or occasionally I will smile with the students if I accidentally say it, trying to relate to them and understand that it is just contemporary trends. In my opinion they simply desire to feel that sense of community and friendship.

‘Humorous repetition has reduced its frequency’

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