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Across the UK, learners have been exclaiming the phrase ““67” during lessons in the latest meme-based craze to sweep across classrooms.

Whereas some educators have chosen to calmly disregard the trend, some have embraced it. Several instructors describe how they’re managing.

‘I believed I’d made an inappropriate comment’

Earlier in September, I had been addressing my year 11 tutor group about studying for their secondary school examinations in June. It escapes me exactly what it was in relation to, but I said a phrase resembling “ … if you’re aiming for marks six, seven …” and the whole class burst out laughing. It took me totally off guard.

My first thought was that I might have delivered an reference to an offensive subject, or that they detected a quality in my accent that appeared amusing. Somewhat exasperated – but truly interested and mindful that they had no intention of being mean – I asked them to clarify. To be honest, the description they then gave failed to create greater understanding – I still had little comprehension.

What could have made it particularly humorous was the weighing-up gesture I had performed during speaking. I have since discovered that this typically pairs with “six-seven”: My purpose was it to aid in demonstrating the action of me verbalizing thoughts.

In order to end the trend I aim to bring it up as often as I can. No strategy deflates a trend like this more effectively than an grown-up striving to get involved.

‘Providing attention fuels the fire’

Knowing about it assists so that you can steer clear of just accidentally making comments like “well, there were 6, 7 thousand people without work in Germany in 1933”. In cases where the numerical sequence is inevitable, maintaining a firm school behaviour policy and requirements on pupil behavior really helps, as you can deal with it as you would any additional interruption, but I haven’t actually had to do that. Guidelines are one thing, but if students accept what the educational institution is implementing, they will become more focused by the viral phenomena (at least in instructional hours).

With 67, I haven’t wasted any instructional minutes, other than for an periodic quizzical look and stating ““indeed, those are numerals, excellent”. When you provide oxygen to it, it transforms into a blaze. I address it in the same way I would handle any other disruption.

Previously existed the 9 + 10 = 21 craze a few years ago, and undoubtedly there will emerge another craze after this. This is typical youth activity. When I was youth, it was imitating Kevin and Perry mimicry (honestly outside the school environment).

Students are unforeseeable, and I think it’s an adult’s job to react in a way that redirects them toward the path that will get them to their educational goals, which, with luck, is coming out with academic achievements rather than a behaviour list a mile long for the use of meaningless numerals.

‘They want to feel a part of a group’

The children utilize it like a unifying phrase 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 sports cheer – an common expression they use. In my view it has any distinct importance to them; they just know it’s a thing to say. No matter what the current trend is, they want to experience belonging to it.

It’s banned in my teaching space, though – it’s a warning if they exclaim it – just like any additional shouting out is. It’s notably tricky in maths lessons. But my class at primary level are pre-teens, so they’re quite compliant with the regulations, whereas I recognize that at teen education it might be a distinct scenario.

I have served as a instructor for 15 years, and such trends continue for three or four weeks. This trend will die out soon – this consistently happens, notably once their junior family members start saying it and it’s no longer trendy. Afterward they shall be focused on the subsequent trend.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while teaching English at a international school. It was mostly young men saying it. I taught teenagers and it was widespread within the junior students. I had no idea its significance at the time, but being twenty-four and I realised it was simply an internet trend comparable to when I was at school.

These trends are constantly changing. “Skibidi toilet” was a well-known trend at the time when I was at my teacher preparation program, but it didn’t really occur as often in the learning environment. In contrast to “six-seven”, ““that particular meme” was not scribbled on the chalkboard in lessons, so pupils were less able to pick up on it.

I simply disregard it, or sometimes I will chuckle alongside them if I unintentionally utter it, trying to relate to them and understand that it’s simply pop culture. I believe they just want to enjoy that sensation of community and friendship.

‘Lighthearted usage has diminished its occurrence’

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