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Across the UK, students have been calling out the words ““67” during classes in the newest viral trend to take over classrooms.

Although some teachers have decided to stoically ignore the trend, different educators have embraced it. Five educators explain how they’re dealing.

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

Earlier in September, I had been addressing my eleventh grade tutor group about preparing for their qualification tests in June. It escapes me specifically what it was in connection with, but I said words similar to “ … if you’re working to marks six, seven …” and the complete classroom erupted in laughter. It caught me entirely unexpectedly.

My first thought was that I might have delivered an reference to something rude, or that they’d heard a quality in my accent that seemed humorous. Somewhat annoyed – but honestly intrigued and aware that they weren’t trying to be malicious – I asked them to elaborate. Frankly speaking, the explanation they provided failed to create greater understanding – I still had minimal understanding.

What possibly rendered it extra funny was the weighing-up motion I had executed while speaking. I later discovered that this frequently goes with “six-seven”: I meant it to help convey the process of me thinking aloud.

In order to end the trend I attempt to mention it as frequently as I can. No approach diminishes a trend like this more thoroughly than an teacher striving to get involved.

‘Providing attention fuels the fire’

Understanding it aids so that you can avoid just unintentionally stating statements like “for example, there existed 6, 7 million jobless individuals in Germany in 1933”. In cases where the numerical sequence is unavoidable, maintaining a rock-solid school behaviour policy and standards on student conduct is advantageous, as you can deal with it as you would any different interruption, but I’ve not really had to do that. Rules are necessary, but if pupils embrace what the educational institution is doing, they will remain more focused by the viral phenomena (especially in lesson time).

Concerning 67, I haven’t sacrificed any lesson time, aside from an occasional quizzical look and commenting ““indeed, those are numerals, excellent”. If you give attention to it, it transforms into a blaze. I address it in the same way I would handle any other disturbance.

Earlier occurred the 9 + 10 = 21 phenomenon a few years ago, and there will no doubt be a different trend following this. That’s children’s behavior. Back when I was growing up, it was performing Kevin and Perry impressions (admittedly out of the learning space).

Students are spontaneous, and I think it’s the educator’s responsibility to react in a way that redirects them back to the direction that will help them to their educational goals, which, with luck, is completing their studies with academic achievements rather than a disciplinary record lengthy for the use of meaningless numerals.

‘Students desire belonging to a community’

Young learners employ it like a bonding chant in the playground: a pupil shouts it and the remaining students reply to show they are the identical community. It resembles a interactive chant or a football chant – an agreed language they possess. I believe it has any specific importance to them; they simply understand it’s a trend to say. Whatever the newest phenomenon is, they desire to feel part of it.

It’s forbidden in my learning environment, though – it results in a caution if they call it out – similar to any other verbal interruption is. It’s especially challenging in numeracy instruction. But my class at primary level are children aged nine to ten, so they’re relatively adherent to the rules, whereas I appreciate that at secondary [school] it could be a different matter.

I have served as a educator for fifteen years, and these phenomena continue for three or four weeks. This phenomenon will fade away shortly – this consistently happens, especially once their younger siblings start saying it and it ceases to be trendy. Then they’ll be engaged with the following phenomenon.

‘You just have to laugh with them’

I first detected it in August, while teaching English at a international school. It was primarily boys repeating it. I educated ages 12 to 18 and it was widespread with the younger pupils. I didn’t understand its meaning at the time, but I’m 24 years old and I realised it was merely a viral phenomenon akin to when I attended classes.

The crazes are constantly changing. “Skibidi toilet” was a familiar phenomenon back when I was at my training school, but it didn’t really appear as frequently in the educational setting. Differing from ““67”, ““that particular meme” was not inscribed on the board in instruction, so students were less prepared to pick up on it.

I typically overlook it, or occasionally I will laugh with them if I inadvertently mention it, attempting to understand them and recognize that it is just contemporary trends. In my opinion they simply desire to enjoy that sensation of community and camaraderie.

‘Lighthearted usage has diminished its occurrence’

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