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Around the UK, learners have been calling out the words ““67” during classes in the latest viral trend to take over classrooms.

While some teachers have opted to calmly disregard the craze, others have accepted it. Five educators describe how they’re coping.

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

Back in September, I had been speaking with my year 11 tutor group about preparing for their secondary school examinations in June. It escapes me precisely what it was in relation to, but I said a phrase resembling “ … if you’re working to results six, seven …” and the entire group started chuckling. It caught me totally off guard.

My initial reaction was that I might have delivered an allusion to something rude, or that they perceived a quality in my accent that sounded funny. Somewhat exasperated – but genuinely curious and mindful that they weren’t hurtful – I persuaded them to elaborate. Honestly, the description they then gave didn’t make significant clarification – I continued to have no idea.

What might have rendered it especially amusing was the considering motion I had performed during speaking. Subsequently I discovered that this often accompanies ““67”: My purpose was it to help convey the process of me thinking aloud.

To end the trend I attempt to bring it up as much as I can. Nothing reduces a phenomenon like this more effectively than an adult trying to participate.

‘Providing attention fuels the fire’

Knowing about it helps so that you can steer clear of just unintentionally stating comments like “for example, there existed 6, 7 million jobless individuals in Germany in 1933”. If the number combination is inevitable, having a rock-solid school behaviour policy and standards on learner demeanor really helps, as you can address it as you would any other interruption, but I haven’t actually needed to implement that. Rules are one thing, but if learners accept what the learning environment is implementing, they will remain less distracted by the viral phenomena (especially in lesson time).

Concerning six-seven, I haven’t sacrificed any instructional minutes, except for an occasional quizzical look and commenting ““correct, those are digits, good job”. Should you offer oxygen to it, it evolves into a blaze. I handle it in the same way I would treat any additional disruption.

Previously existed the nine plus ten equals twenty-one craze a while back, and certainly there will appear a new phenomenon following this. That’s children’s behavior. During my own childhood, it was doing television personalities mimicry (truthfully out of the school environment).

Children are unforeseeable, and I think it’s the educator’s responsibility to respond in a way that steers them toward the path that will get them to their educational goals, which, hopefully, is graduating with qualifications as opposed to a behaviour list a mile long for the utilization of meaningless numerals.

‘Children seek inclusion in social circles’

The children employ it like a bonding chant in the playground: one says it and the others respond to demonstrate they belong to the equivalent circle. It’s similar to a verbal exchange or a football chant – an agreed language they possess. In my view it has any particular significance to them; they simply understand it’s a thing to say. Regardless of what the current trend is, they want to experience belonging to it.

It’s banned in my classroom, nevertheless – it’s a warning if they shout it out – identical to any other shouting out is. It’s notably tricky in maths lessons. But my students at year 5 are nine to 10-year-olds, so they’re fairly accepting of the rules, while I appreciate that at secondary [school] it could be a different matter.

I have served as a teacher for a decade and a half, and these crazes continue for a few weeks. This craze will die out shortly – they always do, especially once their junior family members begin using it and it’s no longer cool. Afterward they shall be engaged with the next thing.

‘Sometimes joining the laughter is necessary’

I first detected it in August, while educating in English language at a language institute. It was primarily young men repeating it. I instructed teenagers and it was widespread with the less experienced learners. I was unaware what it was at the time, but I’m 24 years old and I understood it was just a meme similar to when I was at school.

Such phenomena are constantly changing. ““Skibidi” was a popular meme at the time when I was at my educational institute, but it didn’t particularly appear as frequently in the learning environment. Unlike ““67”, “skibidi toilet” was not scribbled on the board in instruction, so learners were less able to pick up on it.

I just ignore it, or periodically I will smile with the students if I accidentally say it, attempting to understand them and appreciate that it’s merely contemporary trends. In my opinion they just want to experience that feeling of togetherness and friendship.

‘Playfully shouting it means I rarely hear it now’

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