“You learn walking and singing.” This has been one of the subjects this week in the groups of C2. It wasn't about learning to sing or walking, it was about using the future correctly. The activity has given me what to think and I've wondered how we learn to teach. I've heard many of you who have been born as teachers, but you can also learn. And that is, even though the desire and the attitude of support are fundamental, technique also helps.

Those of us who started school some time ago have used different didactic tendencies and have suffered some. I still remember those annoying “theory” books of the solfeo, all in Spanish, oriented to learn from memory what are “pentagram”, “interval”, “syncopa”… But in the exam he wondered and had to study.

In the field of didactics, much has been written about each of the methodologies, most of the time with a view to correcting the previous ones and, often, against them. In the teaching of language, for example, the audiollingual method based on repetition, the structural ones oriented to distinguish morphemes and lexemes, the grammatical of verbal and nominal syntagmas and the syntactic trees, based on textual architecture.. But often those who write the curricula are far from classrooms, and teachers are often lost and can't imagine how to bring new criteria to school.

In these cases, students are often bombarded with new concepts and metal-linguistic concepts occupy a larger space than is necessary in the learning processes. And that is, as a friend says, there are others more dangerous than those who don't read: those who have read a single book.

Today, cohesion, coherence, pertinence -- these are new totems, and both young people in high schools and adults in Euskaltegis create articles and monologues out of fear of them. However, the current objective of Euskera professors is for students to use and enjoy Euskera, and the theoretical-didactic texts we have can be a good grip to achieve it.

What happens is that most professors tend to internalize the new conducts using the didactic resources created within each methodology, that is, the types of exercises teach us how to teach them. Of course, by combining these tools with theoretical knowledge, the result will be much better. Therefore, investing in appropriate teaching materials and in training is fundamental for students and faculty to learn.

Learning to sing and to enjoy singing also has to teach the songs and make the right techniques available to the students; and make them sing, even if they do not know what the sycamphs and the interbbles are.