As I ramp up my involvement in the work of being a Laurel, I’ve been really enjoying developing formal and informal mentoring relationships. I thought I would share some of what I do that might be helpful to both peers and those interested in working with peers.
Right now, I have a few people whom I think of as “associates” — we haven’t formalized our relationship, but I think they’re cool and I give them as much active help and advice as they’ll accept (and I have time for). (Conchobhar was strongly in this category, incidentally.) This might be help and advice around specific topics (how to do research, making pies, fire cooking) or it might be more general (demystifying the Laurels’ council, A&S competition coaching). Associates have no obligation to me, they’re just people I have taken a shine to.
I also have two students with whom I have entered into a more structured agreement. They get a bit more of my time and energy than my associates. Becoming my student entails some conversation to make sure it’s something we both want and a short ceremony (at an event) making some agreements to each other but not swearing fealty. I ask my students to set some kind of concrete goal, and I operate on a year-by-year “contract” with each student; at the end of that year, the student can opt to renew the contract and continue being a student, we can talk about them becoming an apprentice, or we can both go our separate ways.
While student can be a stepping stone to apprentice, it doesn’t have to be — if someone wants to learn from me and doesn’t want to do the fealty part, is already in fealty to another, has zero desire to be a Laurel, or whatever, student is a perfectly worthy thing to be. In all of this, I try to center the needs of the learner rather than myself. (Oh, uh, if you’re just joining us: I am modernly a teacher at an alternative high school, and I am passionate about the craft of teaching. Not surprisingly, this heavily informs my approach to being a Laurel.)
One of my students is about to “graduate up” to being an apprentice.In addition to requiring potential apprentices to spend a year being my student first, they also must complete a project of their choosing during that time. This approach serves several goals, like allowing us to get to know each other more formally to see if this is likely to be a productive relationship and helping me get a sense of their SCA work style and current level of skill. The main distinction I make between apprentice and student is fealty: an apprentice is in fealty to me, a student is not. An apprenticeship term will be for a year with the opportunity for as many renewals as desired; I believe in making the continued relationship opt-in rather than opt out, so if I drop off the face of the planet my apprentices are released from their bond.
As part of this, I have developed a short questionnaire for the apprentice to complete. It’s one more tool for me to know what this person hopes to get out of their association with me — this can help me choose what to focus on when giving advice and feedback, and I also genuinely like getting to know people. More critically, this is a tool to help the apprentice reflect on their own journey and goals. As a Laurel, I cannot walk the path for you. I can’t even tell you how to walk the path. I can show you where the mountain is, and I might be able to point you toward a path; while you walk the path, I can offer you advice as you encounter obstacles, but in the end your path will be your own. Apprenticeship is not magical. Laurels are not magical. We can help you see what work needs to be done, but you’ll have to do it yourself. I am interested in developing more reflective tools around this concept.
Because I think other peers might be interested in adapting this for their own needs, and non peers might be interested in this sort of self-evaluation, here’s a copy of the questions in my questionnaire. Blanket permission for personal use, including adapting/modifying. If you publish any or part of it, or a derivative work, please include a credit to me. Thanks and enjoy!
Eulalia’s Apprentice Questionnaire
Disclaimers: This isn’t a job application. There are no wrong answers. These questions are deliberately open-ended. Eulalia assumes no risk or liability.
Why do you want to be an apprentice? What do you hope to get out of the experience?
Describe 1-3 specific hopes or expectations you have about an apprentice-Laurel relationship.
Why do you want to be MY apprentice? What do you think that I can offer you that someone else couldn’t?
What are the three MOST important things that you want from me as your Laurel and why?
Describe your communication style and preferences. Include things like how you like to be contacted.
Describe 1 worry or concern that you have about being my apprentice (or being an apprentice generally).
What do you consider your “specialty”? What ONE discipline / research area is MOST important to you?
What’s one project / art form that you’ve always wanted to try that’s completely outside of your current comfort zone?
What are your SCA goals for the next…
What are some important parts of your life outside of the SCA?
What accomplishment are you most proud of…
In the SCA during the last year?
In the SCA overall?
In your personal life in the last year?
In your personal life overall?
List three specific commitments that you think you could make for yourself or to me for your first year of apprenticeship: