Post by KittyLane on Jan 25, 2007 14:37:47 GMT -5
The Ins and Outs of Finding a Wicca/Witchcraft Teacher and Accepting Students
Author: Emeraldmoon
Posted: January 14th. 2007
Times Viewed: 2,349
These days it seems as if there are more and more newbies looking for a teacher to learn under. I cannot count how many times in recent years I’ve been asked about teachers and covens by newbies. This is all well and good, but can be filled with pitfalls for the newbie and teacher alike. As a teacher, myself, I have had a multitude of experiences that could have been avoided had I known what I know now.
First, let’s examine the point of view of the newbie before we delve into the teacher’s point of view.
As a newbie, that is new person studying Wicca/Witchcraft/Paganism/etc., you have to ask yourself, “Why do I want a teacher?” The truth of the matter is that most practitioners did not learn from teachers themselves, but learned through study, trial, and error.
The latest trend in our community is for new ones to seek out a teacher, coven, or there are an over abundance online “witch schools” popping up. The newbie needs to understand their motivation for looking for a teacher before actually looking for one.
Do you want one because you will feel more validated as a practitioner if you study under someone else? Do you feel like you need a pedigree to be credible? Do you learn better under guided supervision? Are you looking for a mother/father figure to shape your religious study?
These are all important questions that need consideration. Obviously some of those are bad reasons to look for a teacher. Understanding your motivation behind desiring a teacher will only help you on your chosen path. If you truly learn better from guided supervision then looking for a teacher can be the right answer. This is not, however, without its pitfalls.
Finding the right teacher is what is important. You and the potential teacher should approach this relationship as if it were a job interview for both of you. Let’s concentrate on the newbie first.
The newbie should ask questions. Lots of them. How long has this teacher been practicing? How long have they been teaching? Do they have a set curriculum? Do they have a particular philosophy? Do they follow a certain path? Do they have other students that you can talk to and ask questions? Do your personalities mesh? Are they willing to take suggestions from you, the student? How available are they for instruction?
There are other things that you should watch out for. The sad truth is that our religion has its bad seeds just like any other religion. So careful questioning of the potential teacher’s motivation for teaching and actual practice will help you avoid situations you don’t want to be involved in.
For example, if the teacher is collecting a harem of blind followers then you don’t want to get involved in that. I also don’t recommend that newbies get involved with a coven in the first 2 or 3 years of study for this very reason. Covens are a whole different can of worms that I can tackle in another article.
Before you undertake the process of finding a teacher you should do a number of things. First, read, read, read! Read as many books as you can get your hands on. A good teacher is going to expect you to have read a few core books anyway.
I require my students to read Wicca: A Guide for the Solitary Practitioner and A Further Guide for the Solitary Practitioner by Scott Cunningham. I am also recommending Dorothy Morrison’s The Craft and The Craft Companion, these days. Those books are really good basic, beginner books. They give you the basics in a nutshell and offer enough core knowledge that you can tell when someone is telling you something that is right or wrong.
Once you have a basic understanding of what it is that you are studying and are beginning to shape your own philosophy, then you can begin to think about teachers.
The next thing you should do is join a community. An online community like one on MSN groups or yahoo groups is a good place to start. You want a community with some practitioners who have been at it for a while, are willing to answer questions in a supportive and nurturing way, and are open to newbies. Stay away from communities with people who are all about pedigrees, tracing lineage back to Gardner, and are quick to use the word fluff-bunny. Obviously these people are not going to be nurturing and supportive to a newbie who doesn’t fit their criteria.
A group for your local area or state is a good place to start. I have had Witches of Missouri on Yahoo! now for six years and it is that type of environment, but it isn’t the only one. There are groups out there specifically for beginners. My main advice is to be honest about being a newbie, if you don’t know something ask, or if you don’t understand something ask. A wise person once said there are not stupid questions, only stupid answers.
After you feel comfortable in your level of knowledge and have lurked around in our community for a while, you can begin thinking about a teacher. I don’t recommend online witch schools, or studying with a person you can’t meet face to face. I’m sure there are some good schools and teachers out there; I just think that if you truly want to learn from a teacher then you would benefit from the face-to-face contact. I have tried to teach online before and it’s a very frustrating process.
If you look in your online communities, Witchvox, and other places, people can make recommendations to you and you can meet people in your local area. Just use caution, meet in public, and get to know the teacher.
Over the years, I have changed my process on accepting students. In the beginning I was willing to teach anyone who was willing to learn. This is a very good attitude, but not a very practical one. It’s a bit too idealistic. I have come to learn that the student/teacher relationship can be very intimate (never in a sexual way), should hold a lot of mutual respect, and requires a great deal of commitment. In that vein, it should never be undertaken lightly. The potential student and teacher should approach the beginning of their relationship as if they were choosing a new member of their family. For this reason an interview/getting to know you process should be used.
These days, when I’m contemplating taking on a new student, I have a questionnaire I give them to fill out. It has a bunch of questions on it, around 20, I think. They are personal questions and questions about where they are in their studies. I meet with the potential student and we interview one another. I invite questions and I ask them. I spend some time getting to know the student and expect the student to spend time getting to know me. As the student, you should be very comfortable with the potential teacher’s philosophy, practice, lifestyle, and teaching methods.
Do not, under any circumstances, do anything that you are morally opposed to, feel uncomfortable about, have a feeling is wrong, etc. no matter what. Never take anything on blind faith; a good teacher will be delighted with questions and discussion of things.
Don’t allow yourself to be pressured into doing anything that is uncomfortable for you. Don’t do anything just because you are told that it is the way it is done. Always question why and if you don’t agree with it, then don’t do it. It’s that simple.
I have run across people over the years that have had some negative experiences with teachers. A good teacher will not pressure you to practice sky clad or engage in sexual activity that you are morally opposed to. Practicing skyclad is a personal choice that isn’t for everyone and certain sexual practices among various communities are definitely personal choices.
It’s true that as a community we believe in live and let live. That works in the opposite direction as well. Just because I practice skyclad, I do not expect my students to do it and I don’t do it when practicing with them. A good teacher will respect your views on being naked in general.
Teaching Witchcraft and Wicca (not always synonymous) is not easy. When I first began teaching, I sort of fell into it by accident. What I mean is: that it was a gradual process through my association with others who didn’t know as much as I did. Needless to say, this wasn’t a very effective way of teaching.
I started formally taking on students around 6 or 7 years ago. At first my teaching process was very casual. This didn’t work for various reasons. I found it frustrating, as did my students. Because of my association with another local teacher, I began to create a curriculum. This has made teaching much easier for my students and me.
I recommend designing a curriculum, complete with syllabi, for potential students. My curriculum is still evolving and has undergone many changes in the last year or two. This is due, in part, from feedback from my students.
As a teacher you should be open to changing things and adjusting them to fit the individual students’ needs. With a curriculum, your students have something concrete to show for what they have studied. If they choose to go on and join a coven or become involved with organizations, such as the military, they can show what they have learned. Studying with you provided them with credentials that may be valuable later on. No it isn’t necessary but when you apply this much study to something, having that work, that certificate, or that degree makes the process that much more desirable.
These days I teach a four-degree system. First degree is the basics of our history, philosophy, practice, ethics, rudimentary magick, and beginning divination. Second degree is all about history, philosophy, pantheons, various forms of practice, etc. Third degree is advanced magick, energy work, elemental energy, advanced divination, etc. Lastly, my fourth degree is all about learning to teach, legalities, covens, performing legal ceremonies, etc. I have created handbooks for each degree complete with homework assignments, etc. This system is working very well for me as I streamline it and make changes. ‘
The students seem to need the structure and all this organization has helped me tremendously. As a teacher, having that curriculum to show potential students helps us to understand whether we want to take on the student/teacher relationship. Not only is the student choosing me for a teacher, but also I am choosing them as a student.
In the beginning, I failed to realize how important that distinction was. Needless to say, I endured quite a bit of disappointment and frustration. So I offer up, to the current or potential teacher of Wicca/Witchcraft/other Pagan path, the following advice.
Screen your students according to your expectations. Approach this process as you would a job interview or as if you are contemplating adding this person to your family. Do not be afraid to state clearly what your expectations are. I expect my students to have a high level of commitment. I approach teaching them as if I am a college professor. I do not charge for my services and I put a lot of time/effort into teaching them. This is a responsibility. I am responsible for helping someone else on his or her spiritual path. This is a heavy commitment and should be treated as such.
Over the years I’ve had a lot of students who didn’t work out. The reason for this is not always anyone’s fault. Sometimes we didn’t mesh personally, they didn’t have the level of commitment that I require, or circumstances beyond either of our control prevented them from finishing their programs. The first two reasons for a relationship not working out can be avoided if you want. As I said, spend time getting to know the potential student. Introduce them to other students if at all possible. Ask a lot of questions.
Understand their motivation for wanting a teacher to begin with. Avoid falling into “Mom/Dad” roles. Ascertain their level of commitment to study before you get too deeply involved with them. These things will help you avoid some of the disappointment and frustration I’ve been familiar with over the years.
I highly recommend creating a detailed questionnaire for potential students. This is something I’ve recently started and it helps. For one thing it provides good background information on the potential student. You can find out what books they’ve read, their level of understanding on various subjects, and other things that are important to you as a teacher. This questionnaire can be exchanged through email so that you don’t even have to meet with the potential student in person, if you don’t feel comfortable doing that.
The next step in the process is an actual meeting or meetings. Get to know one another.
Discuss your program/curriculum. Answer any questions they may have and ask plenty of your own. Take this opportunity to clarify any questions you may have had on their questionnaire. Invite other students to these meetings so that the potential new student has the opportunity to ask your other students questions. Have coffee together and just chat. After all, you are embarking on a potentially close relationship that may last several years. If it isn’t going to work out, then you need to figure that out before you get too deeply into it.
Once you have a fairly good feeling about the potential student, give a first assignment. I used to give a pretty easy first assignment, but I don’t do that anymore. My first assignment is a whopper. I do that now because it helps weed out the students who aren’t serious. My first assignment isn’t busy work, by any means; it’s a research paper on traditions. I make my students pick two trads to research and write a five-page paper on with at least five different resources. I do this to scare off the ones who aren’t serious for sure, but I also do this to assess how well they write, how insightful they are, find out what they are interested in, and see if they know how to judge material for accuracy. Usually, if they aren’t serious, then I don’t hear from them again after that.
Avoid taking on the role of parent with your students. In other words, don’t run them down for homework. If they aren’t serious enough about their studies to turn their homework in then that is their problem, not yours. They are adults and should conduct themselves as such.
Don’t lend them money and bail them out of bad situations. I’m not saying you can’t help if help is truly needed, I’m saying that tying yourself up too closely in their lives is a dangerous way to conduct your life. You will only be setting yourself up for disappointment later on. Now you can of course become close to them, build lasting friendships, etc. I do that now. Two of my best friends also started out as students. This has its pitfalls, but the benefits outweigh the drawbacks heavily. Finding that fine line is difficult, but it can be done and it’s different with every person.
My final word of advice is about the age of students. These days my preferred student is at least 25. That isn’t a hard and fast rule, but a preference. I do not take on teens at all, anymore, ever. That is full of so many perils that no amount of parent release forms makes it worthwhile for me personally.
Between 18 and 25 is a transitory age for most people. This is the age where you are discovering who you are, pushing out on your own, and defining your family’s role in your life. I will take students under 25, but they have to be very mature and committed. I’ve had a lot of students under 25 and it just seems like there is less drama with someone a little older.
That is not to say that all people under 25 are dramatic, it’s just that a good portion are. I know I didn’t grow up till after I was 25 and that has been true of a lot of the students I’ve had over the years. My advice to other teachers is to be careful of the young ones and keep in mind how young they are.
Finding a teacher or accepting a student is full of perils. It can be very rewarding for both parties if some care is taken in the process. Being careful, learning as much as you can about one another, and communicating effectively from the beginning can help you to avoid disappointment and frustration.
www.witchvox.com/va/dt_va.html?a=usmo&c=words&id=11285
Author: Emeraldmoon
Posted: January 14th. 2007
Times Viewed: 2,349
These days it seems as if there are more and more newbies looking for a teacher to learn under. I cannot count how many times in recent years I’ve been asked about teachers and covens by newbies. This is all well and good, but can be filled with pitfalls for the newbie and teacher alike. As a teacher, myself, I have had a multitude of experiences that could have been avoided had I known what I know now.
First, let’s examine the point of view of the newbie before we delve into the teacher’s point of view.
As a newbie, that is new person studying Wicca/Witchcraft/Paganism/etc., you have to ask yourself, “Why do I want a teacher?” The truth of the matter is that most practitioners did not learn from teachers themselves, but learned through study, trial, and error.
The latest trend in our community is for new ones to seek out a teacher, coven, or there are an over abundance online “witch schools” popping up. The newbie needs to understand their motivation for looking for a teacher before actually looking for one.
Do you want one because you will feel more validated as a practitioner if you study under someone else? Do you feel like you need a pedigree to be credible? Do you learn better under guided supervision? Are you looking for a mother/father figure to shape your religious study?
These are all important questions that need consideration. Obviously some of those are bad reasons to look for a teacher. Understanding your motivation behind desiring a teacher will only help you on your chosen path. If you truly learn better from guided supervision then looking for a teacher can be the right answer. This is not, however, without its pitfalls.
Finding the right teacher is what is important. You and the potential teacher should approach this relationship as if it were a job interview for both of you. Let’s concentrate on the newbie first.
The newbie should ask questions. Lots of them. How long has this teacher been practicing? How long have they been teaching? Do they have a set curriculum? Do they have a particular philosophy? Do they follow a certain path? Do they have other students that you can talk to and ask questions? Do your personalities mesh? Are they willing to take suggestions from you, the student? How available are they for instruction?
There are other things that you should watch out for. The sad truth is that our religion has its bad seeds just like any other religion. So careful questioning of the potential teacher’s motivation for teaching and actual practice will help you avoid situations you don’t want to be involved in.
For example, if the teacher is collecting a harem of blind followers then you don’t want to get involved in that. I also don’t recommend that newbies get involved with a coven in the first 2 or 3 years of study for this very reason. Covens are a whole different can of worms that I can tackle in another article.
Before you undertake the process of finding a teacher you should do a number of things. First, read, read, read! Read as many books as you can get your hands on. A good teacher is going to expect you to have read a few core books anyway.
I require my students to read Wicca: A Guide for the Solitary Practitioner and A Further Guide for the Solitary Practitioner by Scott Cunningham. I am also recommending Dorothy Morrison’s The Craft and The Craft Companion, these days. Those books are really good basic, beginner books. They give you the basics in a nutshell and offer enough core knowledge that you can tell when someone is telling you something that is right or wrong.
Once you have a basic understanding of what it is that you are studying and are beginning to shape your own philosophy, then you can begin to think about teachers.
The next thing you should do is join a community. An online community like one on MSN groups or yahoo groups is a good place to start. You want a community with some practitioners who have been at it for a while, are willing to answer questions in a supportive and nurturing way, and are open to newbies. Stay away from communities with people who are all about pedigrees, tracing lineage back to Gardner, and are quick to use the word fluff-bunny. Obviously these people are not going to be nurturing and supportive to a newbie who doesn’t fit their criteria.
A group for your local area or state is a good place to start. I have had Witches of Missouri on Yahoo! now for six years and it is that type of environment, but it isn’t the only one. There are groups out there specifically for beginners. My main advice is to be honest about being a newbie, if you don’t know something ask, or if you don’t understand something ask. A wise person once said there are not stupid questions, only stupid answers.
After you feel comfortable in your level of knowledge and have lurked around in our community for a while, you can begin thinking about a teacher. I don’t recommend online witch schools, or studying with a person you can’t meet face to face. I’m sure there are some good schools and teachers out there; I just think that if you truly want to learn from a teacher then you would benefit from the face-to-face contact. I have tried to teach online before and it’s a very frustrating process.
If you look in your online communities, Witchvox, and other places, people can make recommendations to you and you can meet people in your local area. Just use caution, meet in public, and get to know the teacher.
Over the years, I have changed my process on accepting students. In the beginning I was willing to teach anyone who was willing to learn. This is a very good attitude, but not a very practical one. It’s a bit too idealistic. I have come to learn that the student/teacher relationship can be very intimate (never in a sexual way), should hold a lot of mutual respect, and requires a great deal of commitment. In that vein, it should never be undertaken lightly. The potential student and teacher should approach the beginning of their relationship as if they were choosing a new member of their family. For this reason an interview/getting to know you process should be used.
These days, when I’m contemplating taking on a new student, I have a questionnaire I give them to fill out. It has a bunch of questions on it, around 20, I think. They are personal questions and questions about where they are in their studies. I meet with the potential student and we interview one another. I invite questions and I ask them. I spend some time getting to know the student and expect the student to spend time getting to know me. As the student, you should be very comfortable with the potential teacher’s philosophy, practice, lifestyle, and teaching methods.
Do not, under any circumstances, do anything that you are morally opposed to, feel uncomfortable about, have a feeling is wrong, etc. no matter what. Never take anything on blind faith; a good teacher will be delighted with questions and discussion of things.
Don’t allow yourself to be pressured into doing anything that is uncomfortable for you. Don’t do anything just because you are told that it is the way it is done. Always question why and if you don’t agree with it, then don’t do it. It’s that simple.
I have run across people over the years that have had some negative experiences with teachers. A good teacher will not pressure you to practice sky clad or engage in sexual activity that you are morally opposed to. Practicing skyclad is a personal choice that isn’t for everyone and certain sexual practices among various communities are definitely personal choices.
It’s true that as a community we believe in live and let live. That works in the opposite direction as well. Just because I practice skyclad, I do not expect my students to do it and I don’t do it when practicing with them. A good teacher will respect your views on being naked in general.
Teaching Witchcraft and Wicca (not always synonymous) is not easy. When I first began teaching, I sort of fell into it by accident. What I mean is: that it was a gradual process through my association with others who didn’t know as much as I did. Needless to say, this wasn’t a very effective way of teaching.
I started formally taking on students around 6 or 7 years ago. At first my teaching process was very casual. This didn’t work for various reasons. I found it frustrating, as did my students. Because of my association with another local teacher, I began to create a curriculum. This has made teaching much easier for my students and me.
I recommend designing a curriculum, complete with syllabi, for potential students. My curriculum is still evolving and has undergone many changes in the last year or two. This is due, in part, from feedback from my students.
As a teacher you should be open to changing things and adjusting them to fit the individual students’ needs. With a curriculum, your students have something concrete to show for what they have studied. If they choose to go on and join a coven or become involved with organizations, such as the military, they can show what they have learned. Studying with you provided them with credentials that may be valuable later on. No it isn’t necessary but when you apply this much study to something, having that work, that certificate, or that degree makes the process that much more desirable.
These days I teach a four-degree system. First degree is the basics of our history, philosophy, practice, ethics, rudimentary magick, and beginning divination. Second degree is all about history, philosophy, pantheons, various forms of practice, etc. Third degree is advanced magick, energy work, elemental energy, advanced divination, etc. Lastly, my fourth degree is all about learning to teach, legalities, covens, performing legal ceremonies, etc. I have created handbooks for each degree complete with homework assignments, etc. This system is working very well for me as I streamline it and make changes. ‘
The students seem to need the structure and all this organization has helped me tremendously. As a teacher, having that curriculum to show potential students helps us to understand whether we want to take on the student/teacher relationship. Not only is the student choosing me for a teacher, but also I am choosing them as a student.
In the beginning, I failed to realize how important that distinction was. Needless to say, I endured quite a bit of disappointment and frustration. So I offer up, to the current or potential teacher of Wicca/Witchcraft/other Pagan path, the following advice.
Screen your students according to your expectations. Approach this process as you would a job interview or as if you are contemplating adding this person to your family. Do not be afraid to state clearly what your expectations are. I expect my students to have a high level of commitment. I approach teaching them as if I am a college professor. I do not charge for my services and I put a lot of time/effort into teaching them. This is a responsibility. I am responsible for helping someone else on his or her spiritual path. This is a heavy commitment and should be treated as such.
Over the years I’ve had a lot of students who didn’t work out. The reason for this is not always anyone’s fault. Sometimes we didn’t mesh personally, they didn’t have the level of commitment that I require, or circumstances beyond either of our control prevented them from finishing their programs. The first two reasons for a relationship not working out can be avoided if you want. As I said, spend time getting to know the potential student. Introduce them to other students if at all possible. Ask a lot of questions.
Understand their motivation for wanting a teacher to begin with. Avoid falling into “Mom/Dad” roles. Ascertain their level of commitment to study before you get too deeply involved with them. These things will help you avoid some of the disappointment and frustration I’ve been familiar with over the years.
I highly recommend creating a detailed questionnaire for potential students. This is something I’ve recently started and it helps. For one thing it provides good background information on the potential student. You can find out what books they’ve read, their level of understanding on various subjects, and other things that are important to you as a teacher. This questionnaire can be exchanged through email so that you don’t even have to meet with the potential student in person, if you don’t feel comfortable doing that.
The next step in the process is an actual meeting or meetings. Get to know one another.
Discuss your program/curriculum. Answer any questions they may have and ask plenty of your own. Take this opportunity to clarify any questions you may have had on their questionnaire. Invite other students to these meetings so that the potential new student has the opportunity to ask your other students questions. Have coffee together and just chat. After all, you are embarking on a potentially close relationship that may last several years. If it isn’t going to work out, then you need to figure that out before you get too deeply into it.
Once you have a fairly good feeling about the potential student, give a first assignment. I used to give a pretty easy first assignment, but I don’t do that anymore. My first assignment is a whopper. I do that now because it helps weed out the students who aren’t serious. My first assignment isn’t busy work, by any means; it’s a research paper on traditions. I make my students pick two trads to research and write a five-page paper on with at least five different resources. I do this to scare off the ones who aren’t serious for sure, but I also do this to assess how well they write, how insightful they are, find out what they are interested in, and see if they know how to judge material for accuracy. Usually, if they aren’t serious, then I don’t hear from them again after that.
Avoid taking on the role of parent with your students. In other words, don’t run them down for homework. If they aren’t serious enough about their studies to turn their homework in then that is their problem, not yours. They are adults and should conduct themselves as such.
Don’t lend them money and bail them out of bad situations. I’m not saying you can’t help if help is truly needed, I’m saying that tying yourself up too closely in their lives is a dangerous way to conduct your life. You will only be setting yourself up for disappointment later on. Now you can of course become close to them, build lasting friendships, etc. I do that now. Two of my best friends also started out as students. This has its pitfalls, but the benefits outweigh the drawbacks heavily. Finding that fine line is difficult, but it can be done and it’s different with every person.
My final word of advice is about the age of students. These days my preferred student is at least 25. That isn’t a hard and fast rule, but a preference. I do not take on teens at all, anymore, ever. That is full of so many perils that no amount of parent release forms makes it worthwhile for me personally.
Between 18 and 25 is a transitory age for most people. This is the age where you are discovering who you are, pushing out on your own, and defining your family’s role in your life. I will take students under 25, but they have to be very mature and committed. I’ve had a lot of students under 25 and it just seems like there is less drama with someone a little older.
That is not to say that all people under 25 are dramatic, it’s just that a good portion are. I know I didn’t grow up till after I was 25 and that has been true of a lot of the students I’ve had over the years. My advice to other teachers is to be careful of the young ones and keep in mind how young they are.
Finding a teacher or accepting a student is full of perils. It can be very rewarding for both parties if some care is taken in the process. Being careful, learning as much as you can about one another, and communicating effectively from the beginning can help you to avoid disappointment and frustration.
www.witchvox.com/va/dt_va.html?a=usmo&c=words&id=11285