Hi, I recall this subject being discussed some time ago but if you care to revisit I'd appreciate your comments.
Situation:
A pair of 7 year old identical twin boys, both in primer level PA, transfer students to me. They are working on the same pieces and share a lesson book. I teach one, then the other. Both kids are in my studio at the same time, so the student not in his lesson hears what his brother and I are working on. I am teaching the same piece(s) twice but not saying exactly the same thing the second time around if that makes sense. Should I consider a group lesson with these kids for a full hour vs. one half hour with each? Do you have experience teaching twins and what works for you? Many thanks!

Do you swap them around so it's not always one having the first lesson while the other listens? Just wondering.

Often with twins, they are kind of expected to share many things just because they are twins.
In my experience, it is important for them to have individual lessons.
Each twin, then has something which belongs to them, alone, and does not have to be shared for once.
Again, in my experience, twins are no different from anyone else, and often progress at different rates.

(currently teaching two sets of twins in individual lessons, and enjoying their differences just as much as their similarities)

It depends what their dynamic is when together. If they can sit still and be attentive, then by all means have a group lesson. I have a pair of twins who constantly snipe and b*tch at each other. They started in a 45 minute group lesson and after several months I finally got them to take lessons separately. It's been so much better.

Barb, I suggest that each child have his own books. It will get confusing soon as you try to figure out which child got checked off on what.

I would keep separate lessons and separate books. I also think it is helpful to use a Sharpie to write each child's name on the front of their books. Especially if they arrive with a jumble of books and don't know which books are theirs.

BTW, what has happened regarding the piano you were considering purchasing?

i am getting identical twins very soon. (part of a group of triplets).. i am likely to teach them together occasionally but stress individual lessons mostly. At this age (and mine are 6) they've been lumped together for the first part of their life.

I am open minded about all possibilities. One given is that their mother (their adoptive mother) has already started them on Suzuki..just the first few pieces, and I will continue to use 'Book 1' at least as one of their books.

Altho not a musician herself, she has taught her two daughters beautifully in past years. I'm pretty impressed.

I had thought about this idea but don't do it as yet. My studio is small and the mom and twins are all in there through both lessons.

Ann, my piano search is still on. The one I was interested in didn't pass my technician's inspection. Thanks for asking:)

It helps so much to post questions here! After reading everyone's points so far and thinking through this situation further, I think it's about sharing a lesson book that's my issue. I didn't think it would matter to have the twins share a book but after just 2 lessons it certainly does. I write certain things for student #1 that student #2 does not need, he needs something else, etc. Kind of a no-brainer thing really and an easy fix, thanks.
And I do agree that keeping the lessons separate is the ideal. With both kids in the studio at the same time, I thought about doing some of the lesson together. New situation for me, thanks for your input!

I have a set of twins, and I've always taught them apart (each a private lesson). While I teach one the lesson, the other is in the computer lab with headphones on. After the primer level, I put them in totally different method books. They are still quite competitive, but it does help.

Stanny, thanks.
What were the 2 methods you used for the twins after primer?

I find it useful to have siblings on different method books as it reduces the amount of competition and comparison. That way if one child is progressing slower than the other it isn't so blatantly obvious. This way the slower child isn't as likely to become discouraged and the quicker child has less ammunition to be able to gloat (if they're that way inclined!)

EDIT: I miss read the above question as "why" use 2 methods!

As others have said, the less educational overlap between these boys, the better. It would be better in an ideal world if they had different teachers. It would be better if their lessons were on different days. It would be better if they weren't both studying piano.

But for now, I'd just quickly move them out of the same books. You *could* have their lessons overlap for 10 minutes of duet work, if they are game to try.

I teach a set of fraternal twins. They have back to back lessons, and are in the room while the other is being taught. Sometimes they interfere - answering questions I ask the other. But they are getting better at not doing this. And I think they benefit from hearing me explain something to the sibling. Sometimes we learn more by eavesdropping!

I started them on the same (Piano Adventures) primer, but switched one twin to the new Alfred Premier Piano books when the primer was done (and different supplemental material as well. They only share their scale book). I felt like I was doing a careful dance, making sure that one student didn't feel inferior when having to repeat something the other passed. It is so much easier removing that source of competition. One twin is happy-go-lucky, the other is moody, sensitive, and competitive. The latter plays more expressively, but is also likely to play too fast, and careless. The other is actually better at practicing and accepting instruction, and is probably the more solid student.

They alternate who goes first. We have to keep track in their notebook; otherwise, it becomes an argument. "My turn!" "Nuh uh, you went first last time."

When we finish early, they love to have flashcard competitions. They also enjoy duets. I enjoy the challenge of treating them individually.

I used Succeeding at the Piano with the twin who worked harder and was progressing faster, and Alfred Premier with the other, only because it also came with a cd. I now wish I would have put the second one in Faber instead, but I'm not sure if I should switch him at this point.

I teach identical twins. They use the same books (Alfred Premier Course) but I give each of them the odd other piece, just so they're not always doing exclusively the same music. I do use separate materials with other siblings I have that are extremely competitive, but these twins are fine, and going gangbusters. So I think it very much depends on the personalities involved.

The twins have individual lessons, but they are back-to-back, so I've started doing ten combined minutes with them for theory and aural. It's a nice change of pace.
-Paul