Early results are in: the twins are thriving in the same classroom.

Jonathan in blue, Matthew in red

Last week, I had our first conference with Matthew and Jonathan's kindergarten teacher.
So far, so good.
Their teacher admitted he was hesitant when he learned we had requested that they be in the same classroom and, for those first few days, there were some issues. Mostly, he said, Jonathan and Matthew had to learn they could not get physical with each other in school - no poking or prodding allowed.
But now, he said, "they're just like any two kids in the classroom. When there are issues, they are just boy issues -- boys being boys." 
He no longer even relies on clothing to tell them apart.
Their report cards were not identical, but they were very similar. In the few areas where they differed academically, personality had a strong influence. For instance, Matthew's report card showed he could count only to 30 while Jonathan's showed a limit of 100.
Matthew has been counting to 100 since he was three. It's always been a game for him and his twin brother, counting in the back seat as we drove. They also learned to count by tens at an early age. So I know he knows this stuff.
But while Jonathan sees any kind of testing as a challenge, Matthew finds it annoying. He is is easily bored with reading aloud, counting and any other form of quizzing, preferring to deny knowledge so he can move on to more active pursuits. 
Homework with him is already a struggle.
Emotionally and socially, I saw the personality differences that have always been apparent reflected. Jonathan wears his emotions tattooed prominently across his forehead. When is angry, he is very angry. When he is sad, he is a blubbering ball of emotions.
Matthew has greater control and, though this was not on the report card, he certainly knows how to push his twin's buttons. He is emotional as well, but he is more covert -- just slightly less likely to lose his cool. 
Each has his own friends and a few shared ones, though they claim they are often picked on by the same girl. Our oldest daughter complains she can rarely sit with them at lunch. They usually sit at separate tables and she doesn't want to choose one over the other.
Gym class worried me the most though.
The boys are highly competitive and they can become physically abusive to each other when they argue over games or races. But their gym teacher assured me they rarely even communicate in her class. Each goes off with his own his own group and does his own thing.
Their issues in gym are more typical of their development as individuals. In the beginning, they would each get upset it they did not get the color of their choice, or if they did not get a turn. That has improved, she said, more so with one twin making bigger strides than the other (Guess who!).
A few days after the conference, I asked Matthew and Jonathan whether they enjoy being together in school and whether they might want to stay together next year.
Normally, Jonathan would begin to tear up at the thought of any separation that lasts more than a few hours, and Matthew would pounce on that, insisting they each go their own way just to a reaction. We know this because if we actually try separating them, Matthew is the first to break down.
This time, however, Matthew was the first to react positively, nodding his head vigorously.
"I want to be with my brother," he said.
"Yeah," Jonathan said, smiling. "Me too."  

My towering twins

Silly me.
I had worried that Matthew and Jonathon would be labeled by their shared DNA in school.
But does anyone say, "Hey, are you the mom of the identical twins?"
No.
They say, "Hey, you're the mom of the tall twins, aren't you?"
Yes, Jonathan and Matthew have a greater claim to fame. They are off the charts for height, just like their older brother and sister, and thanks, probably, to their six-foot-five dad.
I haven't measured them since July, but they were 50 inches tall then.
At five years old, that puts them in the highest category, according the National Centers for Disease Control: "above the 95th percentile."
Their height has always been a problem.
(They are precisely the same height, a sore subject between them.)
Public tantrums were bad when they were three years old, especially since they fed off each other. But they were made worse by people who assumed they were two years older.
Once, a woman who saw one twin melting down in typical 3-year-old fashion as we passed the grocery store's chip selection -- a total stranger -- told me I should beat him because he was too old to behave that way.
(I suggested that perhaps the same discipline would be appropriate for her -- the one and only time I ever managed a good comeback in the heat of the moment.)
Several times when we visited the mall on their day off from preschool, some older woman (why the older women?) or a store clerk would demand to know (not "ask," but "demand") why they weren't in school.
I admit I took pleasure in watching their nosy jaws drop when I'd say they were only four.
So I knew they were taller than average and I knew their height might someday be an issue.
But, honestly, I didn't realize the difference was that great.
Few people said anything when they were in preschool.
But the private preschool they attended two days a week was small and two other boys were not far behind them in height. The public preschool, where they now attend kindergarten, had a much larger class, but the kids were tucked away on one end of the building, at least during the two days the twins attended.
Few people outside the preschool ever saw them.
Not so any more.
Now they are in the hallways, on the playground and in the cafeteria with the rest of the elementary school crowd.
Their little (still "little" to me) heads shoot up above their classmates, more on level with the first- and second-graders than with their peers.
It might not seem like a handicap.
People tend to reserve that stereotype for shortness.
But it is.
Even when people know how old they are, it's hard to conceive. They subconsciously raise their expectations ... just like I do ... just like I have always done to their older brother and sister, despite my best efforts.
Once again though, their twinness comes to the rescue.
Rarely do they care what others think.
They have that confidence -- that impenetrable space between them -- that they derive from each other.
They are, as they might say, "cool with it."

They are all yours, class of 2025!

Three days ago, Matthew and Jonathan started their new careers.
They are officially kindergartners.
And with their launch into the academic world has come a renewed round of the infamous question, "Are they in the same classroom?" My response ("Yes, they are.") elicits everything from raised eyebrows to pleased smiles to spontaneous lectures.
I tell them the same things I have written in this blog over the past several years.
Our decision was based on recent research, conversations with identical twins and talks with teachers who have experience with twins who were placed in the same classrooms.
We have the confidence that we have made the right decision, and we have the intelligence to let time, experience and Jonathan and Matthew's wishes be our guide for the future.
But, in New York State, where parents are not guaranteed a say in the placement of multiples, all the research in the world would have been irrelevant without the cooperation of an open-minded principal. Our principal has never experienced twins in the same classroom. Yet, he was fascinated by the studies we presented him and eager to do what is best for Matthew and Jonathan.
So he readily agreed.
He will be watching their social and academic progress as closely as we will.
None of those concerns matter, however, to the boys.
They are already having a blast and each has attached himself to a different "best friend."
For the past two days, I have had to drag them out the classroom at the end of the day.
My arms are weakening.
I'm thinking about lining the route from the classroom to the van with freeze pops and Smarties, two of their favorite treats, to get them home.
Here are a few photos from the first day.


(Note: Jonathan is wearing a jacket despite the heat because "that's what you wear to school.")

Together in the classroom

So far, so good.
Matthew and Jonathan are attending two different full-day preschools this year.
Together.
On Mondays and Wednesdays, they attend a private preschool with a class size of 7 to 13, depending on the day. They go to the public preschool Tuesdays and Thursdays with a total of 16 kids in their classroom and 16 in the other.
The reasons they attend two schools are complicated, but the results are interesting.
Their overall behaviors vary from school to school because of the differences in structure.
But in both schools, the teachers say, they play separately with different friends and come together only when they are tired. They do share friends, but they play with them at different times.
They don't cry when they are dropped off.
They barely say good-bye.
They are comfortable.
They are well-adjusted.
And there is no doubt they are behaving like individuals.
This is important because of all the naysayers, the people who insist that all twins should be separated in school. We are fortunate in that administrators in both schools seem to be firmly against any such blanket policies.
At the public school, which is run by the county's Head Start program, the administrator I spoke with was already aware of the studies that show identical twins generally fare better psychologically and academically when they are place together in the early years.
She believes that most twins should stay together early on unless the parents have a firm opposition to it. So many parents want their kids in classes with their best friends so they will be more comfortable, she noted. Why would it be different for twins who take comfort in each others' company?
At the private school, there is only one classroom, so we had no choice.
No big deal.
No one even brought it up.
We will pay close attention to the Jonathan and Matthew as they move through the levels of elementary school. We will watch for any issues that indicate they need separation and, as they get older, we will ask them at the end of each year what their preferences are for the next year.
But until or unless we see any reason to separate them, we will not.
Why would we?

If you are a twin parent struggling with issues of school placement, check out this site for support and to learn about the laws in your state: http://www.twinslaw.com/.

Identical twins, identical classroom: why our boys will study together

It's starting already.
Family members, friends, even strangers in malls and grocery stores.
They mean well.
I really think they do.
But they are ill-informed.
Through no fault of their own.
The lead-in could easily be mistaken for the question.
"Are you planning to send the twins to preschool?" they ask.
Then comes the question, which isn't really a question at all.
"You will separate them, right?"
Followed by the silence when I answer, with confidence.
"No."
But, like I said, the attitude isn't really their fault.
For the past few decades, the prevalent theory among educators has been that all twins fare better when separated in school. It helps them develop individual identities, they say, particularly with identical twins. It gives them more confidence, they argue. It helps them make friends of their own.
But here's the trouble: no evidence exists to support those recommendations, policies or decisions.
Quite the opposite, in fact.
The few studies done on the effects of separating twins in elementary school show that most twins suffer emotionally and socially and that for identical twins, separation can be highly traumatic and might impact academic performance as well.
Consider this finding from a 2004 study conducted by the Institute of Psychiatry at Kings College in London:

"When compared to those not separated, those separated early had significantly more teacher-rated internalizing problems and those separated later showed more internalizing problems and lower reading scores. Monozygotic (MZ) twins showed more problems as a result of separation than dizygotic (DZ) twins."

Or this finding from a 2010 University of Amsterdam study of 839 monozygotic and 1164 dizygotic twin pairs: (This study focused primarily on the effects on academic performance.)

"There is no difference in educational achievement between twins who share a classroom and twins who do not share a classroom during their primary school time. The choice of separation should be made by teachers, parents and their twin children, based on individual characteristics of a twin pair."

The same folks who believe Matthew and Jonathan should each strike out on their own by age 3 wouldn't hesitate to put their own children in classrooms with their best friends. After all, that kind of kinship puts children at ease, makes them less clingy and allows them to be more socially confident.
So why would we separate Matthew or Jonathan from his best friend during this time of stress, excitement and change?
I was relieved today to chat with one of their future preschool teachers, a mother of 17-year-old identical twin boys. She kept her boys together throughout the younger years and, as they got older, took them aside separately to ask whether they wanted to stay together the following year, she said.
Each year, the answer was the same: yes.
As we spoke about our children, children filtered into the classroom where Matthew and Jonathan were playing. Jonathan immediately befriended two boys his age who took an interest in the same tractor that had attracted him. Matthew squatted near a child-sized sofa conversing with a slightly older girl who had sat down with a book.
A barrier of shelves separated Matthew and Jonathan.
Neither panicked at the absence of the other.
Neither looked for the other.
Both put up a good battle when it was time to leave.
And I couldn't help smiling when both boys demanded to know when they could come back.

Author/twin Abigail Pogrebin takes on our questions

When I learned I was carrying twins, I was terrified that they would be identical.
They would have issues, I thought.
All kinds of issues.
And I would have no idea how to help them.
In fact, I would probably be the cause.
I would dress them wrong, call them by the wrong names, place them in the wrong classrooms, celebrate their birthdays wrong, name them wrong, talk to them wrong, listen to them wrong, wrong, wrong, wrong.
Abigail Pogrebin must have been listening.
Her book, One and the Same: My Life as an Identical Twin and What I've Learned About Everyone's Struggle to Be Singular (Doubleday/$26.95), addresses every single one of my questions along with questions I never knew I had. I gain nothing by encouraging folks to read her book.
I don't know her.
I'm not getting paid.
But I have to say that this book is absolutely essential for anyone who has anything to do with identical twins: parents, teachers, siblings, friends, psychologists, doctors, grandparents, cousins.

Everyone.

It has already affected the way I parent Matthew and Jonathan, and my husband plans to read it next.
In a previous post, I invited readers to ask questions of Abigail. Some folks responded in the comments section, The shyer parents asked questions via email. I paraphrased some of the more commonly asked questions so Abigail could address all the aspects.
Here are her answers:

Q: Is it annoying to have similar names or names that start with the same letter?

Abigail: I do think that the “gimmick” of twins—which includes naming them alike or dressing them alike—doesn’t ultimately pay off at all for the twins themselves at the end of the day. I realize that it seems harmless and fun to put twins in matching outfits or give them convenient or cute names when they’re young, but ultimately those things are more for the parents than for the twins, and the hurdle of individuality is hard enough without the gimmicks.

Q: How can I help my son bond with the twins? I don't want him thinking they are more special than him.

Abigail: As much as possible, it would be great to do an outing or activity with one twin and your son, so that he has memories with each of them separately. I wish my parents had done something regularly with me and my brother because we’d have some rituals or experiences that were ours alone. I am close to my brother, but I know we’d be closer if we’d spent some time just the two of us. I hope you’ll read my interview with my brother in my book because he paints a very honest picture about what it’s like to be the third wheel.

Q: Is it better to keep the twins together and treat them as a unit when they are young or to start introducing individual identities early?

Abigail: The sooner you start introducing individuality, the better. That doesn’t mean you have to over-worry about separating the twins, but definitely separate time should be part of the routine as early as possible. I think perhaps the most crucial chapter in my book is the one on separation – called “Making the Break” – and it really covers how twins ultimately have to let go to solidify a separate self.

Q: What we can do as parents to try to insure that both twins get enough attention from us or from any other adult for that matter?

Abigail: Just spend separate time with each on a regular basis. It doesn’t have to be a lot of time– a short excursion with one twin will make a huge difference. But it should be a regular part of life that each twin is with his or her parents solo. Be warned: the twins themselves may resist being apart. But they will benefit in the end by having separate memories with you.

Q: How can I help raise my boys to be close but also have room to be close with others?

Abigail: Usually twins have an instinctive closeness that you don’t have to foster consciously because it’s powerful already. I think the bigger hurdle is encouraging their other friendships. My research taught me that twins can be unused to developing outside bonds because they’re wholly satisfied by their twin relationship. So, as much as possible, encourage separate play dates and social experiences. I know sometimes practically that’s a challenge, but it’s worth the effort. They don’t need to have all the same friends all the time.

Q: Does it matter whether they do all the same sports and are in the same class at school?

Abigail: I have a whole chapter on competition called “You Deplete Me,” and I think you’ll find some fascinating stories and research that will address exactly your question. I would say that it it’s possible to nudge your twins to different positions or strengths within the same sport – such as playing different positions in baseball or swimming different strokes on the swim team-- that would be preferable. When twins do the exact same sport in the exact same position, it invites direct comparisons which are difficult to manage. I think being in the same classroom is fine when they’re really young, but they should definitely be separated by fifth grade. Having one’s own teachers, friends, experiences, projects is crucial and direct comparisons are inevitable in the same classroom.

Q: Is it okay to dress identical twins alike? Are they bothered by it?

Abigail: I have never understood the dressing-alike thing, except because it might be practically easier for parents to buy two of one outfit. It’s not inherently fun for the twins – it’s just a bit of a performance; identical twins already attract plenty of attention, which at times can be fun and gratifying, but can also get tiresome if the attention is mostly about your sameness and not about who you really are. I hope you’ll read my interview with my identical twin, Robin, in my book, because she is remarkably honest about how the “gimmick” of doubleness ultimately felt stifling.

Q: How much do I push them to do "their own thing" separate from their twin? Some amount of discomfort regards to new situations is healthy and normal, and I want them to have that experience the same way non-twins do.

Abigail: I think you’re absolutely right: some degree of discomfort is healthy in the long run. In my chapter called, “Identicals: A Love Story,”I talk about how twins can get very comfortable with having a constant partner, back-up, playmate – to the point where it handicaps them for friendship and independence later. I want to affirm how wonderful it is to have that built-in best friend. But it’s important to develop the muscles of handling the unfamiliar, trying new things, being in new situations, connecting with new people – by yourself.

Q: Should they share a birthday cake and/or the song, or should we sing to each separately and give each a separate cake?

Abigail: I never had my own birthday cake or song and I wouldn’t say it scarred me for life, but I do think it was a missed opportunity to shore up a sense for me and for Robin of being separate people, entitled to our own celebratory moment.

Together for preschool - yea!!!

A teacher from the preschool my daughter attended handed me a waiting-list form the other day. She'll take the boys when they are old enough, she said. Both of them.
I was and am ecstatic.
The preschool is run by the county, primarily for children with special needs. The teacher has only four slots for typical kids in her class: two for girls; two for boys. If she takes Matthew and Jonathan, they will fill all her typical-boy slots.
Predominant education practice dictates that she recommend separating the boys. Yet, she's happy to take them together. She believes me when I say that they will probably do better together and that they barely acknowledge each other when they play in large groups.
Her attitude is a relief.
And it gives me hope that as more studies are conducted on identical twins and separation, common sense and open minds will prevail. Several states have passed laws eliminating the mandatory separation policies of multiples in public schools, but the movement has a long ways to go.
For now, there is help for parents who are facing that battle or who want to get a jump start before their kids reach school-age. This Web site is run a woman who is determined to change the way school administrators and teachers think.
Check it out.