Carissa, I definitely agree with you about maintaining a close watch on each child's skill development. I am experimenting a little with the 2-child concept right now & I've had to adapt my teaching style a little to make sure both of them are "getting it". But even though it means my seasoned Rightstart student gets it a little quicker than my newbie a little review is fine. Because my two are fairly compatible in math processing skills it works well for us with the following strategies (so far anyway): individual opportunities to demonstrate sequencing/skip-counting (i can see the other is mentally reviewing with the 2nd) alternating questions to individuals during majority of lessons, sometimes adding a few extra questions to make sure each one is "getting it". Doing it this way might add another 5-10 minutes but I think it will serve our purpose fairly well since each student is still getting the 1 on 1 and the other student is doing mental math. If I come to a point where spending a little extra time on a trouble area was consistently holding back the other student I do think I would opt to keep them separate to prevent any discouragement.

Hello Luana,

I think you are doing what I would hope others do. If you remain dilgent in watching how they are both progressing it can be done.

The problem always comes when one changes and the teacher then either gives extra care to the excelling child, or to the slower child. Not realizing what is happening.

But if you are assessing regularly if teaching two at a time is working, then I would continue. Just be careful.

It's not that it can't be done, I just find most times it is not done well. And that is it why I give a serious caution.

Hope it works out well:)

Carissa