This book is for teachers and teaching assistants (TAs) seeking to improve the ways that they work together to meet the needs of children in their classes. The number of teaching assistants (including learning support assistants who support children with special educational needs) has expanded greatly in recent years, a trend which is set to continue, along with more formalised qualifications for TAs. However little thought has been given to the ways in which teachers and TAs can work best to support children's learning. This book gives an outline of the thinking behind the employment of additional adults in the classroom and will spell out some of the teamworking opportunities and problems that accompany their use. It will examine teamwork, collaboration and control as well as looking in detail at the role of the teacher and how this changes with the introduction of an additional adult. It also gives practical advice based on research on different models of team working for the classroom. Following an introduction, this book is divided into three sections. Section One, Outlining Learning Zones, consists of the following chapters: (1) The Rise of the TA; (2) Teacher/TA Partnership Working; and (3) A Description of the 3 Models. Section Two, Researching and Evaluating Learning Zones, contains: (4) Research Methodology; (5) Research into Learning Zones; and (6) Our Research Findings. Section Three, Using Learning Zones, continues with the following chapters: (7) Case Studies from Schools; and (8) Guide to Implementation in Schools. Section Four presents the conclusion.