Where learners are supported by additional adults such as TAs, always try to find a moment for direct communication in the lesson between the teacher and the student. Research shows that content is lost when all communication is routed via the additional adult and it also makes it more difficult for the subject teacher to accurately gauge progress and understanding. Learners who have a greater amount of direct communication and challenge from the teacher make much better progress than those for whom most instructions and content always arrive second-hand via their supporting adult.