Garnett's article outlines common vocabulary practices, such as defining words in the dictionary and studying the roots of words, which have not been successful in helping students in difficulty. His teaching philosophy is that teaching vocabulary cannot be a repetitive practice, but must be flexible when working with students' needs. Dr. Garnett's unique and creative teaching approach targets struggling students, like Anthony. Her perseverance and commitment to Anthony's education resonated with me throughout the article. He showed me that as an educator you have a commitment to your students by bringing teaching to life in the classroom, as he demonstrated in his interaction with Anthony. Kate Garnett is a role model for teachers by redefining direct instruction through effective teaching practices, like her vocabulary game. As stated in the article “I went home and designed a meteor, meteorite, atmosphere, friction, impact and crater game activity aimed at activating the verbal task so unusual in Anthony's repertoire (7).” Dr. Garnett created games and designed activities that would help expand Anthony's mental lexicon, such as example relationships between categories. In the article, we read that Dr. Garnett shares a similar approach to teaching vocabulary as Dr. Connor and the Stahls. They are shattering common practice and giving teachers a model that will help them when they are struggling