I would like interaction on this one. My claim: Teacher's who work in high intensity positions in public schools rarely get the chance, let alone having the expectation, to work with an individual's realization of potential. A teacher under public school circumstances is excellent,indeed, to deliver on the textbook; e.g., a majority of the students master fifty percent of the content.

As for aiding a student on her path to realizing her "unique potential" -- somehow rendering a high realization of that which is only hers to become --, I'm sorry, but that doesn't happen.

Here's where you come in:

I know it's an Aristotelian dream. Beyond that, do you agree as to the facts? If not, speak. If so, speak.

If so, should we (educators, the public, parents)do something? What would you suggest in the way of practical short- and long-term steps that we (again, educators, the public, parents)could take?