Why "School Sucks" Sucked....

Howdy Howdy! My biggest gripe this time around has to be Johnson's "School Sucks" article. Johnson does a wonderful job exploring the discomfort that students feel in school and the various psychological that exists within the walls of school grounds and education. I can also see the connection between school violence and the inhospitable pedagogical approaches to teaching/testing students. Its not to say that bad pedagogy will directly lead to a school shooting but rather that it doesn't help. Its just one more reason that an adolescent loathes school and (since schooling takes up such a large portion of the adolescents time) subsequently their life. And so we go back to a standard pedagogical questions: how do we get students to enjoy learning so they can want to learn? How do we get students to understand that they are the Master's of their own creations and have the capacity to exceed our standards and their expectations of their selves?
Yeah....as soon as I figure that out, I'll just write a textbook, mark it up by 300% and retire. Until then, we fumble and throw every form of constructive and supportive assistance as we possibly can at the student. My main educational reaction to Johnson's article, beyond agreement, would be a reiteration/elaboration that feedback and proper encouragement are a must. In all scenarios. Better pedagogy insists that constructive feedback be given to each student regardless of how well their work is constructed. For the students who need a great deal of assistance, a proper manner of communicating their errors and "areas of opportunities" must be given readily while balancing some well mannered encouragement. Additionally, and this is where i think many educators fail, even the stronger students must be given exact feedback as to their "areas of opportunities" and what their strengths are and why. I think that educators that tell their students "good job" but don't tell them exactly why their work was "good" also do a considerable disservice to the students. Without telling a student what their exact habits are that are acceptable or exceptional, then you'll create a population of students who think they're good-writers without knowing exactly why (and will probably continue making tiny errors that were glossed over).
So, after all my rambling then why do I gripe with the Johnson article?! Because it was too detailed. Way too, too detailed. I was planning to write a larger portion of my Literary Autobiography on the uncomfortable and harsh environments created by teachers. And don't get me wrong; i did not expect such a topic to be unique to myself alone. BUT, Johnson just went over and over the various scenarios,  psychological backgrounds and anxiety that exists within students that eats away at their confidence that now I feel....like...like I would just be writing an offshoot of Johnson even if it wasn't intentional. So THANK YOU Johnson. Thank you for undermining my self-confidence and creating a realm of anxiety in trying to write a Literary Autobiography about literary anxiety....

Oh yeah, Chapter 4 rocked.