Interesting Conundrum

Well, call me confounded. Or at least stunned.
The only blog posts that are getting comments here are the ones where I've expressed my uncertainty about being the Precision Teacher at my school this year. I admit to being rather surprised by this yesterday afternoon when I first discovered it.
I wasn't surprised to note that all of the comments were heavily in support of the idea behind Precision Teaching, with lots of suggestions on how I could share data, find support, and use it with the students. And, of course, I can't be annoyed, even though I would really like to be... I should probably point out, however, that the program is being used to boost fluency in students who have not passed and are at risk for not passing our state tests. I will see about 18 students every 2 days (about 6 per 90 block period, for 3 periods). I will likely work with students in groups of 3. Once students have mastered a particular weak spot, they are dismissed and return to the class they were pulled from. At that point, I look for new students to enter the program. This particular format doesn't lend itself well to most of my passions, but particularly those that involve teaching writing using technology and project-based learning. It may well be that the program works well with project-based learning in other locations; I don't know that.
I was going to use this post to specifically answer the comments that were posted, but then decided that I would sound snooty if I did that, so I won't. But, I will ask that people not post comments professing their love for precision teaching. I noted that I respect the fact that the trainer who did our session finds Precision Teaching to be one of her passions; I would like to ask for that same respect.
Thank-you.