Sergey Krylov: “For a teacher, it is important not to be afraid to go beyond the boundaries of the textbook“

Sergei Aleksandrovich Krylov is a computer science instructor with over 15 years of experience, assisting students in navigating the world of IT. He graduated from Tashkent State Technical University and currently teaches computer science at Goethe Specialized State School No. 60 and Diplomat International School, a private school.

In an interview, Sergei shared his professional expertise, his passion for his work, and discussed how he inspires his students (some of whom have already been featured in our columns) to build successful careers in IT.

About a teaching career

In 2006, as a 21-year-old fourth-year student at Tashkent State Technical University (TSTU), I took a position as a computer science teacher at the Tashkent State Specialized Industrial Professional College. It was my first experience in teaching, and within a few minutes, I realized that pedagogy and computer science, especially their combination, captivate me to such an extent that I wish to pursue this throughout my life.

Regarding teaching principles

Let us consider the structure of the computer science curriculum in schools. This subject is allocated only one lesson per week for grades 5-8 and two lessons for grades 9-11. This is quite limited, especially considering the significance of internet literacy and computer problem-solving skills using computers in the modern world.

Furthermore, each topic in the textbook is allotted a limited number of hours. However, the curriculum often struggles to keep pace with the rapid development of information technology and seldom aligns with the level of self-education among students.

For instance, students in grades 5-6 may not find it particularly engaging to study the basics of working with text and graphic editors, while those in grades 6-7 may not be interested in the process of creating presentations. Eighth-graders, perhaps, might perceive it peculiar to dedicate an entire year to studying step-by-step instructions for using Telegram, YouTube, or registering on Facebook. These examples are drawn from the curriculum.

Certainly, these topics are obligatory and hold significance importance for the subject of “computer science“. However, when it comes to contemporary school students, they encounter computerization in society at an early stage. They prepare projects, create text documents, and work with the internet even in elementary school, which is why they may not wish to revisit these topics in secondary school.

It is heartening to know that teachers can adapt the curriculum to meet the needs of students. Personally, I strive to allocate the maximum amount of time to teaching programming to children. Regardless of how interesting and enjoyable it may be to create presentations, produce YouTube videos, or comment on posts on Facebook, in my opinion, children should possess programming skills.

Of course, there is no need for every child to become a programmer. The level of knowledge in this field will be individual for each student. However, fundamental programming skills, irrespective of their chosen profession, will prove beneficial in any field of endeavor.

About love for the profession

I have always believed that my primary task is to convey to children the importance of my subject. If I can convince them of this, they will do the rest on their own.

In the success of my students, my contribution as a teacher is minimal. All that was required of me was to instill an interest in science, to demonstrate that each of them can achieve anything, and to facilitate their communication with each another.

At one point in our school, an IT club was formed, consisting of 15 students who were winners of district, city, and republican Olympiads. There was no task to write a particular program or memorize a specific topic. Instead, they communicated in a language they all understood, exchanged new knowledge, and created programs that genuinely interested them. Upperclassmen invited younger students to join the club and taught them, providing advice based on their own experiences. In this manner, each member of the club became a teacher in their own right.

I genuinely love my profession. I enjoy educating children and witnessing how they absorb what they did not know prior to my lessons. Naturally, this necessitates a continuous self-improvement, which is a significant advantage. I relish learning and sharing knowledge.

Regarding trends and innovations

For the modern computer science teacher, there cannot be a singular foundational textbook, a definitive manual, or a standardized curriculum. The IT field is evolving so rapidly that even the most current literature becomes outdated within a year or two.

However, contemporary educators have access to a wide array of educational resources, such as instructional courses from IT Park, Coursera, Khan University, educational programs from Google, and others. We actively utilize these services to keep pace with trends and innovations.

Regarding values

Above all, besides IT skills, I consider the ability to work in a team to be of utmost importance. No matter how proficient a programmer is, cannot accomplish a significant task without the assistance of the people around them.

It is important to realize that there is nothing shameful in not knowing or not being skilled in something at this moment. There is nothing daunting in the fact that students may excel in certain areas more than the teacher. The key is to have someone to ask. I believe that contemporary education should be built upon the principle that “everyone can learn from everyone“, and I encourage the exchange of knowledge and experiences among students.

On gender inequality in IT

I have a vivid example that proves one can succeed in the field of IT regardless of gender.

My student, the heroine of one of your articles, Evgenia Subbotina, is an illustration of the fact that leading IT companies worldwide prioritize a person’s skills over their gender. Evgenia, at the age of 20, works at Uzum Technologies, has previously collaborated with VK and other major IT companies.

Her example demonstrates that only one’s desire to pursue their chosen profession truly matters. I would like to see more girls/women in this field, and I hope that Evgeniaʼs example will inspire others.

About awards

In 2020, the President of Uzbekistan honored me with the “Shuhrat” medal. This recognition is entirely the result of my students’ efforts; it is an accolade for our entire team of students who never shied away from challenges, persevered through difficulties, and overcame any obstacles.

I shared the news of the medal primarily with my students, and it pleases me that they, in turn, share each of their achievements with me, even after graduating from school.

On future plans

In our school, a long-standing goal has been established — to have at least one of our students participate in the international informatics Olympiad. This goal remains relevant to this day. We are currently working on a project aimed at having students from our school become part of our Republic’s national team.

This is a challenging task, and I have always told my students that the field of IT will not be easy. However, it will undoubtedly be intriguing for everyone.

Advice for teachers and students

To teachers, I would advise not to fear or hesitate to go beyond the boundaries of the textbook. It is crucial to show students that nothing is impossible. There is no programming language, software, or computer that a student cannot work with.

For students, I would recommend learning languages. When I participated in the One Million Uzbek Coders project, the main challenge I faced alongside my students, was a less-than-adequate knowledge of foreign language. Therefore, aim to learn at least three languages: your native language, a foreign language, and one programming language.