This article analyzes the linguopragmatic features of communication etiquette in teacher speech within the framework of pedagogical discourse. The research is based on Grice's Cooperative Principle and the Politeness Theory proposed by Brown and Levinson. The article examines the teacher's linguopragmatic competence as the main theoretical criterion, which is the ability to organize appropriate, morally balanced, and emotionally positive communication for the addressee. Based on practical examples, the effective application of ethical speech styles and their influence on students' classroom engagement, confidence, and motivation are highlighted