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Abstract: The ethical aspect of using irony in pedagogical speech is explored. A definition of irony is given based on the analysis of modern scientific and methodological literature. It is defined as a form of aggression and a negative speech phenomenon since it expresses hidden mockery. The purpose of such irony is suppression and humiliation of the interlocutor. At the same time, the article gives examples of school and university teachers’ speech, in which irony is not only a negative but also a positive speech phenomenon. This method can be put into practice within the framework of etiquette genres of apology, compliment, request, polite refusal, warning, expression of doubt and dispute. At the same time, irony performs educational, regulatory and informational functions: setting an emotional contact, developing proper speech behavior, and solving learning problems. The conclusion is drawn that the effectiveness of irony as a pedagogical method depends on the personality of the addressee and the nature of the relationship between the interlocutors. In addition, it is quite promising to study this problem from the point of view of an addressee, considering such factors as a sense of humor, the ability to understand indirect types of statements and to correctly assess the context, and susceptibility to criticism.