The goal of our research is to determine the impact of the emotional component of the lesson on students' performance. A teacher’s professional competence is not only the unity of their theoretical and practical readiness for pedagogical activity, but also their emotional culture.

A review of the literature has helped define emotional culture as comprising emotional resilience, flexibility, and empathy.

Non-verbal means of pedagogical influence include facial expressions. According to the specialist E. A. Petrov, facial expressions are the most studied component of non-verbal communication. The infinite variety of facial movements and their combinations allows the teacher to express their emotional state and attitude towards a particular student, their answer, or behavior.

The scholar E. Hall believes that the distance in communication, or proxemics, is also a motivation for students. The teacher can use spatial proximity, by decreasing or increasing the distance, to establish more trusting relationships with students. By moving around the classroom and varying the distance, they achieve proxemic diversity and equality in communication with each student.

Grant Wiggins, in his work "Seven Keys to Effective Feedback," argued that less teaching and more feedback are key to achieving higher quality learning. Therefore, 1) feedback should be educational in nature. 2) Feedback should be provided in a timely manner. 3) It requires attention to the individual needs of the student. 4) It involves sincere praise. If you are impressed by a student's behavior when completing a task, do everything possible to support and praise them. 5) Recognizing the student's efforts is crucial for having a positive influence on their academic performance.

Our research was conducted over the course of more than a year, during which 13 lessons were observed and analyzed. The emotional-psychological atmosphere of the lessons was evaluated on a scale from 1 to 4, where 1 point was assigned if the teacher did not display emotions, lacked facial expressions, was not always correct in their behavior toward the students, had no remarks, and there was no spatial organization of communication. A score of 4 points was given if the teacher’s emotions, speech, facial expressions, posture, and gestures contributed to supporting the students and creating a favorable atmosphere in the lesson. Based on the identified issues, a study was conducted to explore forms and methods of work that would contribute to creating a positive atmosphere. First, a survey was conducted among the students, and 89% of the respondents answered that the emotional tone of the speech and the teacher's engagement were the factors most influencing the favorable emotional atmosphere of the lesson. A literature review also helped identify three functions of creating a positive climate: "Opening" the child for communication (presenting information from the position of "WE"). "Involvement" of the child in the process (demonstrating readiness for the student). "Raising" the child (the teacher's appeal to help to the student). When planning a literature lesson for 10th grade, the role-playing form "Trial of a Literary Hero" was chosen, which allowed students to interpret the material from the perspective of comprehension. The teacher's role as a witness and the presentation of information such as the research of a famous Pushkin scholar and the interpretation of the work by a theatrical studio of a renowned director helped demonstrate the teacher’s interest. The involvement and elevation of students occurred through the distribution of roles: judges, jurors, prosecutors, and defenders. According to the teachers' observations, the students were active, interested, and attentive during the "trial." After testing, 75% of the students reported that they enjoyed these types and forms of work. 90% of the students rated the emotional atmosphere of the lesson 9 out of 10 points. Conclusion: The favorable atmosphere of the lesson depends on the teacher's engagement, the unconventional lesson format, and the opportunity for students to feel like the "masters of the lesson."

Suggestions: Maximize the use of spatial organization in communication to motivate students. Pay attention to the verbal aspects of feedback, ensuring it is timely, considers individual needs, is sincere, and maintains an educational tone. Avoid excessive calmness from the teacher, as it may be perceived as indifference. Remember that gestures, facial expressions, and intonation often have a stronger influence than words, helping students better understand the teacher’s expectations and attitude toward their responses. Conclusions: 1. The emotional atmosphere of the lesson is a crucial factor in supporting the development of students. 2. The most important element in fostering a positive psychological climate is the teacher's attitude, including their emotional involvement, enthusiasm, kindness, and approachability, all of which significantly improve students’ emotional well-being. 3. Students should perceive the teacher's interest not just through their emotions, facial expressions, and gestures, but also through their active participation in the learning process, seeing the teacher as more than just an evaluator of their answers. 4. Role-playing as a form of "play therapy" encourages independent thinking and grants students greater autonomy during the lesson, allowing them to take more responsibility for their learning. 5. Logotherapy helps students immerse themselves in their roles, enabling them to identify with another person or character from the material, which in turn stabilizes the psychological climate of the lesson.

Hattie, J., & Timperley, H. (2007b). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487 Miller, Matt. 2019. Providing Powerful Feedback in the Classroom: Strategies, Tips, and Tools from Fellow Educators. http://ditchthattextbook.com/2019/01/18/providing-powerful-feedback-in-the-classroom-strategies-tips -и-инструменты-от коллег-преподавателей/ Wiggins, Grant. 2012 "Seven Keys to Effective Feedback." Feedback for Learning, pages 10–16. Volume 70, Issue 1. Leadership in Education. https://blogs.svvsd.org/admininduction/wp-content/uploads/sites/8/2012/10/ASCD-Wiggins-Feedback-2012.pdf https://mou36.ru/images/doc/1_SVEDENIA_MAOU/obrazovanie/metod_rekomendacii/klimat.pdf