In my experience, quite a few teachers use two approaches to behaviour simultaneously. Here are the two types I see most often.
The teacher does their best to implement a stepped approach. They understand that planning a reasonable, proportionate response is important. The system has a beginning and an end. But it is delivered poorly and inconsistently. In the end it fails, and it leads to resentment. Students can see that their teacher does not care enough to make things fair.
"Why did you do that?" "How many times have I told you?" "Don't be so stupid!" "Why am I talking to you again?" "Get on with your work." "Leave him alone."
You know the sort of thing.
I would advocate that all adults working with children use one approach. Simple, planned, fair, and delivered supportively.
The biggest reason to use one approach: so we do not have to shout and nag. Nothing breaks down relationships faster.
Research into successful parent-child interactions identifies five features that translate directly to teacher-student relationships: becoming aware of the child's emotion; recognising that emotion as an opportunity for teaching; listening empathetically; helping the child label the emotion; and setting limits while exploring solutions.
The problem in school is that we rarely have time, mid-lesson, to have these high-quality conversations. The solution is a system that allows us to calmly handle the situation in the moment — leaving no doubt in the child's mind that we will return to the conversation later, when the relationship is in the best shape for it.
One approach, done well. That is the future.