On a very practical level, I have found that if I make a point of addressing questions to different physical areas of the room, I am more likely to spread out questions equitably. We often try to use Socratic questioning, following up a question that has confounded our students with a simpler one. Sometimes a student response misses the mark, and we need to let the student know that he or she is heading in a fruitless direction. To be equitable, we need to be conscious of and monitor our use of delving. After the student's response, we might probe in a manner that leads the student to compare his or her response with the public's reaction to Watergate.
Most instructors practice very little latency, typically less than one second.
We should wait at least three seconds after asking any question, especially a higher level question. Initially, practicing latency is very difficult. One might identify a point in the room to look at as a prompt for latency and a reminder of the other TEE practices. If an instructor gets in the habit of letting a student's comment hang for two or three seconds, this signals to all students that responses warrant reflection. Type two latency makes students more attentive to their peers' ideas.