Whether or not you decide to make changes, students need to know that you have carefully considered the feedback they offered, so share your response with them in the way that is most appropriate for your situation. Often, teachers discuss the responses that surprised them or concerned them most, and explain how they intend to address these responses in the class. For example, if your students surprised you by identifying a small group activity as one of the most positive experiences of the course so far, you might respond by incorporating such activities on a regular basis. Or, if the feedback has suggested dissatisfaction with the exam format but you feel that change is not an option, you might explain your reasons for not changing and suggest more effective ways for students to prepare themselves for exams. Responding does not necessarily mean setting aside a period to discuss the results of the survey in minute detail.
Some teachers feel more comfortable pointing out the changes they've made as they come up in class.
For example, if students asked for more feedback on their written work, the next time you return homework assignments you might mention that you are providing more written comments in response to their suggestions. Keep in mind, however, that not responding to the feedback is worse than collecting none at all. Students expect you to respond, and may become apathetic or resentful if they feel their comments are being ignored. This doesn't mean that instructors have to give up control of their courses, changing them constantly at the demand of their students. How much you decide to change in response to feedback is up to you, as is how you discuss the responses to the questionnaire.